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Educational Technology Program | Department of Educational Leadership | Texas A&M University-Commerce
An examination of the theories, practices, and competencies required for effective administration of educational technology programs. Examines supervision and organization of media and equipment holdings. Covers management techniques as they apply to learning resources in educational, business, and industrial settings.
Prerequisite: ETEC 524 (Theories and Strategies of Computer Utilization), other 500 level ETEC course, or permission of the instructor.
Term: Fall, 2008 (088) Credits: 3 hours Sections: 01W Format: On-line Day(s): Variable Time: Variable
Dr. Jason Lee Davis
Education North – Room 114
903-886-5598 FAX: 903-886-5603
http://faculty.tamuc.edu/jdavis/ On-line URL: http://online.tamuc.org/
See website for current instructor schedule. Other times by appointment.
Schmidt, William D., &
Rieck, Donald A. (2000). Managing media services [computer
file]: theory and practice. (2nd ed.).
ISBN: 1-56308-530-5 (2nd ed.)
- ON-LINE TEXT: (access via TAMU-C Library Website)
Publication manual of the American Psychological
Association. (5th ed.). (2001). Washington, DC: American Psychological
ISBN: 1-55798-791-2 (paperback)
For Library Certification students only
American Library Association (1988)
power: Building partnerships for
During this course the learner will…
1. explore the background, philosophy, and planning for managing media services.
2. explore the management of media materials, equipment, and development services.
3. plan and design a technology installation/implementation.
4. develop and evaluate a technology plan(s).
5. identify sources of funding for technology.
6. practice strategies for defining and clarifying the focus of grant applications.
7. investigate technology grants and proposals.
8. become familiar with program administration.
9. become familiar with information literacy standards for student learning.
10. become familiar with school library services, standards, and guidelines.
Participation/Discussion Activities - 15%: All students must be active participants in class activities. In on-line courses, attendance is equated to the demonstration of an active presence in the virtual course environment. An active presence may be shown through participation in, and contributions to, synchronous or asynchronous class discussions and the course Q&A forum.
Quizzes – 20%: Quizzes from the class text(s) and other information will be administered. Quizzes may cover content included in the textbooks or assigned readings, presented/discussed in the virtual classroom, provided through supplemental course resources, or other related activities and content. Answer keys are automatically released after the quiz deadline; therefore, quizzes CAN NOT BE REOPENED after the deadline and MAKEUP QUIZZES ARE NOT AVAILABLE. Quizzes will be available well in advance of the deadline; so, don't wait until the last minute and risk missing a quiz due to technical difficulties or unforeseen circumstances.
Technology Plan – 30%: Each Student must create a complete written Technology Plan. Required content elements will be provided in the assignment guidelines. All references and citations made must be in accordance with APA 5 style. Also, see “Scholarly Expectations” below.
Grant Purpose Statement Activity – 15%: Each student must write a purpose statement identifying the intended goal of their grant application. Each student will provide feedback on other students’ statements to help clarify and focus the wording and apparent intent of the purpose statement. The format and details of this activity will be forthcoming.
Technology Grant Proposal Brief – 20%: Each student will create a clear, concise, one-page proposal brief for a technology grant. The general purpose of this proposal brief will be to outline a grant funded project to provide for the creation of a technology facility at a school district, business, or other entity, subject to approval by the instructor. The final product must be a maximum of one page in length and of sufficient quality to submit to a funding entity as a pre-proposal for funding consideration or a Letter of Intent to confirm the organization's intent to submit a full proposal in response to a future grant Request for Proposal (RFP) or Request for Application (RFA). Note: This is NOT a full grant proposal. The details of the proposal project will be forthcoming. Any citations (not recommended) made must be in accordance with APA 5 style. Also, see “Scholarly Expectations” below.
