K-12 Tech Facilitator

ED 667

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:

Students write and submit weekly reflections. 30 points.
Students will design and deliver a professional development session for administrators. 50 points
Students will design and deliver a professional development session for teachers. 50 points
Students will compile a Web based resource for administrators, teachers, students, and / or parents. 50 points
Students will create a technology budget for their school or district. 25 points.
Students will outline both a short term and long term technology plan for a school or district. 25 points.
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

Specific courses in each program require the completion of an online proctored exam using a Teacher Education University proctor via the ProctorU ^TM service. This serivce gives students the ability to take the proctored exam at a convenient time and location with the proctor viewing the student via Web cam.

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.

ProctorU^TM Technical Specifications and Instructions

The ProctorU^TM service requires equipment with the following specifications:

A high speed internet connection
A computer running Windows XP or later versions
A webcam with 640 x 480 pixel video resolution (provided by Teacher Education University upon student request)
Audio capabilities, either through the webcam or through a standalone microphone (most cams come with a built in mic)
Speakers must be connected to the computer and working
The ProctorU^TM program must be downloaded onto the computer (no installation necessary)

Each student will need to register for a free account with pupilcity at http://teu.pupilcity.com.

Once an account is created, students should return to http://teu.pupilcity.com to schedule all exams at least seven full days before the desired exam time. Students can change reservations until 24 hours before the exam, at which time they will need to contact pupilcity’s exam line at 205-870-8122.

At the scheduled exam time, students should return to http://teu.pupilcity.com and follow the posted instructions to log into the assigned exam room.

Students should make sure their webcam and speakers are plugged in and turned on. STUDENTS CANNOT TURN ON THE WEBCAM SOFTWARE BEFORE LOGGING INTO ProctorU^TM (this will create issues with the video feed). Once in the room, students should follow the instructions to connect to the proctor and follow the verbal instructions to begin their exam.

Taking the Exam

The day after the Module 8 due date, course instructors will send students with the link to the exam. Students will only be able to access the exam once. They should not click on the link or attempt to open the Web page until they are ready to begin the exam.

Exam Rules

The exam is designed to take approximately two hours to complete.
Exams submitted more than two 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 the student is unable to access the on-line exam, the proctor will notify the Teacher Education University staff, in order for the student to have an extended time period to complete the exam, if necessary.
The proctored exam covers Modules 1-8. It is not a closed book exam, students are free to use the textbook, browse the Internet, and the course Web site. Because students 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 in site of the 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 two copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
It is recommended that students "save" frequently during the exam, or write down a few words to help remember which answer they have chosen for each question in the event that there is a power failure, or they accidentally close the browser window in which they are completing the final exam.

After The Exam

Upon completion of the exam, the student will log off from ProctorU^TM. The instructor is notified that the exam is ready for grading. Once the exam is graded, the grade will be posted in Maestro.

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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.