Syllabus

Course Description

Students successfully completing Technology Coordinator in the K-12 Schools will have the general knowledge to create tools to purchase school technology items, manage technology resources, and conduct technology related staff development sessions

Objectives

• Demonstrate skills in writing long- and short- range technology plans,
• Communicate the vision to all members of the school community.
• Demonstrate administrative and organizational skills related to technology-based programs.
• Prepare and monitor budgets for technology.
• Demonstrate knowledge of sources for technology, purchasing strategies and procedures related to K-12 schools.
• Demonstrate knowledge for planning policies and procedures for managing technology-based facilities including staffing, scheduling and security.
• Demonstrate knowledge of strategies and procedures for resource acquisition and management of technology-based systems.
• Demonstrate an understanding of professional ethics including those related to copyright issues.
• Demonstrate a functional knowledge of networking systems appropriate for K-12 schools including experience with at least one system.
• Demonstrate knowledge of computer security and security software.
• Demonstrate a functional knowledge of the role of the technology coordinator in a team environment and the relationship of that role to others in the school community (principal, media specialist, teachers, etc.)
• Develop a personalized professional philosophy of the role of technology and the technology specialist (coordinator) in a school.
• Identify professional resources and appropriate professional associations.
• Share information through presentations and publications.
• Develop and deliver staff development components utilizing currently accepted principles for design and implementation of staff development programs.
• Demonstrate knowledge of sources for staff development opportunities for all members of the school community related to technology.

Curriculum Design

This course will explain the duties and responsibilities of a K-12 technology coordinator. Students will create products and tools to manage technology resources and conduct professional development sessions.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The Technology Coordinator’s Handbook by Max Frazier and Gerald Bailey (2004) is the required textbook for this course. Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Course Outline

Module One: The Role of the Technology Coordinator

Objectives: Students will describe the responsibilities, skills, and requirements of a technology coordinator. Contents:

• Analyze a technology coordinator job description and compare it to the known job function.
• Review the necessary skills for the technology coordinator position and locate resources to help technology coordinators improve their skills sets.

Module Two: Technology Plan

Objectives: Students will recognize the importance of creating both a long term and short term technology plan. Contents:

• Critique a current school or district technology plan.
• Develop a short range school or district technology plan that correlates with curriculum goals.
• Develop a long range school or district technology plan that correlates with curriculum goals.

Module Three: Technology Finances

Objectives: Students will recognize the importance of formulating an appropriate budget.
Contents:

• Formulate a school technology budget.
• Distinguish between various types of funding.

Module Four: Grant Writing

Objectives: Students will apply for a grant appropriate to their K-12 situation.
Contents:

• Explain the benefits of using grant money for technology.
• Explain the essentials of a grant proposal.
• Demonstrate appropriate
• Apply for an appropriate grant.

Module Five: The Technology Coordinator & The K-12 Curriculum

Objectives: Students will describe the process of assisting teachers integrating technology into the curriculum.
Contents:

• Evaluate and select appropriate software for the K-12 setting.
• Develop an inservice for administrators that meets at least one TSSA.
• Develop an inservice for teachers that meets at least one NETS-T
• Create a Web based resource to assist administrators, teachers, students, and / or parents.

Module Six: Tech Support

Objectives: Students will describe processes for desktop technical support.
Contents:

• Create a plan to purchase technology for a K-12 school or district.
• Decide on specific technology equipment for a K-12 school or district.
• Devise a list of appropriate furniture based on ergonomics.
• Develop a plan to track software licenses and technology equipment.
• Plan an appropriate help desk strategy for a K-12 school or district and create appropriate supporting material.
• Evaluate virus protection software.
• Design an equipment maintenance program.

Module Seven: The School and District Network

Objectives: Students will support the use of computer networks in educational settings.
Contents:

• Define network terminology..
• Summarize the uses of computer networks.
• Generate methods and programs for network technical support.
• Evaluate procedures for network management.

Module Eight: Tools for Processing Student and Teacher Data

Objectives: Students will compare various tools and methods for administrative computing.
Contents:

• Compare and contrast at least two student information systems.
• Critique HR and business operations software designed for educational settings.

Module Nine: Professional Development for the Tech Coordinator

Objectives: Students will survey professional organizations and tools.
Contents:

• Review educational technology professional organizations.
• Critique educational technology professional publications.
• Compare and contrast tools and tutorials.

