Johns Hopkins University - JHU School of Education



Johns Hopkins University

School of Education

Graduate Division of Education

Administrative and Instructional Uses of the Technology

JHU 851.609.91

3 Credits

Fall, 2007 Tuesdays, 5:00 P.M. – 7:00 P.M.

Instructor: R. Scott Pfeifer, Principal, Centennial High School, Howard County Public Schools

Work phone: 410 - 313-2856 (fax) 410-313-2861 Home phone: 410 - 750-1946

e-mail spfeifer@

In case of inclement weather, DO NOT follow school district closing guidelines. Rather,

follow the information contained on the Hopkins weather number, 1-800-548-9004.

Even if Howard County Schools are closed, we may still have class in the evening.

Course Description: Designed for prospective and practicing administrators, this course examines the issues and ideas essential to the use of the computer and other technologies as tools for administration and instructional management. Through hands-on experience, participants explore practical uses for hardware and software which can be applied to their daily work.

The course will be taught with PC computers. The labs at Centennial High School are available to Hopkins students during the week if pre-arranged with the instructor. You may also contact Hopkins Columbia Center regarding availability of their labs. You may complete Power Point assignments on PC or Macintosh computers. Save files on the ELC or on a Flash Drive.

Course Objectives: At the completion of this course, students will:

1. Demonstrate knowledge of and skill in using technology and a variety of application programs in the administration and the management of instruction

of grades K-12 schools (ISLLC Standard #2 and #3).

2. Demonstrate ability to determine which information is needed to make administrative and instructional management decisions, and possible sources for obtaining that information (ISLLC Standard #2 and #3).

3. Demonstrate an understanding of a process to be used in determining when administrative and instructional management decisions can and cannot be best assisted by the use of a microcomputer (ISLLC Standard #2 and #3).

4. Be knowledgeable about the technology capability of the school at which they work and of the technology capability of the school district in which their school is located (ISLLC Standard #2 and #3).

5. Be knowledgeable about the impact of technology on classroom instruction and daily

school administration (ISLLC Standard #2 and #3).

6. Be knowledgeable regarding the ethics of responsible use of technology, including

issues regarding intellectual property rights and fair use (ISLLC Standard #5).

Relevant ISLLC Standards:

ISLLC Standard #2

The school administrator is an educational leader who promotes the success

of all students by advocating, nurturing, and sustaining a school culture

and instructional program conducive to student learning and staff

professional growth.

ISLLC Standard #3

A school administrator is an educational leader who promotes the

success of all students by ensuring management of the organization,

operations, and resources for a safe, efficient, and effective learning

environment.

ISLLC Standard #5

A school administrator is an educational leader who promotes the

success of all students by acting with integrity, fairness, and in an

ethical manner.

Texts: There is no text. Readings are assigned for each class as indicated in the syllabus

Assignments: Students will:

1. Complete class assignments as indicated in the syllabus. These assignments include:

• Homework assignment sheets related to the School Web Pages, a

technology lesson evaluation, and maintaining a blog.

• Reflection sheets/ELC postings on the readings of the day,

2. Read, write a 3 page abstract, and report orally to the class about an assigned topic

related to the use of computers and technology in school administration and the management of

instruction. Ensure you use articles referred by Mr. Pfeifer plus your own.

• Include a bibliography of at least three articles

• Ensure you follow the guidelines provided in the scoring guide as you prepare..

• Oral reports must incorporate Power Point.

• Oral reports must be 10-15 minutes in length and include opportunities for class

discussion and involvement.

3. Create a WebQuest activity as described by your instructor and post your webquest

on .

4. Plan with a small group of your classmates a simulated School Improvement Team meeting where you use the md. web site as a tool. Present this to the rest of the class.

5. Create/revise a technology plan for your school as described by the instructor and present your plan to the class in a power point presentation

6. Participate actively in class discussions. Students may be expected to lead

discussions on the weekly required readings.

