Edu 696 Kcoursesyllabusfall 2015

EDU696K:InfrastructureandNetworkingforEducationalTechnologySpecialists
Fall2015,(September3rd,2015December10th,2015),3Credits
MillerHallM16,PleasantvilleCampus&163WilliamStreet163WM1104,NewYorkCampus
Thursdays,5:40pm8:30pm(inperson/online)forfourteenweeks
Instructor
:JesseLubinsky
OfficeHours
:Byappointment
Email
:
jlubinsky@pace.edu
(University)or
jlubinsky@gmail.com
(Personal)
Twitter
:
@jlubinsky
Phone:
9145895134(PersonalCell)
PaceEmergencyPhone:
9147733400/7733398(re:weather,etc.)
PaceUniversitySchoolofEducation:
ElizabethLuongo:9147733829
Syllabus Table of Contents

SyllabusTableofContents
CourseIntroductionandPerspectives
EssentialQuestionsfortheCourse
CourseGoalsandObjectives
InternationalSocietyforTechnologyinEducationStandardsforCoaches
1.Visionaryleadership
2.Teaching,learning,andassessments
3.Digitalagelearningenvironments
4.Professionaldevelopmentandprogramevaluation
5.Digitalcitizenship
6.Contentknowledgeandprofessionalgrowth
CourseTopics
UnitISchoolDistrictTechnologyInfrastructure
Unit2TechnologyPlanning
Unit3DistrictTechnologySystems
Unit4CurrentandFutureIssues
CourseWork
CourseSchedule
CourseRubrics
Reading/Responses
IndependentStudyProjects
WeeblySiteDesign
IndependentStudyProjects
SampleTechnologyPlanComparisonRubric
Resources
APAStyleGuide
CommonCoreCurriculum
ProfessionalOrganizations
Page1of23
JesseLubinskyED696KFall2015
Educatorsarereflectiveprofessionalswhopromotejustice,createcaringclassroomcommunities,and
provideallstudentswiththeopportunitytobesuccessfullearners.
TechnologyStandards
PaceUniversitySchoolofEducationsConceptualFramework
PaceUniversityPolicies
PaceUniversityPoliciesonStudentswithDisabilities
PaceUniversityPolicyonAcademicIntegrity
PaceUniversityPolicyonMajorCampusEmergency
Course Introduction and Perspectives
PrerequisiteorCorequisite:
None
Thiscourseisdesignedtoprovideeducationaltechnologyspecialistswithanoverviewofthe
technologyinfrastructurefoundintodaysschooldistricts.Emphasiswillbeplacedon
networkingconcepts,classroomtechnologies,currentissues,districtpoliciesaround
educationaltechnology,leadershipintechnologyplanning,futurechallengesfacedbyschool
districts,andevaluation/synthesisofresearch.Timewillbespentcoveringprofessional
practicesofeducationaltechnologyspecialistsandhowtodevelopprofessionallearning
networksforthepurposesofcareergrowth.Thiscoursewillalsoaddresstopicscoveredbythe
NewYorkStateTeacherCertificationExaminationforEducationalTechnologySpecialist.
SubareasfortheEducationalTechnologySpecialistCSTareasfollows:
I.
FoundationsofEducationalComputingandTechnology
II.
ProfessionalApplicationsofTechnology
III.
IntegratingTechnologyIntoEducation
IV.
TechnologyLeadershipandResourceManagement
Essential Questions for the Course

1. Whatistherelationshipbetweentechnologyandlearning?
2. Whichcomponentsofinfrastructureinschoolsdrivetheothers?
3. Howisresponsibilitydividedwithininasystem?
Course Goals and Objectives

Amongthegoalsandobjectivesforthisclass:
Togivecandidatesinsightsintotheroleaseducationaltechnologyspecialistinschool
districtstoday
TopreparecandidatestopasstheNewYorkStateEducationalTechnologySpecialist
ContentSpecialtyExam.
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TohelpcandidatesstarttodevelopProfessionalLearningNetworkstoprovidethemwith
aconstantsourceofprofessionaldevelopment,informationontrendsinthefield,and
guidance.
International Society for Technology in Education Standards for Coaches

1. Visionary leadership
TechnologyCoachesinspireandparticipateinthedevelopmentandimplementationofashared
visionforthecomprehensiveintegrationoftechnologytopromoteexcellenceandsupport
transformationalchangethroughouttheinstructionalenvironment.
a.Contributetothedevelopment,communication,andimplementationofasharedvision
forthecomprehensiveuseoftechnologytosupportadigitalageeducationforall
students
b.Contributetotheplanning,development,communication,implementation,and
evaluationoftechnologyinfusedstrategicplansatthedistrictandschoollevels
c.Advocateforpolicies,procedures,programs,andfundingstrategiestosupport
implementationofthesharedvisionrepresentedintheschoolanddistricttechnology
plansandguidelines
d.Implementstrategiesforinitiatingandsustainingtechnologyinnovationsandmanage
thechangeprocessinschoolsandclassrooms
2. Teaching, learning, and assessments

