Fundamentals of Educational Technology Leadership
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.