Educational Leadership and Planning for Technology, 5th edition
Published by Pearson (May 13, 2010) © 2011
- Anthony G. Picciano
- Hardcover, paperback or looseleaf edition
- Affordable rental option for select titles
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- Case studies located at the end of most chapters stimulate further thought and discussion while also relating the chapter material to actual technology-related situations that exist for leaders in schools.
- Key concepts and questions at the end of each chapter provide students with a summary of the major ideas and issues presented in each chapter and with follow-up questions for the student to consider.
- Suggested activities at the end of each chapter provide opportunities for students to extend the text material to real-life situations.
- Reference lists located at the end of each chapter contain almost three hundred citations and allow students to pursue further reading, research, and study outside of the classroom.
- A basic technology concepts and terms appendix offers students a concise but thorough review of technology vocabulary that will be useful in their studies.
- PowerPoint presentations provided online for each chapter allow those teaching the material to guide students through the most important elements of subjects using helpful visual aides.
- Thorough updates that reflect the expansion and integration of technology and its derivative activities in the past few years keep this book current and relevant.
- Over 60 new citations throughout the chapters’ contents and case studies have been updated to reflect current thinking and advances in technology as it is applied to education.
- An entirely new chapter on data-driven decision-making sheds light on this current topic in school leadership and familiarizes readers with the process of collecting and analyzing student data.
- A new chapter combining the evaluation of hardware and the evaluation of software reflect the increasing integration of these two components of technology planning.
- New course material has been added on the subjects of social networking, distance learning, blended learning, open source software, e-books, multimedia, electronic whiteboards, and wireless local area networks.
SECTION I Basic Concepts and Foundations
1 Introduction to Technology and Planning
Purpose
The Potential in Primary and Secondary Schools
The Beginning Years
Steady Progress in Administrative Systems
Instructional Systems Show Promise
The Need for Planning
The Systems Approach
Organization
Summary
Key Concepts and Questions
Suggested Activities
References
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2 Basic Concepts of Planning
Planning Fundamentals
Schools as Social Systems
Evaluating the Bottom Line: The Social Process and Rational Models
Common Elements of Educational Planning
Comprehensiveness
Collaboration
Commitment
Continuity
Planning for Technology
Taking a Positive Attitude to Evaluation
Administrative and Instructional Applications
Planning for Administrative Applications
Planning for Instructional Applications
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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3 Technology, Learning, and Equity Issues
Technocentric Education
When Should Computer Education Begin?
Special Education
Gender Issues
Digital Divide Issues
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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SECTION II Technology in Action
4 Technology for School Leadership
Knowledge Is Power
The Age of Knowledge
Databases
Electronic Spreadsheets
Office Automation
Specialized Administrative Applications
Integrating It All Together: Data-Driven Decision Making
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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5 Wisdom and Data-Driven Decision Making
Defining Data-Driven Decision Making
Information Infrastructure Â
Hardware for Effective Data Management and Access
Software for Data Management and Analysis
People, Decision Making, and the
Social Nature of Information
The Data AnalystData-Driven Decision Making Applications
School Enrollment Projections
Improving Teaching and Learning
The Anatomy of a Survey
Evaluation and Nurturing the Process
Summary
Key Concepts and QuestionsSuggested Activities
References
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6. Technology in Instruction
Instructional Computing: A New Beginning
Instructional Computing: Some History
A Brief Review of the Research
Defining Technology’s Role: A Touch of Philosophy
Classification Systems and Definitions of Terms
Instructional Software Tools
InstructionalÂ
Basic Technology Tools
Word Processing and Desktop Publishing
Spreadsheets
Databases
Electronic Encyclopedias and Reference Works
Specialized Tools and Probeware
Electronic Textbooks (EBooks)
Learning Tools
Drill and Practice
Tutorials
Simulations
Instructional Gaming, Problem Solvingand MUVEs
Programming and Authoring Tools
Programs
High-Level Programming Languages
Authoring Languages
Integrated Learning Systems
Multimedia: A Brief Word
Data Communications
Curriculum Integration and Planning
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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7 Multimedia in Education
