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Dear Community Members,
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With Warm Regards,
Carol

Project Reviews
Hi Everyone!
I am looking forward to hearing your comments regarding my project and also to reading yours! Please leave messages here. Be aware that when we post the Wiki causes changes to the formatting so we are not able to see exactly what the project looks like in APA format we are looking at the content only. Thanks so much for looking!

With Warm Regards,
Carol

{8844_Course_Project_Rubric.pdf} Here
Here is the for your convenience for our community reviews.

{8844_Course_Project_Rubric.pdf} Here is the rubric for our final assignment for your reviews.

RUNNING HEAD: COURSE DESCRIPTION
Course Description
National Educational Technology Standards (NETS) for Administrators
by
Carol Scholz, carol.scholz@waldenu.edu
Student ID # # A00163416
Program: Ph.D. in Education
Specialization: Educational Technology
Designing Instruction for Distance Education
Dr. Timothy Powell
Walden University
August, 2010
Course Summary
Course Title; National Educational Technology Standards (NETS) for Administrators
Class Size: This class is limited to 15 participants
Prerequisites: Admission into the postgraduate level Credential Program for Building Level Administrators.
Class Demographics: This class is intended for post graduate or graduate level students enrolled in the University School of Education building level administrative credentialing program.
Exceptionalities: This course has been designed with Universal Design for Learning practices but if further adaptation is required it can be made accessible at no cost through the Office of Disabled Student Services. More information regarding their services and contact information is provided below.
Course Description
This course will enable administrators to implement the National Educational Technology Standards (NETS) for administrators as outlined by the International Society for Technology in Education (ISTE). Students will have the opportunity to explore many online resources and will explore categories of technology such as; websites, cloud computing, collaborating online, management software, student educational software, innovative uses of technology and integrating technology into learning. Participants will be prepared to develop and implement a plan to fully integrate technology at their prospective school sites and enable them to act as educational technology instructional leaders for their staff.
Full Course Goals and Objectives (See week one and two plans for weekly goals and objectives)
Goals
1. understand and Utilize the - National Educational Technology Standards (NETS)
2. become an Administrative Level Educational Technology Leader
3. Develop and Implement a Site Based Technology Integration and Use Plan
4. establish and participate in a collaborative project based online learning community
Objectives
By the end of this course students will be able to access and utilize;
the International Society for Technology In Education (ISTE) as a member with access to all online resources.
resources for Educational Technology Use with Students including Web 2.0 tools, Webspiration, Wiki, Ning and Google Docs, Google Scholar etc.
Educational Information Management Systems – Used for Attendance, Grades, Assessment and Communicating with Staff and Families
online educational technology research and information resources
social Networking sites to collaborate with peers
State Department of Education technology based resources, tools and information
technology for Educational Social Services, Grants and Character Education
evaluative processes for making purchasing decisions for technology
site based technology use and I\integration P\planning P\process at their own school or district site
Textbook
Making Technology Standards Work for You – A Guide to the National Educational Technology Standards (NETS-A) for School Administrators with Self Assessment Activities by Susan Brooks Young second edition. Purchase through the International Society for Technology in Education website at www.iste.org or through www.amazon.com
Critical/Social Model
The Critical/Social Model is articulated through ten principles which are reflected in the
course work and assessment procedures for this course. The following principles are addressed
in this class:
|| Principle
Assessment
|| Continuous Assessment and Reflection
FSA:
Weekly Discussion Posts Consisting of Participation and Reflection
Pre-assessment, Post Assessment of Educational Technology Knowledge
Weekly Project Based Learning Assessments
|| Leadership
FSA:
School Wide Educational Technology Plan - Leadership Final Cumulative PowerPoint Project
|| Group and Interpersonal Skills
FSA:
Weekly Group Discussion Posts and Response,. Group Project, Group Live Chat
|| Critical Thinking Skills
FSA:
Research and Analyze Educational Technology Research and Best Practices
|| Democratic and Ethical/Moral Values
FSA:
Describe and Design a School wide Technology Security and Ethical Use Policy
|| Communication Skills
FSA:
Analyze and Describe Applications of Communication via Educational Technology including;
1. Blog /Ning
2.Wiki
3.Video Teleconferencing
4.Online and Blended Courseware
5..Podcast
6.Go to Meeting and Communiqué
7. Technology Management Software Proficiency – IE School Net, PowerSchool or Infinite Campus
|| Change and Change Management
FSA:
Describe and Design School wide Technology Use Plan
Addressing Diversity
Disabled Student Services