TechnologyCoachesassistteachersinusingtechnologyeffectivelyforassessingstudent
learning,differentiatinginstruction,andprovidingrigorous,relevant,andengaginglearning
experiencesforallstudents.
a.Coachteachersinandmodeldesignandimplementationoftechnologyenhanced
learningexperiencesaddressingcontentstandardsandstudenttechnologystandards
b.Coachteachersinandmodeldesignandimplementationoftechnologyenhanced
learningexperiencesusingavarietyofresearchbased,learnercenteredinstructional
strategiesandassessmenttoolstoaddressthediverseneedsandinterestsofall
students
c.Coachteachersinandmodelengagementofstudentsinlocalandglobal
interdisciplinaryunitsinwhichtechnologyhelpsstudentsassumeprofessionalroles,
researchrealworldproblems,collaboratewithothers,andproduceproductsthatare
meaningfulandusefultoawideaudience
d.Coachteachersinandmodeldesignandimplementationoftechnologyenhanced
learningexperiencesemphasizingcreativity,higherorderthinkingskillsandprocesses,
andmentalhabitsofmind(e.g.,criticalthinking,metacognition,andselfregulation)
e.Coachteachersinandmodeldesignandimplementationoftechnologyenhanced
learningexperiencesusingdifferentiation,includingadjustingcontent,process,product,
Page3of23
andlearningenvironmentbaseduponstudentreadinesslevels,learningstyles,
interests,andpersonalgoals
f.Coachteachersinandmodelincorporationofresearchbasedbestpracticesin
instructionaldesignwhenplanningtechnologyenhancedlearningexperiences
g.Coachteachersinandmodeleffectiveuseoftechnologytoolsandresourcesto
continuouslyassessstudentlearningandtechnologyliteracybyapplyingarichvarietyof
formativeandsummativeassessmentsalignedwithcontentandstudenttechnology
standards
h.Coachteachersinandmodeleffectiveuseoftechnologytoolsandresourcesto
systematicallycollectandanalyzestudentachievementdata,interpretresults,and
communicatefindingstoimproveinstructionalpracticeandmaximizestudentlearning
3. Digital age learning environments

Technologycoachescreateandsupporteffectivedigitalagelearningenvironmentstomaximize
thelearningofallstudents.
a.Modeleffectiveclassroommanagementandcollaborativelearningstrategiesto
maximizeteacherandstudentuseofdigitaltoolsandresourcesandaccessto
technologyrichlearningenvironments
b.Maintainandmanageavarietyofdigitaltoolsandresourcesforteacherandstudent
useintechnologyrichlearningenvironments
c.Coachteachersinandmodeluseofonlineandblendedlearning,digitalcontent,and
collaborativelearningnetworkstosupportandextendstudentlearningaswellas
expandopportunitiesandchoicesforonlineprofessionaldevelopmentforteachersand
administrators
d.Select,evaluate,andfacilitatetheuseofadaptiveandassistivetechnologiesto
supportstudentlearning
e.Troubleshootbasicsoftware,hardware,andconnectivityproblemscommonindigital
learningenvironments
f.Collaboratewithteachersandadministratorstoselectandevaluatedigitaltoolsand
resourcesthatenhanceteachingandlearningandarecompatiblewiththeschool
technologyinfrastructure
g.Usedigitalcommunicationandcollaborationtoolstocommunicatelocallyandglobally
withstudents,parents,peers,andthelargercommunity
4. Professional development and program evaluation

Technologycoachesconductneedsassessments,developtechnologyrelatedprofessional
learningprograms,andevaluatetheimpactoninstructionalpracticeandstudentlearning.
a.Conductneedsassessmentstoinformthecontentanddeliveryoftechnologyrelated
professionallearningprogramsthatresultinapositiveimpactonstudentlearning
b.Design,develop,andimplementtechnologyrichprofessionallearningprogramsthat
modelprinciplesofadultlearningandpromotedigitalagebestpracticesinteaching,
learning,andassessment
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c.Evaluateresultsofprofessionallearningprogramstodeterminetheeffectivenesson
deepeningteachercontentknowledge,improvingteacherpedagogicalskillsand/or
increasingstudentlearning
5. Digital citizenship
Technologycoachesmodelandpromotedigitalcitizenship.
a.Modelandpromotestrategiesforachievingequitableaccesstodigitaltoolsand
resourcesandtechnologyrelatedbestpracticesforallstudentsandteachers
b.Modelandfacilitatesafe,healthy,legal,andethicalusesofdigitalinformationand
technologies
c.Modelandpromotediversity,culturalunderstanding,andglobalawarenessbyusing
digitalagecommunicationandcollaborationtoolstointeractlocallyandgloballywith
students,peers,parents,andthelargercommunity
6. Content knowledge and professional growth