Multimedia Defined
Multimedia for Multiple Intelligences
Multimedia Literacy
Multimedia Technology
Five Levels of Digital Media
The Evolution of Video Technology
Videocassette
Analog Videodisc Technology
Digital Versatile Disc Technology
Multimedia Software
Authoring
Image, Video, and Sound Editing
Digital Animation
Multimedia for Teaching and Learning
Multimedia Resources and Copyrights
Media Distribution Systems - Whiteboards
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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8 Data Communications, the Internet, and Educational Applications
Data Communications in the Schools
The Internet
A Brief History
The Internet Today
The Future of the Internet
The World Wide Web
Protocols and Client Servers
Uniform Resource Locator (URL)
Web Browsers and Search Engines
Commercial Online Services
Applications on the Internet
Multimedia and the Web
Designing Multimedia for Web-Based Learning
Desktop Videoconferencing
The Internet and Education
Global E-Mail
Information Navigation
Creating Web Sites
Blogging on the Web
Course Management Software (CMS)
The Internet and Distance Learning
Summary
Key Concepts and Questions
Suggested Activities
References
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9 Distance Learning
Distance Learning Defined
Distance Learning Technologies: An Overview
Blended Learning
The Extent of Distance Learning in K-12 Education
Designing Instructional Materials: A Comparison of Distance Learning Technologies
The Interactive Videoconference
Asynchronous Learning Using the Internet and World Wide Web
Blended Learning Course
Distance Learning Providers
Distance Learning: Some Issues
The Future of K-12 Distance Learning
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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SECTION III Planning and Implementation
10 Hardware and Software Evaluation
Decisions, Decisions, Decisions
A Look at Hardware
A Look at Software
Hardware Evaluation Criteria
Performance
Compatibility
Modularity/Expandability
Ergonomics
Software Availability
Vendor
Cost
Software Evaluation Criteria
Efficiency
Ease of Use
Documentation
Hardware Requirements
Vendor
Cost
Issues in Evaluating Hardware
Evaluating Hardware for Administrative Applications
Evaluating Hardware for Instructional Applications
Mainframes and Servers
Bulk Purchasing, State Contracts and Life Cycles</INST> </PG></H2>
Issues in Evaluating Software
Administrative Software Evaluation
Instructional Software Evaluation Â
Open Source Software
Software Life CyclesÂ
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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11 People, Technology and Professional Development
A Long Way to Go
The Professional Development Planning Model
Who Learns?
Different Alternatives for Different Needs
Designing and Implementing Effective Staff Development Programs
Hands-On Activities
One-on-One Coaching
Training the Trainer
Teachers Need Equipment, Too!
Incentives
Evaluation and Review
A Continuous Process
Resources
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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12 Facilities, Policies and Procedures
Getting Bigger
Staffing and Administration
Central LaboratoriesPhysical Environment
Facilities for Administrative Applications
Facilities for Instructional Applications
Data Communications Facilities and Information Infrastructur
Hardware Maintenance
Making Repairs
Providing Preventive Maintenance
Upgrading
Software Maintenance and Distribution
Policies, Procedures, and Documentation
PoliciesProcedures
Documentation
Security
The Helping Place
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
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13 Financial Planning
Technology Can Be Expensive
The Cost-Effectiveness of Technology
A Time Line for Financial Planning
The Budget Worksheet
A Budget Modeland Total Cost of Ownership
Special Considerations of Budgeting for Computer Applications
Opting for Centralized or DecentralizedComputer Facilities
Hiring a Consultant
Standardizing on a Common Vendor
Hardware First, Other Needs Later?
Choosing a Purchasing Plan
Sources of Funds
The School District Budget
Bond Issues
Governmental Entities
Gifts and Grants
Case Study
Summary
Key Concepts and Questions
Suggested Activities
References
Epilogue
Appendix A Basic Concepts of Computer Technology
Appendix B Educational Leader Competencies
Appendix C Instructional Software Evaluation Factors
Glossary
Index
Anthony G. Picciano is the author of nine books in the fields of educational leadership, technology, and research methods, including Blended Learning: Research Perspectives (Sloan Consortium, 2007) and the Educational Research Primer (Continuum, 2004). Picciano is a professor in the Education Administration and Supervision Program in the School of Education at Hunter College. He is also a member of the faculty in the Ph.D. Program in Urban Education, the doctoral program in Interactive Pedagogy and Technology, and the CUNY Online BA Program in Communication and Culture at the City University of New York Graduate Center. Â His teaching specialties include educational technology, organization theory, policy, and research methods.
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