Under the American’s With Disabilities Act the University can not discriminate on the basis of disability. Under this federal law all students are entitled to equal access to education and employment at all universities and colleges. All course participants with disabilities are encouraged to contact the university’s disabled student services for any required services. These services include but are not limited to; technology adaptations such as screen reader, large print display, Braille printer or refreshable Braille display, adapted materials such Braille, large print, recorded texts, readers as well as sign language interpretation and services for learning disabilities. These services are based upon individual need and are provided free of charge. Please contact the Office of Disabled Student Services at 208-000-0000. Also please feel free to contact me to discuss options as I am a former Special Education Teacher and Assistive Technology Mentor and look forward to working directly with you.
Respecting Diversity
It is expected that all students sign the University Covenant which outline the fair and equitable treatment of all students by instructors and fellow classmates in regards to race, gender, religion, age, disability, sexual orientation and political beliefs. It assures all students are able to attend online classes without fear of harassment or negative remarks related to any of these populations.
Differentiated Instruction (DI) and Universal Design for Learning (UDL)
This course will provide multiple means of expression and design of the final project incorporating the differentiated Instruction and Universal Design for Learning models. This will assure that learning preferences and styles are addressed as well as all course materials are made available in multiple formats to assure compliance with UDL and differentiated instructional best practices. In an effort to meet the UDL guidelines the professor will provide written transcripts of all video for hearing impaired users. A link to Browse Aloud will be provided for those users who need text to speech.
Topic Educational Technology Instructional Leadership
Assignments and Expectations
Week One Topic Individual Administrative Communication Technology Use
Pre-Assessment - Educational Technology for Administrators Survey on Survey Monkey
Online Staff Lounge – Introductions & Two Truths and a Lie
Discussion Post & Discussion Response to Two Classmates
Week One
Goals
To:
Improve level of technology knowledge and develop an Individualized Technology Plan for professional growth
become knowledgeable about the International Society for Technology in Education (ISTE) and the National Education Technology Standards (NETS) for administrators
Objectives
Students will;
Performa Technology Knowledge and Use Self Assessment
Create an Individual Technology Study Plan
Interview Technology Personnel at Local School on Use and Plan
Present Evidence of Learning about Communication Technologies
Week One Assignments - OLE_LINK1, Use and Integration
During Week One prospective administrators will take a pretest for self assessment purposes and design their own individual learning plan to assure that they have current knowledge regarding the use and integration of current education, management and communication technology as well as identify areas of focus for the development of their own professional development plans.
Students will write and post to the assignments tab, their own professional development technology use and integration plans outlining areas they have identified which they would like to focus on during the course of the class.
Students will interview and survey an identified technology representative from a local school and report on all uses of technology at that site as well as the technology plan if one exists. This will be posted to the assignments tab as well as the discussion forum in week 2.
All students will complete their pre-assessment, and then respond to the discussion post.
Students will follow the links provided in the course resources link and take online tours on Blog, Wiki, Ning, Podcast, Communiqué, Face book, and Outlook methods of communication.
Students will be required to join the International Society for Technology in Education (ISTE) and read the NETS for administrators from their text posting a comment to the discussion link regarding NETS.
Week Two
Goals
To;
increase educational technology knowledge
learn about and use collaborative online learning tools
begin work on Final Site Based Technology Use and Integration Plan Project
Objectives
Students will;
become familiar with online resources on best practices in educational technology
establish a group online learning community (2-3 members assigned by professor)
set up and begin Final Site Based Technology Use and Integration Plan Project within this Collaborative Learning Community
join organizations which will continue to provide Educational Technology news, information and research.
Week Two Assignments
Educational Technology Instructional Leadership Paper
Students will utilize the online resources provided such as, ERIC and online data bases, educational technology publications such as edtechnews.com to research current best practice applications of technology in terms of instructional use in order to develop skills as instructional technology leaders for their prospective schools. In addition to responding to the weekly discussion post students will write a three page paper on best practice uses of technology in an area of interest including; Math, Reading, Language Arts, Social Studies or Science. Students will use at least three peer reviewed research articles and online resources according to APA Sixth Edition guidelines which outline best practices in educational technology instructional use. Students will be required to read and respond to classmates posted papers.
