CONTENT KNOWLEDGE - ELEMENT 4: MANAGEMENT
Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
Artifact: Technology Plan
Description:
GDIT 514: Management of Instructional Technology, Summer 2014
The goal of this final project was to develop the ability to critically analyze the needs and limitations of instructional technology in supporting teaching and learning in their school districts and to plan the acquisition and management of instructional technology from both fiscal and educational standpoints. This was done by examining current instructional technology products, evaluating some of the current best practices in technology implementation, identifying the major players among the technology providers, and learning how to develop, fund, and evaluate an effective technology plan. Also, our group examined and developed policies regarding acceptable use of technology in schools and considering the impact of instructional technology on students, including a review of multicultural differences and ethnically diverse organizations in relation to their uses of technology for learning environments.
Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
Artifact: Technology Plan
Description:
GDIT 514: Management of Instructional Technology, Summer 2014
The goal of this final project was to develop the ability to critically analyze the needs and limitations of instructional technology in supporting teaching and learning in their school districts and to plan the acquisition and management of instructional technology from both fiscal and educational standpoints. This was done by examining current instructional technology products, evaluating some of the current best practices in technology implementation, identifying the major players among the technology providers, and learning how to develop, fund, and evaluate an effective technology plan. Also, our group examined and developed policies regarding acceptable use of technology in schools and considering the impact of instructional technology on students, including a review of multicultural differences and ethnically diverse organizations in relation to their uses of technology for learning environments.
Reflection:
Educational technologists, whether acting as instructional designers, school media specialists, or learning consultants, deal with management concerns, much as other professionals do. They work with finite resources to accomplish specified goals in a specified time whether they are managing processes, such as ID, or resources, such as collections of instructional materials.
Knowing the most relevant ID models, having the right tools, and having a team of skilled people are crucial to success, but so is a repertoire of management skills. One could say that effective management is an "essential ingredient to getting the job done regardless of what the job might entail"(Kotter, 1999). This technology plan definitely required much time, collaboration, and research in areas of instructional technology management practice (cyberspace management, acceptable usage policies, etc). Other elements of management were a part of this process that were completely new to me, such as budgeting, software compatibility, and administrative roles. Personally, I this standard helped me to grow in my knowledge of management of instructional technology from both fiscal and educational standpoints. Professionally, being able to demonstrate management processes in terms of technology being implemented into school systems helped me to gain experience in collaborating, designing, and implementing a technology plan that can be used in a school district or at the university level. I see this impacting students in a variety of ways. For one, students are being made aware of acceptable use of the online resources, as well as spyware, will strengthen their responsibility in using technology in the classroom.
Resource:
Kotter, J. P. (1999). John P. Kotter on what leaders really do. Harvard Business Press.
Educational technologists, whether acting as instructional designers, school media specialists, or learning consultants, deal with management concerns, much as other professionals do. They work with finite resources to accomplish specified goals in a specified time whether they are managing processes, such as ID, or resources, such as collections of instructional materials.
Knowing the most relevant ID models, having the right tools, and having a team of skilled people are crucial to success, but so is a repertoire of management skills. One could say that effective management is an "essential ingredient to getting the job done regardless of what the job might entail"(Kotter, 1999). This technology plan definitely required much time, collaboration, and research in areas of instructional technology management practice (cyberspace management, acceptable usage policies, etc). Other elements of management were a part of this process that were completely new to me, such as budgeting, software compatibility, and administrative roles. Personally, I this standard helped me to grow in my knowledge of management of instructional technology from both fiscal and educational standpoints. Professionally, being able to demonstrate management processes in terms of technology being implemented into school systems helped me to gain experience in collaborating, designing, and implementing a technology plan that can be used in a school district or at the university level. I see this impacting students in a variety of ways. For one, students are being made aware of acceptable use of the online resources, as well as spyware, will strengthen their responsibility in using technology in the classroom.
Resource:
Kotter, J. P. (1999). John P. Kotter on what leaders really do. Harvard Business Press.