Ph.D. in Computing Technology in Education (DCTE)
Introduction
The
Curriculum
Course Descriptions
This program offers a course of study leading to the degree of Doctor of Philosophy (Ph.D.) in Computing Technology in Education. Its cluster format combines on-campus and online instruction to provide professionals the opportunity to pursue graduate study while continuing to work in their current positions. The program addresses (1) the use of information technology to improve cognition; (2) the development, management, and evaluation of computing systems that support the educational process; and (3) the role of computing and other advanced technology in education and training. The program is especially well suited to educational administrators, college faculty members, directors of academic computing, teachers of all grades, district and building technology administrators, industry and armed forces trainers, and instructional system designers and developers. It provides information technology professionals with the knowledge and ability to develop creative solutions to substantive real-world problems. Each student must complete eight core courses, two research courses, and a dissertation. After students complete the course requirements they may apply for the educational specialist (Ed.S.) degree.
Graduates with the Ph.D. in Computing Technology in Education will: (1) possess advanced knowledge and deeper understanding of the field of computing technology in education; (2) communicate professionally and ethically about computing technology in education research issues; (3) identify, analyze, and synthesize scholarly literature related to the field of computing technology in education; and (4) generate new knowledge through research/scholarship and disseminate that knowledge to others using the necessary technical and intellectual skills to produce a written document that makes an original contribution to the field of computing technology in education.
Orientation and Advisement
New Ph.D. students must attend an orientation day on the main campus in Fort Lauderdale at their first cluster. The orientation includes introductions to the program office staff, computer requirements, online access, software tools that enhance the educational process, library services, financial aid, and academic integrity. The school’s website provides an extensive online “help” system including downloadable software and documents. Students are offered dissertation counseling throughout the program. Advisement is provided by the program office and the faculty.
Program Formats and Term Dates
Students in the computing technology in education program attend two four-day sessions (Thursday, Friday, Saturday, and Sunday) per year. These sessions bring together students and faculty for participation in classes, seminars, and dissertation counseling, and provide ample opportunity for student-faculty and student-student interaction. Students are required to attend all of their scheduled class sessions. Between sessions, students work on course assignments and research, and participate in online activities that facilitate frequent interaction with the faculty and with other students. There are two 16-week terms a year. The fall term starts in August and the winter term starts in January.
The student enters doctoral candidacy upon completion of course requirements with a cumulative GPA of at least 3.25. Immediately following candidacy, the student registers for the dissertation at 12 credits per term for two terms. Students who have not completed the dissertation after registrations for Dissertation I and Dissertation II must register for Continuing Dissertation until they have satisfied the dissertation requirement. Students are strongly encouraged to register for each term following the one in which they enter candidacy until the dissertation has been completed. Doctoral residence is defined as continuous enrollment for two consecutive terms at a minimum 12 credit hours per term.
The online component involves use of the web to access course materials, announcements, email, distance library services, subscription library databases, and for interaction with faculty and fellow students. Online, interactive learning methods include threaded discussion boards, white boards, chat rooms, email, and multimedia presentations. Students are provided NSU computer accounts but must obtain their own Internet service providers and use their own computer systems.
Attendance Policy
Ph.D. students are required to be present at each on-campus meeting of their classes. Failure to attend may result in withdrawal from courses and suspension or dismissal from the Ph.D. program. Exceptions to this policy regarding individual class meetings may be made in the case of illness and possibly in other hardship situations. Such absences must be approved first by the course professor(s) and then by the program director, and must be made in advance of any anticipated absences. Participation requirements regarding the online components of doctoral courses will be covered in the syllabus of each course.
The Dissertation
Students will be permitted to register for the dissertation after they have completed their required course work with a minimum cumulative GPA of 3.25. Both Dissertation I and Dissertation II are required. They are usually taken over two consecutive terms. The dissertation is the most important requirement for the Ph.D. Each student is expected, with the approval of a faculty advisor, to select an appropriate topic of sufficient scope to satisfy the requirements for the dissertation. Although registration for dissertation credits cannot occur until after course requirements have been met, students are encouraged to learn about the dissertation process as early as possible and to begin talking with faculty members about potential research topics early in the program. The dissertation must be an original work and must represent a significant extrapolation from a base of solid experience or knowledge in the student’s area of concentration. Dissertation results must, in a significant way, advance knowledge, improve professional practice, or contribute to understanding in the field of study. Results must be of sufficient strength to distill from the work a paper worthy of publication in a major journal. Although publication is not a requirement for completing the Ph.D., students are encouraged to submit their dissertation research for publication. Ph.D. students must follow the policies, procedures, and formatting requirements contained in the Dissertation Guide. The student will be required to present an oral defense of the dissertation.
The program requires 64 credit hours, of which 40 are for courses and 24 are for the dissertation. Courses and dissertation registrations are listed below:
Core Courses (four credits each) (Select eight of these.)
DCTE 700 Quantitative Research Methodologies
DCTE 710 Qualitative Research Methodologies
DCTE 720 Human-Computer Interaction
DCTE 730 Online Learning Environments
DCTE 732 Online Program Administration
DCTE 740 Telecommunications and Computer Networks
DCTE 747 Learning Theories
DCTE 750 Management of Data, Information, and Knowledge in Education
DCTE 760 Instruction Delivery Systems
DCTE 770 Instructional Design and Development
DCTE 775 Field Studies in Assistive Technology
DCTE 780 Frontiers in Educational Technology
Research Registrations Students are required to complete two sections (four credits each) of DCTE 898, Directed Research, before entering candidacy. Students must register for the course with a particular faculty member as directed in the course description.
