ED7845: Technology for Higher Education Leaders

ED7845 at Capella University investigates the use of technology to support higher education.

The catalog says students gain a firm understanding of technology for both teaching and learning and for running the business of education, and critically analyze how leaders choose to use technology to enhance learning and manage institutions more effectively.

The emphasis is on leadership decisions, not technical skills. Assignments reward students who can ask whether a technology serves the mission, who it helps or excludes, what it costs, and how success would be judged.

What ED7845 Covers

Key Concepts Explained

Technology Decisions as Mission Decisions

A tool is worth adopting when it advances a goal, such as retention, access or learning quality. Start with the problem, then ask which technology, if any, addresses it.

Frameworks for Evaluating Technology

Frameworks such as SAMR (substitution, augmentation, modification, redefinition) and TPACK (the overlap of technology, pedagogy and content knowledge) help analyze how a tool changes teaching. Check which your readings use before relying on them.

Equity, Privacy and Accessibility

Leaders must consider access to devices and connectivity, accessibility for students with disabilities, and student data protection, including FERPA obligations in the United States.

Typical Assignments and How to Approach Them

An Evaluation Criteria Table

Scoring options against such criteria, and explaining the weighting, makes a recommendation transparent and easy to defend.

Leading Technology Change

Technology projects often fail for human reasons rather than technical ones. A plan that anticipates people's needs is more convincing than one that lists features.

Include a short note on how you will know the technology worked. Measures might include course completion, student feedback, support requests or time saved on administrative tasks. Tie each measure to the original purpose.

Data, Privacy and Accessibility

Every technology decision creates data and access questions. Ask what personal data a tool collects, where it is stored, who can see it and how long it is kept. Ask whether the tool works with assistive technology and for students with limited connectivity. Building these questions into your evaluation criteria shows leadership maturity.

Checking Your Draft Before Submission

• Does the paper start from a problem or goal, not from a product?
• Have you covered cost, equity, privacy and support?
• Is there evidence beyond vendor claims?
• Do you say how success will be measured and reviewed?

Where Students Get Stuck

• Tool enthusiasm. Begin with the problem, not the product.
• Ignoring total cost. Include training and support, not only licenses.
• Forgetting people. Adoption depends on faculty and staff readiness.
• Thin evidence. Support claims with research, not vendor material alone.

Study Tips for ED7845

• Keep a template of evaluation criteria and reuse it.
• Collect both instructional and administrative examples from your own institution.
• Read a recent higher education technology report to ground your examples.
• Write the recommendation first, then test it.

How We Help with ED7845

Send the prompt, rubric, readings and feedback. A writer can prepare a model evaluation, explain how to apply a framework, or edit your draft. See our education assignment help guide for general support.

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