Fundamentals of Educational Technology Leadership

"Every great advance in science has issued from a new audacity of imagination." John Dewey

EDTC 802 Principles of Educational Technology Leadership (3 Credits)

This course focuses on concepts and strategies necessary for a leader in a technologicallyrich learning environment. Topics include strategic planning, leadership styles,institutional change processes, and policy issues in educational technology.

 

Assessments:

 

Research Paper
Maker Education: The Convergence of Digital and DIY
This essay describing the emergence of Maker Education as an outgrowth of the Maker Movement was my first foray into the subject matter of my dissertation research.
Technology Use Project Maker Education: A Proof of Concept
In the course of my research on Maker Education, I found the Urban Assembly Maker Academy, a CTE high school in NYC. Fascinated with the prospect of informal learning in a formal education venue, I reached out to the school leadership and began the conversation.
      Urban Assembly Maker Academy - Interview artifacts
      Hoboken Maker Bar - Interview artifacts
            
Leaders in the Field
                                                                                                   


 

 
 
  
 
 

 

         

Anderson's (2012) book was my introduction to the Maker Movement. It became the foundation from which I built the other two assessments in this course. Whenever possible, I have returned to the theme of Maker Education frequently in my coursework and in my extra-curricular exploration, including attendance at Maker Faires, Makerspaces, research, and reading. This course determined the path for my dissertation research on Maker Education.

References

Anderson, C. (2012). Makers: The new industrial revolution. New York, NY: Crown Business.

 

EDTC 801 Summer Institute I (2 Credits)

 


This course is the initial intensive summer seminar for incoming doctoral cohort candidates. This is a foundation course which outlines the expectations and practices of the program. It also introduces candidates to the program’s mission of preparing
effective leaders for an interdependent world.

Assessments:

  
Cohort Branding - The “Apprentice” Project 
Cohort 2 created a cohort website, a motto, logo, and song in a week-long collaborative project with all cohort members. I chose to work on the song because I have been creating these kinds of pieces since I attended summer camp as a young teen.
I loved the energy that this project created within the group. It was immediately possible to see the strengths and talents of the cohort members; who would readily step forward to lead; and who was more hesitant, needing encouragement. My first, and lasting, impression of this cohort was that they are a kind and cooperative group.
 
The Leadership Group Project - Transformational Leadership by Nagler & Collado
Together with E. Collado, I created an outline of the characteristics of a transformational leader as described by Northhouse (2013). We also wrote and presented a Transformational Leadership Simulation. This is the simulation Handout, an agenda for a staff meeting led by a transformational leader.
 
Transformational leadership is at the center of my professional goals. The idea that a transformational leader inspires her followers to reach their potential resonated with my own leadership vision.
Professional Growth Plan (PGP)
The PGP reflects my interest in expanding my knowledge base and skills in Educational Technology, with the goal of expanding my career in higher education.
 
Digital Portfolio - http://www.deborahnagler.com/
While I had prepared a number of websites for other purposes, this was the first time that I addressed the need for a professional online portfolio. It forced me to consider my own leadership style and current professional objectives. At the time, I set very specific benchmarks in my PGP. It has been interesting to see which have been fulfilled over the past two years and how far I have progressed in my goals.
References
Northouse, P. G. (2013). Leadership Theory and Practice. Thousand Oaks: SAGE Publications, Inc.
 
 
 
 
 
 
 
 

EDTC 813 Using Integrated Software across the Curriculum (3 Credits)

This course focuses on technology and learning environments. Candidates will learn how to apply a variety of technologies in systemic approaches to curriculum design and implementation. Topics will include accessible curriculum design,  project-based instruction, student use of technology, educator use of technology, and organizational learning.

 

Assessments:

UDL: Before and After

This ELA lesson demonstrates the application of the priniciples of Universal Design for Learning in a sixth grade public school classroom. It is intended to show my range as a teacher.

Blocks to Robots: Designing a System Unit - A 3D Tangram Curriculum

In this curriculum, I describe the use of 3D printing and tangrams in the teaching of geometry. It demonstrates a constructivist approach to the study of Mathematics.