Establishing a Learning Community
Students will explore the various online portals for learning communities NING, Wiki etc. identified in the course resources link. Then in groups assigned and posted by the professor will then decide on the portal the learning community will use to collaborate on their final project. The group members will decide who will be the site manager. Then the group site manager will begin their Final Project by creating the framework for the project called Site Based Technology Use and Integration Plan. In order to accomplish this initial assignment, the students will all post their first week’s interview assignment to their Wiki or NING. This first assignment was to interview the indentified technology professional at a specific school on their existing technology use plan if one is in place or technology use at the school site, if a plan has not been developed. All group members will post comments to at least two members posting of assignment one. The group will decide which school site based interview to base the group project on. The group project will be a Technology Use and Integration Plan for this real school, identified during the group discussion of the site interviews conducted by the members of the learning community. The site manager will create a group project folder for members to post their contributions to.
describe how you can encourage and determine equitable involvement by all group members. In
How groups will be formed
The instructor will divide up the class in groups of two to three students. Students will intitiate contact and establish group rules for collaboration. They will establish an online collaborative environment with folders labeled with their own first and last names as well as elect a group site manager. This manager will be responsible for creating and maintaining the site and creating folders for each community member as well as the group Technology Integration and Use Plan
How the completed assignments will be assessed. A rubric assessment will be used to evaluate each group members discussion posts and assignments as well as the final group collaborative project.
The rubrics for the first two weeks include;
Discussion Post
Individual Technology Use and Integration Professional Development Plan
Site Based School Personnel Technology Interview and Report
Learning Community Site and Collaborative Rules
Project Based Learning Week Two Identify School
Discussion Post Rubric
|| Discussion Post
Factors for Evaluation
Total Points
|| The Discussion post reflects the weekly readings.
2
|| The initial post demonstrates evidence of higher order thinking including evaluation, , compare, contrast and analyze.
2
|| Student responds to at least two classmates and provides additional information, research, data or asks critical questions
2
|| Writing reflects adherence to APA Manual Version 6 guidelines and rules.
2
|| Discussion Posts are timely.
2
Individual Technology Use and Integration Professional Development Plan
|| Factors for Evaluation
Total Points 10
|| Students Use the Self Evaluation of Technology Use List to Identify at Least 5 Ares of Need. The self evaluation and plan will be submitted as a two page paper according to APA sixth edition guidelines. This is submitted to the assignment drop box as well as posted in the discussion are of the class.
4
|| Students identify software packages that they would like to learn or improve use within this two page paper..
2
|| Students identify collaborative social networking sites they would like to learn about or improve use within this two page paper..
2
|| Students identify productivity tools they would like to improve use of.
2
Site Based School Personnel Technology Interview and Report
|| Factors for Evaluation
Total Points 10
|| Students identify site technology leader, school and district..
1
|| Students write ten questions to ask this leader based upon the identified areas of need according to NETS.
3
|| Students submit a two page paper summarizing the answers provided to these questions by the technology leader, or improve use within this two page paper..
3
|| The paper outlines the major areas needed for improvement by this school site in technology use and integration.
3
Learning Community Site and Collaborative Rules
|| Factors for Evaluation
Total Points 5
|| Learning Community Members select a networking site such as Wiki or Ning, for collaboration and a manager, providing the link and name of the manager in the class café by day two of Week Two.
1
|| Individual learning community member posts their ideas for collaborative rules outlining participation, interaction and timeliness of member contributions to the learning community site. The site manager posts the cumulative list to the social networking community of learning site.
2
|| Individual learning community member creates a folder labeled with their own first and last name within this social networking site.
2
Project Based Learning Week Two Identify School
|| Individual learning community member posts the results of the first week interview in their folder.
1
|| Individual learning community member posts a response to all learning community member interview results on the community site. They then collaborate to choose one school for the course long collaborative project to design a site based technology use and implementation plan. Site Manager posts the name of this school on the project page of the site.
4