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EDTC 801 Summer Institute I
& EDTC 802 Principles of Educational Technology Leadership

EDTC 801: This course is the initial intensive summer seminar for incoming doctoral cohort candidates. This is a foundation course which outlines the expectations and practices of the program. It also introduces candidates to the program’s mission of preparing effective leaders for an interdependent world.

EDTC 802: This course focuses on concepts and strategies necessary for a leader in a technologically-rich learning environment. Topics include strategic planning, leadership styles, institutional change processes, and policy issues in educational technology.


A professional growth plan (PGP) that incorporates my vision on the prospective leadership of school librarians, including educational technology and transformational leadership. Benchmark measures for the entire doctoral journey are documented.

An outline of the Team Leadership theory - presenting its history and development, components of the leadership model, strengths, weaknesses and practical uses. (Co-author: Yalitza Vega-Bajana)


A technology use proposal for implementing an effective blended learning pilot program. Includes a rationale, background research, policy consideration, current state of field, description, assessment plan and conclusive thoughts.


A major challenge to Common Core implementation is the shortage of new and authentic standard-aligned material. As districts face the necessity of purchasing new instructional materials aligned with the CCSS, open educational resources (OER) have become crucial. The OER has become a central model for the development and dissemination of free online content. Digital libraries of OERs have increased significantly, providing schools and teachers with standards-based materials for developing CCSS-aligned curriculum.


Reflection: This assignment motivated me to submit a modified version of my paper to the publishers of Knowledge Quest journal. It is published in their March/April 2016 issue.

Published in Knowledge Quest journal (March/April 2016) issue.


EDTC 804: Global Issues in Educational Technology Leadership

EDTC 804: This course investigates educational technology through a global perspective. The issues covered include development strategies, diversity, cultural values, and the systemic role educational technology plays in global economic development. The course focuses on a cross-cultural examination of contemporary academic and workplace skills.


The locations of the stories were mapped on this Google Map:
            World News in Education Google Map

An environmental scan that consisted of globally mapping educational issues. This mapping project was designed to provide a collaborative and visual overview of educational issues around the world. Four articles were chosen from a particular theme related to education - but from different countries.
This particular scan included literacy heroes from around the world, including the "Don Quixote of Literacy" (Indonesia), a mobile library that provides children the opportunity to access reading material (Thailand), a former underground library (Syria), and the bicycle librarian (Afghanistan).

Reflection: This assignment inspired me to create the Understanding the Value of Libraries Through a Cultural Lens (White Paper) for EDTC 805. This environmental scan sparked my interest in advocating for global literacy heroes and mobile libraries around the world. It also inspired me to create the Literacy Heroes website project for EDTC 816.

This literature review explores the professional leadership of teacher development in Finland. The Finnish educational system continues to prosper based on its collaborative, autonomous, research-based, teacher education. Their highly respected profession engages them in their reflective, ongoing analysis and refinement of their practice, demonstrating a deep commitment to the teaching profession.


Reflection: While conducting research on this paper, I realized how other countries must reevaluate how the teaching profession is regarded and the role of school.  Finland allows a variety of assessment techniques that support students’ individual learning instead of relying on standardized testing. In addition, I admire how educators analyze and refine their practice, demonstrating a deep commitment to their teaching profession.


A group project designing an international course proposal on transformative learning in urban education. This course is designed to provide a framework understanding of various transformational learning instructional methods in urban education. The course will analyze urban school communities where educators can experience and learn effective teaching and learning pedagogies.
(Co-authors: Stephanie Peborde Burke & Rachael Sedeyn)

Reflection: This assignment helped me learn how to write a course proposal, including its rationale, student learning outcomes, weekly schedule, various assessments/projects, and rubrics. Creating the bibliography enabled me to learn about some of the popular educational leaders/authors, such as Christopher Emdin and Dave Burgess.

EDTC 813: Advanced Using Integrated Software across the Curriculum

EDTC 813: This course focuses on technology and learning environments. Candidates will learn how to apply a variety of technologies in systemic approaches to curriculum design and implementation. Topics will include accessible curriculum design,  project-based instruction, student use of technology, educator use of technology, and organizational learning.

An interactive, hands-on science center exhibit concept for the Liberty Science Center that demonstrates the mapping of colors to notes and emotions.

Reflection: The music exhibit enabled me to implement design thinking and the careful development and design of concept, schematic, detail and production phases.