7. Complete a final examination.

Evaluation and Grading:

Grades will be based on the following:

1. class/homework assignments : 10%

2. the thoroughness, applicability and presentation of oral 15%

reports, written abstract, and ELC postings

3. participation in classroom discussions/attendance 10%

4. the Webquest assignment 15%

5. the md. simulation 15%

6. the school technology plan 15%

7. the final exam 20%

Grading Scale: (Calculated on a 4.0 scale)

A = 3.66 – 4.0 A- = 3.5 B+ = 3.3 B = 3.0 B- = 2.7 B = 2.5

C+ = 2.3 C = 2.0 F < 2.0

Course Outline and Schedule:

I. September 4, 2007 --- Introduction: Getting started and the ELC

A Rationale for Technology Integration

• Introduction to the course, procedures, expectations and assignments

• Distribution and completion of student information sheet

• Review syllabus, calendar, expectations, etc.

• Establish schedule for journal article reporting

• Distribute initial required readings/grading rubrics

• Register for and explain electronic learning community (cte.jhu.edu/ep)

Post sample ELC assignment (Discussion/Categories/851.609) (851609)

Introductory Presentation: The Need for Change/Constructivism

Reading: Prensky, Marc, Listen to the Natives, Educational Leadership, January,

2006, pp. 8 - 13.

Gewertz, Catherine, “Outside Interests,” Technology Counts 2007,

pp. 25 – 27.

• Lab assignment- Practice/Learn PowerPoint

Reading II: McKenzie, Jamie, Scoring Power Points, From Now On, September,

2000. (Read this before you complete your powerpoint presentation)

September 11 – No Class

II. September 18, 2007 -- +/- Of The Constructivist Approach. Power Point

Assignment due: Reflection on last week’s lecture and readings posted on ELC

• Student PowerPoint presentation and discussion

1) Effective Staff Development for Technology Integration: Characteristics,

Incentives for teachers, when, where, how???

• Readings: Sherman, T. and Barbara L. Kurshan, “Teaching for Understanding,”

Learning and Leading With Technology, December/January, 2004 – 2005, pp. 6 - 11.

Sherman, T. and Barbara L. Kurshan, “Constructing Learning,”

Learning and Leading With Technology, February, 2005, pp. 10 - 13.

Brooks, Grennon, The Case for Constructivist Classrooms, ASCD,

1993, pp. 101 – 118.

Weiss, Iris R., “What is High Quality Instruction,” Educational

Leadership, February, 2004, pp. 24 – 28.

Kleinman, Glenn, Myths and Realities About Technology in K-12

Classrooms, in The Digital Classroom, Harvard Education Letter,

Harvard College, 2003, pp. 7 – 15.

III. September 25, 2007 – What are the elements of effective technology integration?

Assignment Due: ELC posting: Elaborate on your response of 9/18, including a

discussion of class of 9/18 and classmates responses on ELC.

• Student PowerPoint presentation and discussion

1) Does technology integration increase test scores (Weglinsky/Edtech)

• Readings: Miller, Larry & Olson, John, (1995). How Computers Live in Schools

Educational Leadership, October, 1995. 74-77.

Means, Barbara and W. R. Penuel, C. Padilla, Now We’ve Come

to the Point Where We’ve Started, in The Connected School:

Technology and Learning in High School, Jossey Bass, 2001.

pp: 17 – 44 and pp. 194 – 229.

Allen, Susan et al, Four Takes on Technology, Educational Leadership,

January, 2006, pp. 66 - 70.

• Discussion: Barbara Means’ definition of effective technology integration.

Apply this to the “World Tour” Lesson distributed in class today.

Practice “Chat” for virtual class next week

You must create a lesson, or find an article about a technology

lesson which you will evaluate and present to the class next week.

IV. October 2, 2007 -- A Sampling of Technology Integration; Putting it all together.

• Brief 1 page evaluation of technology lesson assigned 9/25. Post it in folder with

today’s date in the “resources” section of the ELC. Today’s class will be

conducted “virtually” using the ELC chat function. You can also post it in the

discussion section where you have posted other things if all else fails.