Dissertation Registrations
DCTE 910 Dissertation I (12 credits)
DCTE 915 Dissertation II (12 credits)
DCTE 920 Continuing Dissertation (6 credits)
DCTE 700 Quantitative Research Methodologies (4 credits)
The course focuses on the fundamental concepts of research design with consideration of historical, descriptive, correlational, causal-comparative, and experimental studies. Emphasis is placed on data collection and statistical analysis using common software packages.
DCTE 710 Qualitative Research Methodologies (4 credits)
This course provides a comprehensive introduction to the theory and use of qualitative methods in educational and professional settings. Emphasis on application level experiences such as identifying and developing research problems appropriate for qualitative investigation, study design, data collection, analysis, interpretation, and presentation of findings.
DCTE 720 Human-Computer Interaction (4 credits)
This course focuses on current and future research in HCI pertaining to computing technology in education and learning environments. Techniques facilitating effective human-computer interaction are presented. Design elements, procedures, tools, and environments contributing to the development of a successful user interface are explored. Design principles, guidelines, and methodologies for building, installing, managing, evaluating, and maintaining interactive systems that optimize user productivity are reviewed.
DCTE 730 Online Learning Environments (4 credits)
This course covers theory and practice involving online learning systems and online communication processes. It explores models of online learning environments (OLEs) as viable alternatives or supplements to traditional campus or building-based learning. Students will investigate and report upon the theoretical, conceptual, instructional, and technical framework of implementing and using OLEs in pursuit of lifelong learning. Relevant issues include the technology infrastructure, program development and administration, and most significantly, the Internet as cyberschool.
DCTE 732 Online Program Administration (4 credits)
The course provides a research-based, timely, in-depth investigation into the multiple administrative roles in online programs and schools. Policies, procedures and responsibilities to students and teachers will be delineated. The evolution of online learning from the individual course to the greater entity will be examined as will qualifications for an online program administrator at different levels of learning.
DCTE 740 Telecommunications and Computer Networks (4 credits)
This course examines major developments in the expanding field of broadband communications and computer networks and their impacts on e-learning network applications and initiatives. Topics include broadband technologies, network architectures, network configurations, network security, and transborder e-learning cyberinfrastructures. Distinctive attributes of next-generation research and education networks such as Internet2
and Geant2 and the role of broadband technologies as enablers of advances in fields such as e-government and e-medicine are described. Trends in grid implementations and developments in wireless and wireline network solutions are explored.
DCTE 747 Learning Theories (4 credits)
Students will explore learning theories and how learning is achieved when instruction is presented from a computer-based paradigm. The course will emphasize the computer as a learning device that can be used in an effective manner to model learning theories associated with behaviorism, cognitivism and constructivism.
DCTE 750 Management of Data, Information, and Knowledge in Education (4 credits)
This course explores several issues of interest in managing data, information, and knowledge in an educational setting. Included among the topics examined are: database design, structure, and capabilities; data warehousing; data mining; text mining; information retrieval; information policy, security, and privacy; and knowledge management.
DCTE 760 Instruction Delivery Systems (4 credits)
This course provides opportunity for independent, creative, innovative exploration and development in teaching and learning in the age of communications. Course content combines experiential learning based in the asynchronous student forum with related scholarly pursuit. Synchronous and asynchronous delivery systems in buildings and in cyberspace will enable the best possible matches between societal needs and instruction delivery. The roles of web 2.0 tools in learning will be researched and experienced. The purpose of this course is to re-engineer education to meet the needs of society, to use any and all technology to devise the best possible learning experiences for learners of all ages.
DCTE 770 Instructional Design and Development (4 credits)
A systematic instructional design process will be used to solve a real-world instructional problem. Students will identify an instructional problem, goal and learning objectives. They will use appropriate technologies to develop an instructional solution. Evaluation plans will be developed.
DCTE 775 Field Studies in Assistive Technology (4 credits)
The course will integrate a broad, theoretical overview of assistive technology with a thorough exploration of a particular disability addressed with a technology solution within a school setting. Each participant will conduct a set of field observations in support of the literature foundation and will record the observations in a class forum using web 2.0 tools. It is the responsibility of the student to secure the observation site.
DCTE 780 Frontiers in Educational Technology (4 credits)
This course will synthesize projections of the future of education by combining a solid foundation in learning theory and best educational practices with innovations in computer hardware and software, data communications, and effective technology applications from other fields.
DCTE 898 Directed Research (4 credits)
The student pursues research under the direction of a faculty member. To register, students contact their advisor with the name of the faculty member under whose direction they would like to work and a brief explanation of the research area to be explored. Recommended prerequisite: completion of a 700-level course with the requested professor with a grade of B+ or higher.
DCTE 910 Dissertation I (12 credits)
The student develops a framework within which doctoral research will be conducted and offers evidence of qualifications to pursue the research. Prerequisite: Satisfactory completion of all course work.
DCTE 915 Dissertation II (12 credits)
Concepts and theories underlying the student’s doctoral research are articulated; the problem is clearly stated; specific, measurable goals are specified; a thorough literature review is presented; the methods of conducting the research are delineated; and a strategy to achieve the goal is given. Prerequisite: Dissertation I.
DCTE 920 Continuing Dissertation (6 credits)
Students who have not completed the dissertation by the end of Dissertation II must register for Continuing Dissertation each term in order to receive faculty and administrative advice and support related to the dissertation. Prerequisite: Dissertation II.
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