A district technology plan was analyzed in order to develop an advisory guide for applying the technological design principles of Bers. Areas in the technology plan were highlighted in order to correlate, contrast and extend Bers' concept of  “Digital Technology for Positive Youth Development”. This paper includes suggestions, descriptions, and rationales.

(Co-authors: Patrick Holness and Christopher Farrell)

Reflection: This group project enabled me to further comprehend Bers' design principles and apply it to a school district's technology plan.

Recommendations on the teacher evaluation process in a blended environment using the Danielson Framework, Achieve NJ and Horn & Staker's Blended: Using Disruptive Innovation to Improve Schools references. Recommendations include examples of formative feedback, activities, expectations for preparation and classroom environment.

(Co-authors: Patrick Holness and Christopher Farrell)


Reflection: This group project enabled me to become more familiar with the Danielson Framework for teacher evaluations and the process of implementing blended learning in a school district. I also learned to become reflective in my teaching practices, such as planning and preparation, classroom environment, instruction and professional responsibilities.


A PechaKucha presentation that applies the systems thinking concepts of a learning organization from Peter Senge's The Fifth Discipline: The Art & Practice of The Learning Organization and a blended learning environment from Horn & Staker's Blended: Using Disruptive Innovation to Improve Schools.

Reflection: I enjoyed this project because it taught me to use less text on a slide, more visual images, and to better time my presentations. I also learned this it is important to note that one single blended learning delivery method is not efficient enough in reinforcing the kind of flexibility that today’s learners demand. A learning organization must develop suitable blended learning approaches that are well structured, collaborative and suitable for meeting requirements of all learners.

EDTC 815 Administration and Supervision of  Technology in Educational Settings

EDTC 815: This course prepares candidates to assume a leadership role and administrative responsibilities associated with technology facilitators- professionals who promote the development and implementation of technology infrastructure, procedures, policies, plans and budgets for P-12 schools. An analysis of district-wide and school curriculum needs, state agency mandates and federal imperatives as well as personnel roles and services will be conducted.

A district technology program was devised in order to plan for the addition of three new schools in a  public school district. With the addition of a Technology Plan Committee, a systematic approach to technology management was formed. School and access policies pertaining to technology use and a long-term vision for the district was formulated.
(Co-authors: Hayet Bensetti-Benbader, Michael Bermudez, and Rachael Sedeyn)


Reflection: This assignment allowed me to conduct a full needs assessment/analysis of a school district and its technology acquisitions, including a user support plan and program evaluation.


The surge in educational technology in classrooms has increased the need for Educational Technology Coordinators (ETCs) who can help teachers use these technologies to improve student learning. Technological, pedagogical and content knowledge, organizational management, and leadership provide the basis for the ETC’s complex role.
(Co-authors: Anna Boscarino and Leah Shull)

Reflection: A write-up of job descriptions for elementary, middle, and high school ETCs, including qualifications, essential functions, responsibilities, and expectations were created that could serve as a guide for technology supervisors, board of education, and school personnel who are in charge of talent development. Similarities and differences in job descriptions were noted.

A technology implementation (mock) plan that recommends a variety of Mathematics programs that will help increase student achievement. A review of current literature, including the importance of a learner-centered paradigm, progress monitoring, and implementation planning introduces the approach. Recommendations include DreamBox Learning and mobile apps for students on home instruction.
(Co-authors: Alexander Kuziola, Kerry Magro, and Veronica O’Neill)


Reflection: The technology implementation (mock) plan was an excellent approach for doctoral students to design how new technologies will be implemented, including  staff training, costs, research and theory, and considerations for diverse learners, ELL, and students with special needs.


A professional development plan designed to implement a district-wide Learning Management system (LMS). Plan includes methods to overcome resistance, learning objectives, and training goals, agenda, participant pre-training survey, and evaluation instrument. A literature review on perspectives on professional development, the TPACK framework, and Learning Forward’s Standards for Professional Learning are included.
(Co-authors: Alexander Kuziola, Kerry Magro, and Veronica O’Neill)

Reflection: The professional development plan was a great approach for doctoral students to design a program based on current literature and a review of best practices by other school districts.

EDTC 812 Teaching in the Adult Learning Environment

EDTC 812: This course will emphasize teaching adult learners in post-secondary learning environments including the workplace and corporate settings. Topics will include: learning theories applied to the adult learner; distinctions of post-secondary learning environments; delivering instruction in non-traditional settings and time frames; and assessing adult learning.


(Group project with Christopher Farrell, Stephanie Peborde Burke, and Steven Lahullier)

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