University Press of America
Pages: 90
•
Trim: 7¼ x 10⅛
978-0-7618-5072-4 • Paperback • June 2010 • $37.99 • (£30.00)
978-0-7618-5073-1 • eBook • June 2010 • $36.00 • (£30.00)
Bridget M. Connor, a Grey Nun of the Sacred Heart, received her doctorate from the University of San Francisco. She is an associate professor at the College of Notre Dame of Maryland, and the senior author of the Elementary Education ACEI/NCATE report and the Administration and Supervision ELCC/NCATE report. Her work has been presented nationally and internationally on topics such as moral development and emotional intelligence. Danea A. Farley is the coordinator of technology in education at the College of Notre Dame of Maryland. Previously, she was a specialist in the Office of World Languages with Baltimore County (MD) Public Schools, and spent twenty-nine years as a French and Spanish teacher, department chair, and new teacher mentor. She received an M.S. in educational technology from Johns Hopkins University. Gregory A. Wise is an associate faculty member of the College of Notre Dame of Maryland, teaching instructional technology classes. Currently a staff associate with Baltimore City Public Schools, he works with public and non-public schools regarding the Title II Part D 'Enhancing Education through Technology' federal grant. He has been a curriculum specialist in instructional technology, a school librarian, and an English teacher for Baltimore City Public Schools. Formerly, he was a United Methodist minister in the Baltimore-Washington area. He received a M.Div. degree from Wesley Theological Seminary in Washington, DC.
Chapter 1 List of Tables
Chapter 2 Acknowledgements
Chapter 3 Introduction
Chapter 4 1. Infrastructure and Instruction: Right Resources, Right People
Chapter 5 2. Leading with a Shared Vision
Chapter 6 3. Navigating the Digital Culture: Social, Legal, and Ethical Issues
Chapter 7 4. Technology and Its Impact on Professional Practice
Chapter 8 5. Learning and Teaching
These tasks, designed for use as part of an administration and supervision certification program, model leadership strategies for improving student achievement through the effective implementation of technology and build a strong group of school-based advocates for 21st century skill development.
— Tammy Zino-Seergae, president, Maryland Society for Educational Technology
This is an opportunity for prospective school administrators to engage in dynamic, real-world activities that directly relate to the technology challenges they will face in the educational setting.
— Sharon Slear, SSND, PhD, dean, School of Education, College of Notre Dame of Maryland