Internship+Syllabus

=Internship Syllabus=

SyllabusLamar University College of Education and Human Development “Preparing Educators for a Changing World"EDLD 5388 Educational Technology Leadership Internship The Conceptual Framework of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes pedagogical content knowledge, content proficiency, pedagogical knowledge, communications skills, values, and analytical abilities. Critical thinking is a must for responding to the diverse needs of P – 12 students in myriad and changing settings. Lamar University educator preparation candidates also develop the dispositions and habits of mind that encourage self-learning and lifelong learning, that will enable them to encounter change with confidence.

Department: Educational Leadership and Counseling Course Number and Section: EDLD 5388 (3 credit hours) Course Title: Educational Technology Leadership Internship Professor: L. Kay Abernathy, Ed.D. Associate Professor of Educational LeadershipCollege of Education and Human DevelopmentOffice Phone: 409.880.8689 or 409.880.7608Address: Office Fax: 409.880.8685Lamar University Email: lkabernathy@my.lamar.edu P.O. Box 10034 Home Phone: 409.347.8056 Beaumont, TX 77710 Office Hours: 2:00-5:00 p.m. M-Th Office: 233 Education BuildingAnd by appointment Email Home: kayabernathy@gmail.com Cell: 409-782-0100

Course Description
Internship in Educational Technology Leadership is a continuous program experience. The course is designed to develop skills specific to job-related proficiencies under the supervision of faculty of Lamar University and the mentoring of a district or employer-designated technology leader. The course is first presented within the first course in the program, EDLD 5306, and will cover specific assessments correlated to state and national technology standards. Assignments include:1. An ePortfolio to include:• Course-based assignments and reflections embedded in courses through the total program.• Field-based activities completed in the school environment which are approved by the site mentor with logs and reflections submitted monthly.• Readings and reflections from the textbook related to the standards, performance indicators, and performance tasks.1. A written final comprehensive examination.

Instructor
Your instructor will send you an email with contact information. Please work with your instructor by sharing your experiences and asking questions. If you have any questions, you may contact your instructor by email.

Prerequisites
Completion of all other course requirements for the Educational Technology Leadership degree is required.

Textbook
The Internship requires a text: Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. For ordering, the following information is essential: ISBN: 978-1-56484-252-7 and is available from http://www.iste.org or http://www.amazon.com. You will use the text in two classes, EDLD 5306 and EDLD 5388, and throughout your program.

Learning Outcomes:
1. Prepare individuals to become proficient in the use of technology. Demonstrate expertise in technology operations and concepts.2. Lead the school in an effort to integrate technology in the classroom curriculum. Incorporate media-based tools, the Internet, and distance learning systems into instructional design.3. Design curriculum to accommodate needs of corporate trainers and other educators outside of the classroom. Accommodate diverse learners and classroom settings.4. Solve problems that arise in educational technology leadership in and out of the classroom.5. Apply technology-enhanced assessment and evaluation methods and strategies as tools to improve instruction and student learning.6. Understand how people learn and how to design instructional systems and materials to facilitate learning through the appropriate use of technology.7. Promote and support creative thinking skills and inventiveness.8. Identify and discuss with understanding the social, legal, and ethical issues involved with using technology in schools.

Performance Outcomes:
1. Articulate a clear vision of the role of educational technology leadership on campus or in the district.2. Demonstrate a knowledge of using technology with instructional strategies.3. Demonstrate the vision of educational technology leaders in expanding the use of productivity tools that include Web resources and distance learning.4. Explain educational growth as a technology leader over the course of the program.5. Identify personal goals for future roles in educational technology leadership.6. Prepare a professional portfolio demonstrating the technology knowledge, skills, and vision of educational technology leaders.

Educational Technology Leadership Standards
Beyond educational computing and technology foundations for teachers, ISTE has established Technology Facilitation Standards for teacher education programs or professional development, which prepare candidates to serve as building/campus-level technology facilitators. Candidates completing this program will exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers.TF-I Technology Operations and ConceptsEducational technology facilitators demonstrate an in-depth understanding of technology operations and concepts.TF-II Planning and Designing Learning Environments and ExperiencesEducational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.TF-III Teaching, Learning, and the CurriculumEducational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.TF-IV Assessment and EvaluationEducational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.TF-V Productivity and Professional Practice Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. TF-VI Social, Ethical, Legal, and Human IssuesEducational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and assist teachers in applying that understanding in their practice.TF-VII Procedures, Policies, Planning, and Budgeting for Technology EnvironmentsEducational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.TF-VIII Leadership and VisionEducational technology facilitators will contribute to the shared vision for campus integration of technology, and foster an environment and culture conducive to the realization of the vision.