Technologycoachesdemonstrateprofessionalknowledge,skills,anddispositionsincontent,
pedagogical,andtechnologicalareasaswellasadultlearningandleadershipandare
continuouslydeepeningtheirknowledgeandexpertise.
a.Engageincontinuallearningtodeepencontentandpedagogicalknowledgein
technologyintegrationandcurrentandemergingtechnologiesnecessarytoeffectively
implementtheStandardsSandStandardsT
b.Engageincontinuouslearningtodeepenprofessionalknowledge,skills,and
dispositionsinorganizationalchangeandleadership,projectmanagement,andadult
learningtoimproveprofessionalpractice
c.Regularlyevaluateandreflectontheirprofessionalpracticeanddispositionsto
improveandstrengthentheirabilitytoeffectivelymodelandfacilitatetechnology
enhancedlearningexperiences
Course Topics
Unit 1 School District Technology Infrastructure
Thisunitisdesignedtocovertheconcepts,terms,andtechnologiesinvolvedinaschool
districtsphysicaltechnologyinfrastructure.Thisincludesbackendandcloudbased
technologiesaswellaswhatcanbefoundinclassrooms.Bybeginningwiththisunit,
conversationcanthenbegiveninfutureunitsonwhenandhowtochooseappropriate
technologiesforadistrictsinfrastructuregivencertainrequirementsorconstraints.Topics
include:
Networkinghardwaretechnologiessuchasrouters,switches,serverclusters,firewalls,
UPCs,etc.
Serverinfrastructurefunctionssuchasfile&print,directoryservices,databases,mail,
web/streaming,etc.
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Classroomtechnologiesincludingdesktops,laptops,tablets,documentcameras,
electronicwhiteboards,etc.
ELearningcloudbasedservicessuchaslearningmanagement,
communication/collaboration,content,storage,etc.
ExaminationSubareascoveredinUnit1:
I.0001Understandbasiccomputeroperations,concepts,andcare.
I.0002Understandbasictroubleshootingtechniquesforcomputersystemsandrelated
peripheraldevices
III.0011Understandfactorsinvolvedincreatingandmaintainingeffectivelearningenvironments
usingtechnology.
Unit 2 Technology Planning

Thisunitcoverstheschooldistrictstechnologyplansandthevariousdistrictpoliciesand
proceduresthatgoalongwiththem.Creationofdistricttechnologymissionstatementsand
visionsaswellasthedevelopmentoftheseplans,policies(suchasAcceptableUsePolicies),
andprocedureswillbecovered.Examplesoftheseplansandthevariousmethodologiesthat
canbeusedtocreatethemwillbeexaminedanddiscussed.
I.0003Understandequity,ethics,andetiquetteissuesassociatedwiththeuseoftechnologyin
education.
I.0004Understandlegal,privacy,security,andsafetyissuesassociatedwiththeuseof
technologyineducation.
III.0009Understandeducationalandtechnologyrelatedresearch
IV.0013Understandmethodsandstrategiesfortheuseofcomputersandothertechnologiesin
developingandimplementinginstructionalprograms
IV.0015Understandissuesrelatedtofacilitiesandresourcemanagement
IV.0016Understandissuesrelatingtoandstrategiesformanagingthechangeprocessinthe
educationalenvironment
Unit 3 District Technology Systems

Thisunitcoversthevarioussoftwareandwebbasedsystemsnecessaryforamodernschool
districtfrombothaninstructionalandnoninstructionalstandpoint.Theseinclude
StudentInformationSystems
Course&LearningManagementSystems
SchoolWebPortals
TeacherWebsites
SelectedInstructionalTechnologySites
Page6of23
II.0005Understandtheadvancedfeaturesoftechnologybasedproductivitytools
II.0006Understandthefeaturesandusesoftelecommunication,informationaccess,and
deliverysystems
II.0007Understandtheuseofcomputersandothertechnologiesinresearch,problemsolving,
andproductdevelopment
II.0008Understandmethodsandstrategiesforplanningdeliveringandassessingconceptsand
skillsrelevanttoeducationalcomputingandtechnologyliteracyacrosscurricula
III.0010Understandprinciplesofinstructionaldesignandproductdevelopment
III.0012Understandissuesrelatingtosoftwareandhardwareselection,installation,and
maintenanceintheeducationalenvironment
Unit 4 Current and Future Issues