Module Ten: Promoting Technology Use

Objectives: Students will formulate methods to promote teacher technology use.
Contents:

• Creating a positive technology attitude.
• Designing rewards for technology innovation.
• Implementing teacher – student partnerships

Course Requirements:

1. Students write and submit weekly reflections. 30 points.
2. Students will design and deliver a professional development session for administrators. 50 points
3. Students will design and deliver a professional development session for teachers. 50 points
4. Students will compile a Web based resource for administrators, teachers, students, and / or parents. 50 points
5. Students will create a technology budget for their school or district. 25 points.
6. Students will outline both a short term and long term technology plan for a school or district. 25 points.
7. Students will apply for a grant to fund a specific type of technology or a program incorporating technology. 100 points

Grades
100-93 - A
85-92 - B
75-84 - C

Proctored Exams:

General Information

For this course, you will be required to complete an online proctored exam. You, the student, are responsible for locating a qualified proctor to observe you completing this exam. The proctor can be a colleague, the administrator at a local school, or any approved professional. The proctor's contact information and the location where you plan on completing the exam must be submitted to your professor no later than the Module 6 due date for this course. You and your approved proctor will be required to complete a form verifying that you successfully completed the exam independently. Some facts about the exam:

• Questions will reflect course content for modules 1-8.
• The content of the questions will reflect the type of assignments you completed in Modules 1-8, so it would be to your advantage to review your assignments prior to the proctored exam.
• This exam is designed to take approximately 2 hours to complete. 
• Question types will include multiple choice, short answer, and essay.
• You will be able to log in to the exam the day after Module 8 assignments are due to your professor.
• Once you log in, the exam will only be available for 2 hours
• During the exam, you may use the course Web site for assistance, as well as other research sites such as Questia that may assist you in successfully completing the exam.

Selecting a Proctor

Your proctor can be a colleague, the administrator at a local school, or any approved professional. Remember when selecting your proctor that he or she must:

• Be available during a two hour block of time the week of the exam.
• Stay in the room with you during the exam.
• Complete the proctor form.

Your exam location must be a secure location where you will not be interrupted by others.  Suggested locations include:

• Your classroom
• Your school computer lab
• Library

Prior to the Module 4 due date send your professor an e-mail suggesting the name of a possible proctor and proposed location. In the subject of the email message type PROCTOR Your e-mail must include the proposed proctor's title, workplace and work e-mail address (if you provide their home e-mail address also, it may be easier to get in touch with them more quickly... but you must provide their work e-mail address).

Your professor will reply to let you know if your proctor selection was approved.

Taking The Exam

The week prior to the exam, your professor will send your proctor an email with the exam instructions and an Exam Affidavit.

The day after the Module 8 due date, you and your proctor will receive an email with the link to the exam. You will only be able to access the exam once. Do not click on the link or attempt to open the Web page until you are ready to begin the exam.

Exam Rules

• The exam is designed to take approximately 2 hours to complete
• Exams submitted more than 2 hours after they are initially accessed will not be accepted (proctors should carefully keep track of time spent on the exam.
• Students who do not propose a suitable exam site and possible proctor will not be allowed to take the exam.
• Students must not communicate with anyone regarding the exam, other than the proctor (or instructor or other designate), either verbally, electronically or otherwise, during the exam.
• The exam must be completed independently.
• Students must not discuss the curricular content of the exam with colleagues from class, either verbally, electronically, or otherwise, until after the final deadline for completion of the exam.
• If technical problems arise such that you are unable to access the on-line exam, notify your proctor at the exam site and get them to e-mail the instructor so that the time limit for the exam may be extended if required.
• The final exam covers Modules 1-8. It is not a closed book exam, you are free to use the textbook, browse the Internet, and the course Web site. Because you will be tested on concepts, browsing absolutely does not help those who have not studied, but may be an aid to those who wish to occasionally clarify their thinking.
• Students and proctors may not remove a printed copy of the final exam from the exam site.
• If the exam is printed during the examination period, the copy must be destroyed by the student or proctor before the student leaves the site of the final exam.
• It is recommended that students who may wish to browse during the exam open 2 copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
• It is recommended that you "save" frequently during the exam, or write down a few words to help you remember which answer you have chosen for each question in the event that there is a power failure, or you accidentally close the browser window in which you are completing the final exam.

After The Exam

Upon completion of the exam, the student and proctor will complete the Exam Affidavit to verify that the student registered for the course is the student that completed the exam. Upon completion of the form, it should be faxed or scanned and emailed as an attachment to the Teacher Education University Registrar.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Technology Coordinator’s Handbook

International Society for Technology in Education

National Staff Development Council

Consortium for School Networking

Towards Digital Inclusion

Electronic School

E-Rate

Obtaining Resources for Technology in Education: A How-to Guide for Writing Proposals, Forming Partnerships, and Raising Funds

Writing A Technology Plan

National Center for Technology Planning

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.