National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers
1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. 3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

Course Standards
1. Texas Essential Knowledge and Skills (TEKS) for Technology Applications:http://www.tea.state.tx.us/rules/tac/ch126toc.html2. National Educational Technology Standards Project: http://cnets.iste.org3. Texas State Board for Educator Certification Standards:http://www.sbec.state.tx.us/SBECOnline/standtest/educstan.asp4. NCATE: http://www.ncate.org/

**Special Accommodations:**
It is the policy of Lamar University to accommodate students with disabilities, pursuant to federal and state law, and the University’s commitment to equal education opportunities. Any student with a disability who needs accommodations should inform the instructor at the beginning of the course. Remember, this is a distance learning class and the format is different from traditional face-to-face instruction. Please contact the office of Services for Students with Disabilities at 409-880-8347 or in person in 101A Wimberley Building to coordinate reasonable accommodations for students with documented disabilities.

Class Participation:
Students are expected to follow the course schedule, meet assignments and reading deadline dates. Student work is expected to be submitted in the required format for the assignment. Follow the directions to the full value in order to receive maximum points. It is important to complete all reading assignments and follow the directions for completion. It is the student’s responsibility to maintain appropriate equipment and connection at all times to fully participate in the class. It is important to communicate with the instructor to ensure all requirements are met.

Academic Honesty.
In addition to the knowledge and skills necessary to teach children, dispositions (such as honesty and trust) are important qualities for a successful educator. Teacher-educator candidates are expected to conduct themselves in a professional manner. Academic dishonesty will not be condoned. Plagiarism is copying another’s work without proper citation. Guidelines for direct quotes are found in the most current APA Style Manual. The professor will assign a reasonable penalty for academic dishonesty. If you do not assent to the findings and/or the penalty, you must file an appeal with the department chairperson within five days, as provided by the Student Handbook.

Sexual Harassment.
Sexual harassment is reprehensible, and in accordance with administrative policy, it will not be tolerated by the University. Behavior in the course must conform to the university policy.

Changes to this Syllabus:
** The instructor reserves the right to make changes to this course outline/syllabus as required during the semester. Students are responsible for checking this Web site for changes and downloading/printing required articles and activities. Changes made to this syllabus after the initial class meeting will be announced in your course ware. **

Virtual Office Hours:
Communication outside scheduled class sessions via instant messaging (IM) rather than e-mail or phone is preferred for students enrolled in this course. You may choose your own IM service if you do not have one presently. Virtual office hours and web conferences will also be held throughout the program. You need a web camera and a headset to participate in the conferences, but no additional software is required. Your professor will provide a link to your electronic classroom. The instructor has the following IM account: kayabernathy@gmail.com.

Grading and Evaluation
You will be working throughout the degree program on creating your eportfolio, which will be completed at the date designated by the instructor. Guidelines and rubrics will be listed throughout the course in each week’s assignments. The completed ePortfolio must be submitted to your instructor and your academic coach at the time designated by your instructor. A link to the student’s wiki site, blog site used throughout the program, and/or your Google Site should be identified in your ePortfolio and the links to your eportfolio should be e-mailed to your instructor. Your responses should show that you have read and reflected on the articles using the reflective statements. The rubric that will be used to evaluate your response is included on the reading paper documents for each week.
 * A.** **Electronic Professional Portfolio (60% of final grade)** 1. You may choose either a wiki site, a blog site, a Google Site, or other approved web-based tool as the depository for your ePortfolio. 2. Course-based assignments and reflections embedded in courses through the total program. Each entry in your portfolio will have been assessed as embedded assignments in previous courses in the Educational Technology Leadership master’s program. Each of the eight entries must include a reflection piece for that particular work in your course wiki, blog, or Google Site. The Internship Handbook contains the reflection template needed to complete the assignment. 3. Field-based activities completed in the school environment which are approved by the site mentor with logs and reflections submitted monthly. Plan and/or complete at least 33 activities covering the performance indicators related to each of the eight standards. The project s must be developed, implemented, evaluated, and approved with your site mentor, and appropriate campus or district administrators should receive a plan. Your field-based projects must include a reflection statement as each activity is completed. Logs with reflections must be submitted on the first day of each month following the completion of EDLD 5306. Examples of appropriate projects closely aligned with the Technology Applications and ISTE/NCATE Technology Facilitator standards can be found in the Internship Handbook. 4. Readings and reflections from the textbook related to the standards, performance indicators, and performance tasks. Textbook information: The Internship requires a text: Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. For ordering, the following information is essential: ISBN: 978-1-56484-252-7 and is available from http://www.iste.org or http://www.amazon.com.