Assignments MUST be submitted by due date in the specified location. It is critical that assignments be submitted in a timely manner so that peer review activities can be completed and projects finalized. Full credit cannot be earned by late or incomplete assignments. Unless indicated otherwise, assignments may lose up to 10% of their possible value each day late if submitted after the posted due date/time. (e.g. Assignments can lose all of their value at 10days past due.) Credit for major projects whose timely submission is essential for peer activities to proceed may expire more quickly. In such cases, Late submissions may be rejected at the instructor’s discretion. (Due notice will be given prior to the acceptance cutoff.)
|Purpose Statement Activity:||15%||
Technology Grant Proposal Brief:
F 59% or less
Grade of "X" (Incomplete) - In accordance with the TAMU-C Student Guidebook outlining the rules and procedures of the University, the mark of "X" may be assigned to "students who, because of circumstances beyond their control, are unable to attend classes during or after review week" and "were maintaining passing grades." Since all graded assignments in this course are due prior to review week (the next-to-last week of the semester), the mark of "X" is not valid in this course and will not be assigned.
Majors in the Leadership (formerly LTMT/LTEC) and Library Science degree programs in Educational Technology are now required to submit an electronic portfolio which evidences one's knowledge, skills and abilities of the technological competencies developed in the program. The portfolio will be submitted at the end of each semester for a formative evaluation. Each course has identified one or more artifacts as such evidence. Required artifacts from this course include the Technology Plan and Technology Grant Proposal Brief. Majors in the program will be contacted by Dr. Leah Wickersham, for more information on how to get started with the ETEC ePortfolio and obtain a copy of the ePortfolio Handbook. If you plan to major in the program, but have not yet applied you are strongly encouraged to do so. Please contact Leah.Wickersham@tamuc.edu for more information about the program portfolio requirement.
A tentative class schedule will be maintained on the class’ public website, accessible via the instructors’ homepage. It is advised that the refresh/reload button is clicked upon each visit to a class page to ensure that the most recent version of the page is displayed. The schedule is subject to change throughout the semester to accommodate and adjust for the progress of the class, unforeseen events, etc. Check for modifications frequently. This is the student’s responsibility.
As this is an on-line class with no regularly
scheduled meeting, following the initial face-to-face orientation meeting, attendance is
equated to regular active participation and appropriate progress toward timely
are expected to utilize the eCollege
courseware application as the primary course environment. The
instructor's website and other URLs will also be utilized. Active
presence, as describe in the Participation section above, applies to web-based
The instructor's website and other URLs will also be utilized. Active presence, as describe in the Participation section above, applies to web-based sections.
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you have a disability requiring an accommodation, please contact:
Office of Student
Disability Resources and Services
Texas A&M University-Commerce
James G. Gee Library, Rm. 132
Phone (903) 886-5150 or (903) 886-5835
Fax (903) 468-8148
All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conductive to a positive learning environment (see Student’s Guide Handbook, Policies and Procedures, Conduct).
Academic Integrity &Scholarly Expectations
Conduct that violates generally accepted standards of academic honesty is defined as academic dishonesty, which includes, but is not limited to plagiarism (the appropriation or stealing of ideas or words of another and passing them off as one's own), cheating on exams or other course assignments, collusion (the unauthorized collaboration with others in preparing course assignments) and abuse (destruction, defacing, or removal) of resource material. (Texas A&M University-Commerce, Graduate Catalog). All works submitted for credit must be original works created by the scholar uniquely for the class. Plagiarism: Using works created by others without proper citation is not tolerated and may result in expulsion from the course and the graduate program. Auto-plagiarism: It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Works submitted are subject to submission to TurnItIn, or other similar services, to verify the absence of plagiarism. Work submitted at the Graduate level is expected to demonstrate higher order thinking skills and be of significantly higher quality than work produced at the undergraduate level. Writings must exhibit correct form, style, and grammar and demonstrate the student’s ability to communicate clearly and effectively in the English language. (Also see Student’s Guide Handbook, Policies and Procedures.)
Kemp, J.E. (1994) Planning,
producing, and using instructional technologies (7th
Lever-Duffy, J., McDonald, J. B., &
Mizell, A. P. (2004) Teaching
and learning with technology (2nd
Male, M. (2003)
Technology for inclusion – meeting the special needs of all students (4th
Picciano, A. G. (2002) Educational
leadership and planning for technology (3rd ed.).
Roblyer, M. D. (2003)
Integrating educational technology into teaching (3rd
Tomei, L. A. (2002)
The technology façade – overcoming barriers to effective instructional