V. October 9, 2007 – Web 2.0: Blogs, Wikis, and Podcasts

Assignment Due: ELC Posting on the value of Blogs, Wikis, and Podcasts

• Student PowerPoint presentation and discussion

1) K – 12 Virtual Schools – What are they, how to they work, growth over time, what are the advantages/disadvantages (See Ed Leadership Article, Florida Experience).

* Reading Catalano, Frank, Why Blog, T.H.E. Journal, December 2005,

pp. 23 – 28, 49.

Richardson, Will, Blogs, Wikis, and Podcasts, Corwin Press, 2006,

pp. 1 - 44

* Discussion: and teacher Web Pages

Administrative uses of the web/Pfeifer page and blog

Discussion of blue web’n

Assign Web worksheet today to be completed for next week’s class

VI. October 16, 2007 -- Ethical Issues of Technology Use/School Web Pages

Worksheet on School Web Pages Due Today and will be discussed in class

• Student PowerPoint presentation and discussion

1) First Amendment issues and Student use of Internet: What are the legal principles,

what are some recent court decisions, and what advice is there for school

administrators? (Include discussion of student use of off site web pages)

• Readings: Sivin, J.P. & Bialo, E.R., Ethical Use of Information Technologies

in Education: Important Issues for America’s Schools. National

Institute of Justice: Issues and Practices Series. May, 1992.

Langran, Elizabeth, Copyright Law and Technology, Learning

And Leading with Technology, April, 2005, pp. 24-26.

• Discussion: Uses of School Web Sites/Ethics Case Studies

Register for a blog site at

Mr. Pfeifer’s blog address ()

VII. October 23, 2007 ---The WebQuest

Post your first blog on about your views on the value of technology

Integration and how you think blogs, wikis, and podcasts might or might not have

Meaningful applications in the high school classroom OR create a personal blog on

Any topic you like.

• Student PowerPoint presentation and discussion

1) Laptop Schools: Is this the future? How widespread are they, public (Henrico Co. VA, and Maine) vs. private schools. What does it take to make them work? Do they make a difference?

• Readings: Read the following articles found on the San Diego State University site

listed below

SDSU website

1) Overview and FAQ’s

2) Click on “training materials” and read these three articles:

a. Some Thoughts about Webquests

b. Education World: Creating a Webquest

c. Education World: The Interview with Bernie Dodge

3)

Discuss webquest assignment posted on or your own site due on April 10.

Complete in class “Webquest about Webquests”

VIII. October 30, 2007 -- Data Driven Decisions--A policy plus?

Continue your blog by today, and ensure you include thoughts about webquests in your

Discussion if you choose.

Student PowerPoint presentation and discussion

1) Pre-Packaged computer lab-based hardware and software solutions to raise test

Scores: Do they work? Plusses and minuses! (See Baltimore Sun coverage in last 18 months) plus other resources.

• Readings: Smith. M.S. (1988). Educational indicators. Phi Delta Kappan

March, 487-491.

Richard, C.E. (1988). Indicators and three types of educational

monitoring systems: Implications for design. Phi Delta Kappan

March, 495-499.

Archer, Jeff, “Information Exchange,” Technology Counts 2007

pp. 37 – 41.

Moore, Bob, Data-Driven Decision Making, eSCHOOL NEWS

Special Report, June, 2004, pp. 18 – 23.

• Discussion: MSPP and MSPAP report cards as data bases- Students should

be familiar with their school’s most recent school improvement plan.

Interview your principal and/or SIT chair to determine the decision-

making process used to arrive at the plan and the role

achievement data played in this process.

Lab Assignment: Explore , begin planning group presentation.

IX. November 6, 2007 – Practical Applications of Data-Based Decision Making

Share your thoughts about NCLB in your blog for this week.

• Student PowerPoint presentation and discussion

Technology and the diverse learner.

• Reading: Wellman, Bruce and L. Lipton, Navigation: Charting a path through

a sea of information, Journal of Staff Development, Winter, 2000,

pp. 47-50.

Salpeter, Judy, Data: Mining With a Mission, Technology and Learning,

March, 2004, pp. 30 – 36.