Thisunitwillchangeeachsemestertoadapttothecurrenttechnologychallengesfacedby
schooldistrictsaswellastolookouttothehorizonforissues.Thiswillensurethatcontentis
relevantandappropriate.Possibletopicsnow:
Funding(unfundedmandates,PARCC)
ProfessionalDevelopment
Bandwidth
BYODchallenges
Security
Contentfiltering(ToFacebookornottoFacebook!)
Cyberbullying
IV.0014Understandmethodsandstrategiesfordesigning,implementing,andevaluating
educationaltechnologyprofessionaldevelopmentprograms.
Course Work
Readings/Responses
TwitterChatGuidelines
ProjectGuidelines
Course Schedule
Videoconferencingroomsbookedforbothlocations.Minimum5inperson.
Week#
1
Date
September3
Topic(s)
MajorProjectsDue
IntroductiontotheClass
Courseassignments
ReviewSyllabus
StudentInformationForm
Page7of23
Twitter/Weebly/Storify
IntroductiontoPLNs
WhatisInfrastructure?
2
September10
Unit1:
SchoolDistrict
TechnologyInfrastructure
Week1Assignment
SubmissionForm
:Creation
ofGoogle,Twitterand
Weeblyaccountsmustbe
completedpriortoclass.
September17
Noinclassmeeting.Individual
projectwork.
September24
SpecialGuest:
MarioCaligiuri,VicePresident,
EduTekLtd.
TwitterChat#1:Storify
postedtoblog(
Submission
Form
)
ReadingResponse#1
Assignment
Due
(
SubmissionForm
)
October1
Unit1continued
October8
projectwork.
October15
Unit2:TechnologyPlanning
SpecialGuest:
JeremyLuft,Directorof
Technology,OssiningUFSD
andJenniferForsberg,Director
ofTechnology,Bronxville
UFSD
postedtoyourblog
(
SubmissionForm
)
October22
projectwork.
October29
Unit3:DistrictTechnology
Systems
SpecialGuests:
JenniferCronk,Assistant
Manager,LHRICEmerging
TechnologiesGroupand
SabrinaRich,Directorof
Technology,ArdsleyUFSD
ReadingResponse#2:
TechnologyPlanAnalysis
Due(
SubmissionForm
)
postedtoblog(
Submission
Form
)
Page8of23
10
November5
projectwork
11
November12
projectwork
12
November19
projectwork
postedtoblog(
Submission
Form
)
November26NOCLASSTHANKSGIVING
13
December3
Unit4:CurrentandFuture
Issues(GHOforNY,inperson
forPVille)
SpecialGuest:
JohnKrouskoff,Directorof
Technology&Innovation,
BrewsterCentralSchoolDistrict
ProductComparison
Project
(
SelectionForm
)
postedtoblog(
Submission
Form
)
14
December10
Finalclassmeeting.Course
Evaluations.Inclassreviewof
CSTpracticeset.
ProductComparison
Projectisdueby8pmon
December7th(
Submission
Form
)
15
DateTBD
GHOReviewsessionforCST
Course Rubrics
Reading/Responses
Criterion
Exceeds
Meets
DoesNotMeet
Responses
Responsesare
consistentlythoughtful
anddetailed.Theyare
closelyrelatedtothe
questionsorproblems
beingposedand
stimulatefurther
discussion,making
directreferencetothe
Responsesare
somewhatthoughtful
andsomewhat
responsivetothe
questionsorproblems
beingposed,
referencingthetext
minimally.
Responsesarenotvery
thoughtful
andnotresponsivetothe
questionsor
problemsposed,and/orare
notrelatedtothetext.
Page9of23
text,aswellasto
personalpractice.
Mechanics
Containsnosurface
errors,demonstrates
effectiveuseof
language,citations
followAPAformatting.
Containsfewsurface
errors,demonstrates
adequateuseof
language,citations
mostlyfollowAPA
formatting.
Containsmanysurface
errors,demonstrates
inadequateuseof
language,citationsdonot
citationsfollowAPA
formatting.
Independent Study Projects

Criterion
Exceeds
Meets
DoesNotMeet
ProjectProposal Theprojectproposalis
thoroughand
complete.
Theprojectproposalis Theprojectproposalis
somewhatthorough
minimallythorough
andcomplete.
andcomplete.
ProjectWork
Theprojectgoes
beyondthemeetsthe
goalsandactions
establishedinthe
proposal.
Theprojectmeetsthe
goalsandactions
establishedinthe
proposal.
Theprojectdoesnot
meetthegoalsand
actionsestablishedin
theproposal.
Originality
Theworkisoriginal.
Theworkisnot
original.
Theworkisnot
original.
Completeness
Theprojectisdone
completelyand
thoroughly.
Theprojectisdone
somewhatcompletely
andthoroughly.
Theprojectisdone
minimallycompletely
andthoroughly.
Timeliness
Theworkisdoneon
time.
Theworkwasnot
doneontime.
Theworkwasnot
doneontime.
Weebly Site Design

