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Educational Leadership and Planning for Technology,9780130313928
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Educational Leadership and Planning for Technology

by
Edition:
3rd
ISBN13:

9780130313928

ISBN10:
0130313920
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Prentice Hall
List Price: $61.33
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Summary

The first instructional technology book to focus on school administrators, this work continues to offer extensive coverage on technology planning and policies for technology leaders in schools. Coverage includes: Basic Concepts and Foundations, Applications, and Planning and Implementation to inform readers of both the theoretical and practical considerations for planning and implementing school-based technology. Its ability to deliver topical information on planning, establishing policy, and managing information resources sets it apart from similar texts. For school administrators, computer coordinators, and library media specialists.

Table of Contents

Section I Basic Concepts and Foundations 1(58)
Introduction to Technology and Planning
2(13)
Basic Concepts of Planning
15(25)
Technology, Learning, and Equity Issues
40(19)
Section II Applications 59(140)
Computer Applications in Educational Administration
60(19)
Computer Applications in Instruction
79(29)
Multimedia in Education
108(22)
Data Communications, the Internet, and Educational Applications
130(35)
Distance Learning
165(34)
Section III Planning and Implementation 199(99)
Hardware Planning and Evaluation
200(17)
Software Selection and Evaluation
217(19)
Staff Development
236(17)
Managing Computer Facilities
253(24)
Financial Planning
277(21)
Epilogue 298(2)
Appendix A Basic Concepts of Computer Technology 300(20)
Appendix B Educational Leader Competencies 320(1)
Appendix C Instructional Software Evaluation Factors 321(5)
Glossary 326(10)
Index 336

Excerpts

The purpose of this book is to provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications, in schools. Basic concepts of technology and planning that use systems theory are presented. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. The book is meant to form a foundation from which educators will provide leadership and become agents for realizing the powerful potential of technology in their schools. The material is designed for practicing administrators and other educators such as teachers, computer coordinators, and media specialists who are involved in initiating and supporting technology in their schools. This book is most appropriate as a text in a preservice or in-service course on planning technology applications designed primarily for school administrators. ORGANIZATION This book is divided into three sections: I, Basic Concepts and Foundations; II, Applications; and III, Planning and Implementation. Although each chapter can be read independently, the material is meant to be read sequentially chapter by chapter. Following the text, several supplemental sections are presented for reference: Appendix A is a review of basic computer concepts and terminology; Appendix B is a list of educational leader competencies; Appendix C serves as a checklist to help educators evaluate instructional software; and the glossary provides a quick reference for technical terms used in the text. Section I: Basic Concepts and Foundations This section provides the basic concepts and foundation material for an overall understanding of the themes and major issues related to planning for technology in schools and school systems. It is directed specifically to those who are or will be leading their schools in planning for technology. This section concludes with a chapter on pedagogical and social issues related to technology that should be considered as part of the planning process. Readers who are not familiar with basic computer concepts or terminology should review Appendix A before proceeding beyond this section. Section II: Applications This section provides five chapters on the nature of computer applications used for both administration and instruction. Although similar in some respects, enough differences exist in the nature, design, and policies associated with administrative and instructional applications that they require separate treatments. This section devotes three chapters to discussions of newer technologies such as multimedia, the Internet, and distance learning. Section III: Planning and Implementation This section presents specific material on the primary components of planning for, and developing, technology applications in schools. Entire chapters are devoted to the five components of every computer application: hardware, software, staff development, facilities, and finances. Section III is also designed to provide practical information on evaluating and implementing these components. Epilogue This is a brief conclusion to this book and reemphasizes the need for administrators to look to the future and to integrate technology into their visions for their schools. End-of-Chapter Activities Each chapter concludes with key concepts and questions, suggested activities, and/or case studies. These are provided to stimulate thought and discussion on the material presented. They also attempt to relate the material to situations that exist in schools. The case studies, although having some basis in fact, are fictitious and designed to put the reader in the position of leaders having to make decisions about computer technology and related issues. Reference lists are also provided at the end of each chapter. NEW IN THIS


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