Flip Your Classroom: A Systems Approach to Teaching

I selected Adobe® Connect™ Classroom for this project because I have used this product in my work in higher education and as a trainer for nearly a decade.

Systems Thinking Project

 

 

 

 

 

 

 

 

 

 

           

          This project synthesized my learning from the previous three assessments on flipped learning, constructivism, and

Universal Design for Learning.  Much of the content in this course overlapped with and supported my work in PD and in providing workshops for the Girls in Technology Symposium. As value-added, these assignments demonstrate my capacity for technology integration in ELA and Math. This spring I had the priviledge to co-teach this course with Dr. Leonid Rabinovich, as an adjunct at NJCU, and further strengthen my facility with the subject matter.

References

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY.

 

EDTC 804 Global Issues in Educational Technology Leadership (3 Credits)

This course will investigate educational technology through a global perspective. The

issues covered will include development strategies, diversity, cultural values, and the

systemic role educational technology plays in global economic development. The course

will focus on a cross-cultural examination of contemporary academic and workplace

skills.

 

Assessments: 
Research Paper: Cultural Issues and Technology
Early in the doctoral program, I wrote this essay demonstrating the process of using an academic library database for research.  It was a practical skill-building exercise and eye-opening in terms of my own Western-centric approach to
Educational Technology.
 
Global Issues - A World View: China Backgrounder
          In collaboration with M. Chou and E. Collado, I researched and prepared a survey of technology use in China in the 
          areas of K-12 education, higher education, and corporate training in the form of a background paper for a news
 organization. Due to my background in training, I chose  to do the corporate training research.The biggest challenge 
 in this project was negotiating geographic, cultural, and language barriers in order to acquire primary source materials.
 
A College Level Course Syllabus - Technology for Global Teaching
      I prepared a sample course syllabus for a cross-departmental course in technology-applications for corporate training
         and cultural sensitivity in China. This graduate level course was designed as a collaboration between a fictional business
         school and a religious studies department. It is a course that I would be prepared to teach in the future.

EDTC 815 Adminstration and Supervision of Technology (3 Credits)

This course prepares candidates to assume a leadership role and administrative responsibilities associated with technology facilitators—professionals who promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools.  An analysis of district-wide and school curriculum needs, state agency mandates and federal imperatives as well as personnel roles and services will be conducted.

Assessments:

         Administration and Supervision of a Planned Growth Program

       In collaboration with E. Collado and M. Osei-Yaw, I designed a a long-term vision for a technology program that would be

         implemented in three schools within the Jersey City School district. This proposal centers on a flipped learning model. I saw

this as a way to deepen my understanding of that approach.

          Hiring Three Technology Coordinators

          I Prepared job descriptions for three new positions within the Jersey City School District; Collaboration with A.J.

Safanova and M. Osei-Yaw. We chose to continue to situate our project in the same district that we had used in Assessment 1 for the sake of continuity.

          Technology Implementation Plan

          I prepared technology implementation action plan for improving math scores in the Jersey City School District in

collaboration with D.Edwards and A.J. Safanova. We chose to build on the Planned Growth Program proposed in Assessment 1 for the sake of continuity.

          Designing a Professional Development Experience Demonstrating and Exemplifying Your Role as School Leader

          This professional development plan for district-wide implementation of a new LMS was created in collaboration with D.

Edwards,  M. Osei-Yaw, and A.J. Safanova; Project included the preparation of a website: http://asafanova.wix.com/pd-google-classroom. We chose to build upon the previous assessments for the sake of continuity.

 

This course addressed technology implementation in public schools from a systemic perspective and touched upon the breadth of responsibilities born by technology coordinators. As a professional with technology experience exclusive of public education, this served as a useful introduction to the process, procedures, and products that are involved in district-wide technology integration.

EDTC 812 Teaching in the Adult Learning Environment (3 Credits)

TBD: Summer 2016