Criterion
Design
Exceeds
Meets
DoesNotMeet
Thethemeselectedis
visuallypleasingand
Thethemeselectedis
visuallypleasingbut
Thethemeselectedis
notpleasingtotheeye
Page10of23
suitableforthesubject
matter
notsuitableforthe
subjectmatter
orsuitableforthe
intendedsubject
Organization
Theorganizationofthe
siteiseffective,not
confusingor
overcrowded,andis
consistentwithgood
formattingandeasyto
follow.
Theorganizationof
thesiteissomewhat
effective,alittle
confusing,butnot
overcrowded,has
goodformatting,and
fairlyeasytofollow.
Theorganizationofthe
siteisnoteffective,is
confusingand/or
overcrowded,andhard
tofollow.
Images
Theimagesare
skillfullyselected,
suitablyplacedandare
effectiveforthe
subject.
Theimagesare
somewhatskillfully
selected,notall
suitablyplacedmost
areeffectiveforthe
subject
Therearenoimages
ortheimagesselected
areinappropriatefor
thesubjectandplaced
haphazardly
Formatting
Formattingiswell
designedand
presented.Fontsand
fontcolorsareeffective
andarefreefrom
mechanicalerrorsin
grammar,punctuation,
andspelling
Formattingis
reasonablydesigned
andpresented.Fonts
andfontcolorsare
effectiveandhave23
mechanicalerrorsin
grammar,punctuation
orspelling
Formattingisnot
correct.Thefontsand
fontcolorsare
inappropriateand
therearemorethan3
mechanicalerrorsin
grammar,punctuation,
andspelling
Navigation
Thesiteiswell
organized.The
navigationbaris
suitablyplacedand
easytonavigate
betweenpages.Titles,
topics,subtopics,and
linksareappropriateto
thesubject,clearly
labeled,andlinked
accurately
Thesiteissomewhat
organized.The
navigationbaris
suitablyplacedand
easytonavigate
betweenpages.Some
ofthetitles,topics,
subtopics,andlinks
areappropriatetothe
subjectbutarenotall
clearlylabeledor
linkedaccurately
Thesiteisnotclearly
organized.The
navigationbarisnot
suitablyplacedoreasy
tonavigatebetween
pagesandlabelsare
notlinkedaccurately
Page11of23
Mechanics
Allelementsinthesite
workaccordinglywith
nobrokenlinksor
missingpages
Someoftheelements
inthesitework
accordinglywithafew
brokenlinksbutno
missingpages
Noneoftheelements
inthesiteaccordingly.
Therearemany
brokenlinksand
missingpages
Credibility
Allsourcesarecited
correctlywithno
copyrightinfringement
Oneortwosources
arenotcitedcorrectly.
Nocopyright
infringement
Nosourcesarecited
andcopyright
infringementisobvious
Meets
DoesNotMeet
Independent Study Projects

Criterion
Exceeds
ProjectProposal Theprojectproposalis
thoroughand
complete.
Theprojectproposalis Theprojectproposalis
somewhatthorough
minimallythorough
andcomplete.
andcomplete.
ProjectWork
Theprojectgoes
beyondthemeetsthe
goalsandactions
establishedinthe
proposal.
Theprojectmeetsthe
goalsandactions
establishedinthe
proposal.
Theprojectdoesnot
meetthegoalsand
actionsestablishedin
theproposal.
Originality
Theworkisoriginal.
Theworkisnot
original.
Theworkisnot
original.
Completeness
Theprojectisdone
completelyand
thoroughly.
Theprojectisdone
somewhatcompletely
andthoroughly.
Theprojectisdone
minimallycompletely
andthoroughly.
Timeliness
Theworkisdoneon
time.
Theworkwasnot
doneontime.
Theworkwasnot
doneontime.
Sample Technology Plan Comparison Rubric