Love, Nancy et al, “Focus on Data-Based Decision Making: Uses and

Abuses,” ENC Focus, Vol. 10, No. 1, pp. 14 – 17.

Lab Assignment: Use authentic H S A data for practice.

Planning Time for Group Presentations

X. November 13, 2007 -- School Improvement Planning Using

Students will present SIT Team simulation to their classmates

• Student PowerPoint presentation and discussion

The Technology Gender Gap: What is it, why is it, can it be changed, should it be changed. What are the implications for K – 12 Educators?

November 20 -- NO CLASS – THANKSGIVING BREAK

XI. November 27, 2007 - Infrastructure and what it means for technology integration &

planning. Guest Lecturer: Dave Barnett, Media Specialist,

Centennial High School

Web Quest Assignment Due Today Posted on

• Readings: O’Donovan, Eamonn, A School Connectivity Primer, Technology and

Learning, April, 2000, pp: 20 - 28.

Carter, Kim, Staffing Up For Technology Support, Technology and

Learning, March 2000, pp. 26 - 33.

Jukes, Ian, “The Essential Steps of Technology Planning,” The School

Administrator, April, 1996, pp: 8 – 14.

Patterson, Patricia, “Mission: Teaching Through Technology,” in

Principal, Jan/Feb, 2007, pp. 22 – 25.

sdrs/areas/issues/methods/technlgy/te300.htm

• Tour of Centennial High wiring closets.

Assign Technology Plan project due April 24 (See NCREL site above for examples)

XII. December 4, 2007 -- A Case Study for Funding Technology: The in’s and out’s

Of School-Business Partnerships. Guest Lecturer: Rick Robb,

Summer School and Night School Principal, HCPSS.

School Technology Plan due today

• Student PowerPoint presentation and discussion

1) Finding funds for technology infrastructure, including School-Business partnerships

Readings for today will be distributed in Class.

Complete course evaluations today

Distribute final exam today

XIII.– December 11, 2007 – Making Sense of Technology Integration: The Big Picture

Final Examination Due Today

• Final Exam: Sandholtz, Judith Haymore and Cathy Ringstaff, Teacher Change In

Readings Technology-Rich Classrooms in Education and Technology:

Reflections on Computing in Classrooms, Charles Fisher, David C.

Dwyer & Keith Yocam, ed. Jossey Bass: San Francisco, pp: 281 -

293.

Healy, J.M., The Mad Dash to Compute, The School Administrator,

April, 1999, pp. 6 - 10.

The exam will be a maximum five page response to a writing prompt based on the two articles listed above.

Readings: Pflaum, William D, (2004) The Technology Fix: The Promise and

Reality of Computers in our Schools, Alexandria, VA: ASCD,

Selected case studies, plus pp. 189 – 209.

Gosmire, Doreen and McGrady, “Principal as Technology Leader” in

Principal Leadership, February 2007, pp. 17- 21.

Bibliography

Most resources for this course come from the periodicals listed under each topic covered during the course. Two texts frame important concepts covered throughout the course:

Means, B. & Penuel, W.R., Padilla, C. (2001) The Connected School: Technology and Learning in High School, San Francisco: Jossey Bass.

Cuban, L. & Woodward, J. (2001) Technology, Curriculum, and Professional Development, Cuban and Woodward, Thousand Oaks, California: Corwin Press.

Classroom Accommodations for Students with Disabilities

Our school is committed to providing an effective learning environment for students with disabilities. The School of Education (SOE) Disability Services office is available to all students requesting accommodations during their course of study.

If you are a student with a documented disability who requires an academic adjustment, auxiliary aid, or other similar accommodation, please contact Karen Salinas, coordinator for the Disability Services office at 410-516-9823 or email ksalinas@jhu.edu. If you require any special accommodations to this course, please bring them to my attention at the beginning of the semester. Course notes, handouts, syllabus, lectures, and resources are available electronically.

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, we purposefully support the University’s goal of diversity, and in particular, work toward an ultimate outcome of best serving the needs of students in diverse K-12 schools. Faculty and candidates are expected to demonstrate an understanding of diversity as it relates to planning, instruction, management, and assessment.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download