http://jobsearch.about.com/cs/curriculumvitae/f/cvresume.htm In the United States, a curriculum vitae is used primarily when applying for academic, education, scientific or research positions. It is also applicable when applying for fellowships or grants. This final report will be independently scored using a rubric by three graduate faculty members and will serve as your comprehensive examination requirement for your master’s degree. Once scored, portfolios will receive a grade of “Accomplished,” “Proficient,” or “Needs Improvement.” If you receive a “Needs Improvement” on your final report, you must make corrections and resubmit the paper to the committee. The final report is an important culminating activity to your course of study in educational technology leadership, and it is important you spend that time and effort necessary to produce a quality repo rt.
 * B.** **Written Comprehensive Exam (40%)** You will write your Comprehensive Examination (Summative Final Report) on a separate Word document using APA style that you create and post to your wiki site. The wiki link should be submitted through the courseware. Do not email this report. The Final Report should encompass your total internship experience. Components should include the following: • Your position goal statement and your educational technology leadership goal statement. (Week 1 work) • Your vision of educational technology using the most current Horizon K-12 Report as a resource. (Week 2 or designated date as stated by your instructor.) • What you have learned from your master’s program about yourself, your technology and leadership skills, and your attitudes. (Week 3 or designated date as stated by your instructor.) • The six courses in your degree program you believe helped you more than others and give rationale for your choices. (Week 4 or designated date as stated by your instructor.) • Your reflections of the overall degree program. (Week 5 or designated date as stated by your instructor.) • Your personal professional development plans for the next three years. (Week 5 or designated date as stated by your instructor.) • An updated and complete curriculum vitae of your professional experience. (Week 5 or designated date as stated by your instructor.) Prepare updated and complete curriculum vitae of your professional background and experience. This document should be included in your written comprehensive exam. See information below:
 * What is the difference between a curriculum vitae (CV) and a resume?****Answer**: The primary differences between a resume and a curriculum vitae (CV) are the length, what is included and what each is used for. A resume is a one or two page summary of your skills, experience and education. While a resume is brief and concise - no more than a page or two, a Curriculum Vitae is a longer (at least two page) and more detailed synopsis.A Curriculum Vitae includes a summary of your educational and academic backgrounds as well as teaching and research experience, publications, presentations, awards, honors, affiliations and other details. In Europe, the Middle East, Africa, or Asia, employers may expect to receive a curriculum vitae.

**Notes for Reflective Writing:**
Reflections allow you to analyze your internship activity. The act of reflection is influenced by constructivist theory. In essence, it is a way of thinking that allows you to make adjustments to your beliefs or concepts, to learn from your own or other’s mistakes, to recognize progress you think you have made, and/or to identify needed changes in attitude, disposition, decision-making, actions, or behaviors.In submitting your assignments, you are required to reflect on each of your experiences by completing the reflection in your course blog. Each reflection should contain a minimum of 150 words unless stated otherwise.

**For Course-Embedded Assignment Reflections:**
• The knowledge you gained from the assignment. (2 points) • The relation of new information to old information learned (2 points). • The relation of information gained to personal experience. (2 points) • Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 ) • insights into the patterns of interactions of colleagues.(2 points) • group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points) • notations addressing the affective or feeling tone evident, concerns you noticed. (2 points) • questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points) • Issues that puzzle you. (2 points)

For Reading Reflections:
• The performance indicators and task of standards you experienced in the course. (4 points) • the knowledge you gained from the activities. (2 points) • The relation of new information to old information learned (2 points). • The relation of information gained to personal experience. (2 points) • Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that opinion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (2 points) • notations addressing the affective or feeling tone evident, concerns you noticed. (2 points) • questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points) • Issues that puzzle you. (2 points)

Grading Scale
A=1,000-900 Points—Accomplished-- B=899-800 Points--Proficient C=799-0 Points--Needs Improvement