Criterion
Executive
Summary
Exceeds
Meets
Identifiesclearlyand
conciselyforthe
DoesNotMeet
Providesadequate
andaccurate
Executivesummaryis
absentorincomplete.
Page12of23
readerthevision,
mission,goalsand
objectives,
background,
findings,issues,
conclusions,and
recommendationsof
thetechnologyplan.
informationin
ExecutiveSummary
(Missingtwoormore
componentsof
information)
Identifies
Contributorsand
Stakeholder
Groups
Membershiplisthas
completedescription
ofconstituenciesand
stakeholdergroups.
Allareasare
equitably
represented.
Membershiplistis
providedand
describes
constituencies
represented.
Membershipisnot
listedorisinadequate
todetermine
representationof
stakeholdergroups.
VisionStatement
Visionis
comprehensiveand
dealswithlearning
outcomes,notjust
technology
outcomes.Clearly
andconciselystates
yourteam'svisionfor
usingtechnologyto
improvelearning
identifieswhowillbe
theusersof
technologyandhow
itwillbeusedto
enhancelearning
indicatesthebenefits
thatyouenvisionwill
resultfromtheuseof
technologyby
students,teachers,
administratorsor
others.
Visionstatement
providesadequate
descriptionofhow
technologywill
improvelearningbut
instructionaloutcomes
notfullyaddressed.
Visionstatementisnot
includedordoesnot
addresslearning
outcomesisdifficultto
understand.
MissionStatement
Missionstatementis
focusedon
instructional
outcomesand
indicatesclearly
whattheschoolor
Missionstatement
addresseslearning
outcomesbutprovides
limitedinformation
aboutwhat,why,and
forwhomtheschoolor
Missionstatementis
missingordoesnot
addressinstructional
outcomes.Provides
incompleteand/oris
difficulttounderstand.
Page13of23
districtwilldoto
makeitstechnology
visionarealitywhy
theschoolordistrict
wantstodothisand
forwhomtheschool
ordistrictisdoing
this.
districtisdoingthe
plan.
Goals
Goalsarebroad,
comprehensiveand
realisticin
addressingteaching
andlearningneeds.
Goalsclearlyanswer
thequestions:Who?
What?Bywhen?By
howmuch?
Accordingtowhich
instrument?
Goalsaremostly
equipmentbasedand
looselylinkedto
improvementplans.
Goalsareabsentor
seemtobeonly
equipmentbasedare
notmeasurableare
incomplete,difficultto
understand.
Objectives
Objectivesare
measurableand
delineatedfrom
goalstheyclearly
definestepstobe
takentoachieve
goalsareclearand
realistic.
Providesmostofthe
objectives.Some
objectivesmaynotbe
readilyattainableor
measurable.
Objectivesareabsent
orincompleteare
difficulttounderstand,
unrealisticappear
unmeasurable.
Needs
Assessment
Assessmentis
comprehensiveand
containsdetailed
informationfrom
hardwareresources,
technologyneeds
assessmentand
MaturityModel
Benchmarksurveys
identifiesuseby
studentsandstaff,
andtrainingreceived
anddesired.
Technologyhasbeen
assessedand
analyzed,butmaynot
includesummariesof
informationfromall
elementsinthe
technologysurveys.
NeedsAssessmentis
absent,incomplete
GeneralIssues
Clearlyaddresses
issuesof:staff
Adequatelyaddresses Generalissues
most,butnotall,ofthe missingorvery
Page14of23
development,
mostsignificant
technicalsupport,
issues.
technology
standardsstudent
accesstocomputers
integratingnewwith
oldtechnologies
capacityofpresent
facilitiesto
accommodatenew
technologieshow
technology
resourcesand
budgetwillbe
distributedamong
schoolsforequitable
accesshowneeds
ofstudentswith
disabilitiesorlimited
Englishproficiency
willbeaddressed
studentaccessto
computers
integratingnewwith
oldtechnologies
capacityofpresent
facilitiestoaccept
newtechnologies,
etc.
incompletedifficultto
understand
Conclusionsand
Clearlyidentifiesthe
Recommendations mostimportant
needsand
challenges
confrontingthe
schoolordistrictand
recommendsthe
projectsandstepsto
betakentoachieve
thevision.
Conclusionsare
strongandrelevant.
Conclusionsand
recommendationsare
adequatelyjustified
althoughthebasisof
someconclusionsnot
entirelyclear.
AcceptableUse
Policy
Providesanadequate Policyissuesare
descriptionofthemost absent,incomplete,or
relevantpolicyissues. difficulttounderstand
Describespolicies
thatareneededto
ensureproperuseof
Conclusionsand
recommendationsare
missingorarenot
adequatelyjustified
basedonthe
informationgatheredin
planningprocess.
Page15of23
thetechnology
resources(e.g.,
guidelines,software
andfacilitiesuse
policies,parental
consentforInternet
use,etc.)Includes
wellwrittendraftof
AcceptableUse
Policy.
Includesanadequate
draftofAcceptable
UsePolicy.
lackofAcceptableUse
Policydraft.
Technologyand
Learning
Statement
Providesclearand
strongdescriptionof
howtechnologyis
currentlyusedin
learningenvironment
andwaysitwillbe
usedtoachieve
instructional
outcomesdescribes
howtechnologywill
enhancecurriculum
andteachingand
learningstrategiesis
tightlycoupledto
otherreformefforts
indicateswhat
studentswilldo
environment.
Providesoverviewof
thecurrentandfuture
useoftechnologyin
enhancingthe
teachinglearning
processforstudents.
Littledetailonhow
technologywillbe
integratedinto
learningand
curriculum.
Technologyand
Learningstatement
absentorprovides
incompleteinformation
onthecurrentuseor
futureroleof
technologyinthe
schoolordistrictand
howitwillenhance
learning
Technology
Standards,
Requirements,and
Modelsfor
Technologyand
Learning
Providesclearand
comprehensive
descriptionofthe
capabilitiesof
hardwareand
learning
environments.It
identifiesminimum
standardsand
requirementsfor
computerhardware,
software,and
connectivity
describesthetypes
oflearning
environmentsthat
Providesgeneral
descriptionof
hardware,software
andconnectivity
standardsand
requirements.
Althoughclear,may
misssomeinformation
elements.
Technologystandards,
requirementsand
modelsaremissing,
incomplete,orvague
Page16of23
currentlyexistand
thosetobecreated
bytheplan..
StaffDevelopment
Clearlydescribes
currentandneeded
technology
competencies
Describeshowplan
willtaketeachers
andotherstafffrom
presentlevelof
technology
competencyand
knowledgetothe
levelofskillrequired
intheplandescribes
staffdevelopment
strategiesand
recommendationsfor
incentivesand
professional
development
resources.
Providesageneral
overview(notdetailed)
ofcurrent&needed
technology
competencies.
Describesafew
strategiesand
recommendationsfor
incentivesand
resources.
StaffDevelopmentis
absentorprovides
onlyminimal
informationoncurrent
andneeded
technology
competenciesorhow
theplanwillhelpstaff
achievetheneeded
competencies
TechnicalSupport
Providesclearand
comprehensive
requirementsand
plansforservices
availableand
neededtosupport
technologyuse
(network,computer
andsoftware
support).
Providesadequatebut
notcomprehensive
descriptionof
technicalsupport
requirementsand
services.
Technologysupportis
absentorprovides
vagueorlittle
informationon
technicalsupport
requirementsforplan
Projects,Budgets,
andTimelines
Providesaprioritized
listofmajortechplan
projects,tasksand
timelines.Provides
budgetsummary
estimateofcapital
expenses(hardware,
software,facilities,
infrastructure,staff
development,tech
Providesmost,butnot
all,oftheproject,
timelines,andbudget
estimateinformation.
Appearstobe
generallyconsistent
withplangoals.
Projects,budgets,or
timelinesmissing
providesvagueorlittle
informationonproject,
budgets,ortimelines
projectsappearnot
relevanttoplangoals
budgetestimates
appearincongruent
withplanorunrealistic
Page17of23
support,etc.)
Identifiespossible
alternativefunding
resources.Projects,
timelines,and
budgetsarerealistic
andconsistentwith
plangoalsand
objectives.
ClarityofWriting
Writingisconcise
andclearuses
activevoicewhen
appropriate.No
misspelling,
grammar,or
punctuationmistakes
evident.
Writingisclearbut
unnecessarywords
areused.Meaningis
notclearinsome
instances.Fewerrors
inspelling/grammar.
Writingisdifficultto
understand.Evidence
ofspelling,grammar
andpunctuation
errors.
Executive
Summary
Identifiesclearlyand
conciselyforthe
readerthevision,
mission,goalsand
objectives,
background,
findings,issues,
conclusions,and
recommendationsof
thetech.plan.
Providesadequate
andaccurate
informationin
ExecutiveSummary.
Executivesummaryis
absentorincomplete.
(Missing2ormore
componentsof
information.).
Resources
APA Style Guide
PurdueOWLAPAStyleGuide
Common Core Curriculum

CommonCoreStateStandards
EngageNY
Professional Organizations
InternationalSocietyforTechnologyinEducation(ISTE)
NewYorkStateAssociationforComputersandTechnologiesinEducation(NYSCATE)
DiscoverEducationEducatorNetwork(DEN)
ConsortiumforSchoolNetworking(
CoSN)
LearningForward
Page18of23
NYTECHED
Technology Standards
ISTENationalEducationTechnologyStandards(NETS)forStudents
ISTENationalEducationTechnologyStandards(NETS)forTeachers
ISTENationalEducationTechnologyStandards(NETS)forAdministrators
ISTENationalEducationTechnologyStandards(NETS)forCoaches
ISTENationalEducationTechnologyStandards(NETS)forComputerScienceEducators
Page19of23
Pace University School of Educations Conceptual Framework
TheSchoolofEducationbelievesthatafundamentalaimineducationistocreate
opportunitiesforindividualstorealizetheirpotentialwithinademocraticcommunity.
Therefore,wepreparegraduatesofourprogramstobe:
reflectivepractitionerswho
promotejustice,
createcaringclassroomsandschoolcommunitiesand
enableallstudentstobesuccessfullearners.
ThesethemesformtheconceptualframeworkfortheoutcomesoftheSchoolof
Educationprograms.Theyguideeveryaspectofourroleinpreparingeducators
forP12settings.Weincorporatethemthroughcurricularplanning,instruction,
assessmentandtheevaluationofbothcandidatesandourprograms.
Asreflectivepractitionersourcandidateslearntoappreciatethecontinuitybetween
theoryandpracticeandtoseekanunderstandingofthemselvesinrelationtoothers
insocialandhistoricalcontexts.Ourcandidatesdevelopmultipleperspectiveson
teachingandlearningandgainincreasedawarenessoftheirownlearningstrengths
andweaknesses.Thereflectiveprocessispromotedthroughcoursereadingsand
assignments,casestudies,fieldexperiences,selfassessmentandstudentteaching.
Tobecomeprofessionalswho
promotejustice,
ourcandidateslearntoworktoward
equityinoursociety.Asweunderstandit,justiceimpliesabalancebetweenthe
rightsofindividualsandtheneedsofsociety,equalprotectionunderthelaw,fairness
inthedistributionanduseofresourcesandequalaccesstoopportunities.Through
challengingcourseworkandvariedfieldexperiencesourcandidatesareprovided
withmultipleopportunitiestorecognizeandaddressunjustpoliciesandpractices
bothwithinandoutsideofschools.
Webelieve
caringclassroomsandschoolcommunities
areplaceswhere
studentsarerespectedandcaredforsothattheylearntorespectandcarefor
ThecompleteConceptualFrameworkcanbeviewedat
http://www.pace.edu/schoolofeducation/about
schoolofeducation1/conceptualframework
Page20of23
others,discoveranddeveloptheirabilities,andbecomeengagedandresponsible
learners.AtPacewedrawonourownexperienceofworkinginacaring
professionalcommunityasadditionalevidencethatsuchsettingsencouragepeople
todevelophighlevelsofcommitmentandcompetency.Throughourrespectful
interactionswithcandidatesandourinsistenceonsimilarbehavioramong
candidates,wemodelcaringcommunitiesinourclassroomstoprovidestudents
withaframeworkforfuturepractice.
Ourcandidatesknowthatteacherswhoaresuccessfulat
enablingallstudentsto
learn
buildupontheknowledgeandexperiencethattheirstudentsbringtoschool.
Consciousthatteacherscanaffectstudentssenseoftheirpotential,candidatesplan
andimplementmeaningfulandeffectiveteachingandlearningactivities.Drawingon
constructivisttheoryandastrongbaseofcontentareaknowledge,theyprovide
scaffoldingsothattheirstudentscandevelophabitsofinquiry.Candidatesusea
varietyofassessmenttoolstoevaluatestudentsneedsandprogressandtoinform
instructionaldecisions.Asaresult,itisourgoalthatourcandidatesstudentsbecome
proactiveinposingandsolvingproblems,understandtherelevanceoftheirstudiesto
theirlives,aremoremotivatedlearnerswhofeelabletoaffectpositivechangeintheir
society.
Page21of23
Pace University Policies

Pace University Policies on Students with Disabilities
TheUniversityscommitmenttoequaleducationalopportunitiesforstudentswithdisabilities
includesprovidingreasonableaccommodationsfortheneedsofstudentswithdisabilities.To
requestanaccommodationforaqualifyingdisability,astudentmustselfidentifyandregister
withtheCoordinatorofDisabilityServicesforhisorhercampus.Noone,includingfaculty,is
authorizedtoevaluatetheneedandarrangeforanaccommodationexcepttheCoordinatorof
DisabilityServices.Moreover,noone,includingfaculty,isauthorizedtocontacttheCoordinator
ofDisabilityServicesonbehalfofastudent.Forfurtherinformation,pleasesee
Informationfor
StudentswithDisabilities
ontheUniversityswebsite.
Nothingismorecommonthanformentothinkthatbecausetheyarefamiliarwith
wordstheyunderstandtheideastheystandfor.CardinalJ.Newman(18011890)
Pace University Policy on Academic Integrity
Studentsmustaccepttheresponsibilitytobehonest&torespectethicalstandardsin
meetingtheiracademicassignments&requirements.Integrityintheacademiclife
requiresthatstudentsdemonstrateintellectual&academicachievement
independentofallassistanceexceptthatauthorizedbytheinstructor.Theuseofan
outsidesource,includingelectronicsources,inanypaper,reportorsubmissionfor
academiccreditwithouttheappropriateacknowledgmentis
plagiarism
.Itis
unethicaltopresentasone'sownwork,theideas,wordsorrepresentationsof
anotherwithouttheproperindicationofthesource.Therefore,itisthestudent's
responsibilitytogivecreditforanyquotation,ideaordataborrowedfromanoutside
source.
Asastudent,youcannotcopyworkfromsomeoneelse'sdisktoyourown,orprinttwo
copiesofthesameassignmenttobehandedinbytwoindividuals.Eachstudentmust
dohis/herownwork.Itiseasyforinstructorstotellwhendatahasbeenduplicated
betweenstudents.Allinstructorsreservetherighttochallengeworktheyfeelhasnot
beencompletedindependently.Pleasenotethatstudentswhofailtomeetthe
responsibilityforacademicintegritysubjectthemselvestosanctionsrangingfroma
reductioningradeorfailureintheassignmentorcourseinwhichtheoffenseoccurred
tosuspensionordismissalfromtheUniversity.The
firsttime
thatastudentsubmits
Page22of23
anassignmentoranassessmentthatisnotcompletelyhisorherownatPace
University,thestudentwillreceivea
0grade
forthatindividual
assignment/assessment.The
secondtime
thatastudentsubmitsanassignmentor
anassessmentthatisnotcompletelyhisorherownatPaceUniversity,thestudent
willreceivean
Fforthatcourse
.The
thirdtime
thatastudentsubmitsan
assignmentoranassessmentthatisnotcompletelyhisorherownatPaceUniversity,
thestudentwillbe
dismissedfromtheUniversity
.

Pace University Policy on Major Campus Emergency
Intheeventofamajorcampusemergency,courserequirements,deadlines,and
gradingpercentagesaresubjecttochangewhennecessitatedbyrevisedcourse
delivery,semestercalendarorothercircumstances.Informationaboutcampus
emergenciescanbefoundbycalling:
9147733398.
Informationaboutchangesinthis
coursecanbeobtainedattheBlackboardcoursewebpageorbycontactingmy
emailaddress:
jlubinsky@pace.eduormycellphone9145895134
.Ifthecourseis
notabletomeetfacetoface,studentsshouldimmediatelylogontoBlackboardand
readanyannouncementsand/oralternativeassignment.Studentsarealso
encouragedtocontinuethereadingsandotherassignmentsasoutlinedonthis
syllabusorsubsequentsyllabi.
Page23of23

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EDU696K:InfrastructureandNetworkingforEducationalTechnologySpecialists

Syllabus Table of Contents

Course Introduction and Perspectives

Essential Questions for the Course

Course Goals and Objectives

International Society for Technology in Education Standards for Coaches

2. Teaching, learning, and assessments

3. Digital age learning environments

4. Professional development and program evaluation

6. Content knowledge and professional growth

Unit 2 Technology Planning

Unit 3 District Technology Systems

Unit 4 Current and Future Issues

Independent Study Projects

Weebly Site Design

Independent Study Projects

Sample Technology Plan Comparison Rubric

Common Core Curriculum

Pace University School of Educations Conceptual Framework

Pace University Policies

Pace University Policy on Academic Integrity

Pace University Policy on Major Campus Emergency

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