PhD Education Technology Management

The PhD. in Technology Management program is designed to prepare students for positions of leadership in the private and public sectors of society. At the conclusion of the program, graduates will have developed skills in research procedures, will have acquired expertise in instructional processes, and will be able to provide service to the industrial and educational community. The program is offered to students who have a varied academic field/discipline and professional background. In this program students will focus on the research, theory and informed professional practice in either student affairs or higher education.

The PhD in education is an intensive program for students who wish to pursue their study in the field of education and for students who want to acquire a general theoretical background for understanding past and future field experiences and will also be able to develop skills for use in professional work in education. The PhD. program focuses on developing effective leaders be providing them with an atmosphere which promotes the understanding of various viewpoints from a range of disciplines. The program also targets those students who are interested in higher education administration in a university, college or in policy and planning at a higher education agency. Interested students will also be provided with an environment for the investigation and discussion of practical approaches for improving the quality of education available to students.

WHAT YOU'LL LEARN

Through, PhD. the graduates will learn to:

  • Critically analyze the specific challenges that will be faced by next generation education leaders and also how to address those challenges.
  • Conduct research that positively impacts social change.
  • Communicate to multiple audiences via effective oral and written formats.
  • Advocate for social change that integrates diverse perspectives and demonstrates awareness of global interrelationships.
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Information Research Strategies 2 Introduction to information research including electronic resources. This course is designed to help researchers locate, evaluate, and use information. It includes exploration of the research process, search strategies, locating resources, source documentation, and organization of research.
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Statistical Modeling and Analysis for Complex Data Problems 2 reviews some of today’s more complex problems, and reflects some of the important research directions in the field. Twenty-nine authors – largely from Montreal’s GERAD Multi-University Research Center and who work in areas of theoretical statistics, applied statistics, probability theory, and shastic processes – present survey chapters on various theoretical and applied problems of importance and interest to researchers and students across a number of academic domains.
Optimal Experimental Design 2 Introduces the philosophy of experimental design, provides an easy process for constructing experimental designs, calculating necessary sample size using R programs and teaches by example using a custom made R program package: OPDOE introduces experimenters to the philosophy of experimentation, experimental design, and data collection. It gives researchers and statisticians guidance in the construction of optimum experimental designs using R programs, including sample size calculations, hypothesis testing, and confidence estimation. A final chapter of in-depth theoretical details is included for interested mathematical statisticians.
Mathematical Modeling 2 complete range of basic modeling techniques: it provides a consistent transition from simple algebraic analysis methods to simulation methods used for research. Such an overview of the spectrum of modeling techniques is very helpful for the understanding of how a research problem considered can be appropriately addressed.
Research Methods and Design 2 Learners gain a thorough understanding of statistical tests appropriate to their dissertation topic and design, how to interpret the results of the tests and how to conduct follow-up analyses, as appropriate. This course includes guidelines and "best practices" for collecting data. Power analysis, what it is, why do it, and how to use available software is covered. Data preparation, use of software to analyze data, and understanding the calculated results are covered. Experience with computer-based statistical analysis techniques is stressed. Emphasizes what is applicable to the Learner’s proposed research questions, design, construct/variable definitions and properties of measurements. Satisfactory/Unsatisfactory grade only.
Dissertation Planning, Writing, and Defending 2 step-by-step through the dissertation process, with checklists, illustrations, sample forms, and updated coverage of ethics, technology, and the literature review.
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School Leadership and Administration 2 ISLLC Standard, Leadership, Decision Making, Authority, Power, and Influence, Communication, Conflict Management, Organizational Culture, School Improvement, Introduction to Clinical Materials and Learning Experiences, Beginning Challenges, Student Problems, Administrator-Staff Relationships, School-Community Relations, Role and Organizational Problems, Social Justice Issues and Problems of Change
School Finance 2 This course will provide students with an understanding of and practical experience with the major concepts and tools in school finance. The course will cover the three distinct components of education finance: 1) evaluating revenue sources, including school aid; 2) developing and defending budgets; and 3) managing the finances and business operations of a school district. The objective is to provide students with an understanding of the general principles of education finance that can be applied in any setting.
School Safety 2 This course is designed to provide learners with set of standards that educators can use to evaluate their schools and then develop practical and systematic plans for ensuring orderly and caring learning environments. The course also addresses several theoretical perspectives through which learners can come to understand school safety. Attention is given to the distinction between preventing violence and promoting safety.
Leadership: Theory and Practice 2 Being a Leader, Recognizing Your Traits, Recognizing Your Philosophy and Style of Leadership, Attending to Tasks and Relationships, Developing Leadership Skills, Creating a Vision, Setting the Tone, Listening to Out-Group Members, Overcoming Obstacles and Addressing Ethics in Leadership.
Organizational Development 2 Survey of methodological approaches to planned change, including organizational diagnosis, data collection, interventions, feedback, and evaluation. Specific types of interventions covered include strategic planning, organizational design, culture change, team building, survey feedback, goal setting, and career development.
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Educational Application of Internet 3 provides K–12 examples of how Web tools such as blogs, wikis, Facebook, and Twitter allow students to learn more, create more, and communicate better.
Instructional Design 3 This course explores the foundations of instructional design and the design process as it applies in the development of educational media and software. Research, goal analysis, objectives, instructional strategy development, and evaluation in the design process are utilized in the planning and development of an educational product.
Educational Technology Planning and Management 3 Covers Introduction to technology and planning, Basic concepts of planning, Technology, learning, and equity issues, Technology in educational administration, Technology in instruction, Multimedia in education, Data communications, the Internet, and educational applications, Distance learning, Hardware planning and evaluation, Software selection and evaluation, Staff development, Managing facilities and Financial planning
Educational Application of Media and Technology 3 Offers a clear and current look at the range of educational technologies and how teachers can effectively use technology to enhance learning and provides a foundation in learning theory and instructional design that helps position educational technology within the framework of teaching and learning. Using practical applications, examples from the classroom, and an array of reflection activities, the course offers students the opportunity to fully explore and apply technologies as tools to enhance teaching and learning.
Information Technology Project Management 3 The Nature Of Information Technology Projects, Conceptualizing And Initializing The IT Project, The Project Infrastructure, The Human Side Of Project Management, Defining And Managing Project And Product Scope, The Work Breakdown Structure And Project Estimation, The Project Schedule And Budget, Managing Project Risk, Project Communication, Tracking, And Reporting, IT Project Quality Management, Managing Organizational Change, Resistance And Conflict, Project Procurement Management And Outsourcing, Leadership And Ethics, and Project Implementation, Closure, And Evaluation.
Teaching and Learning with Technology 3 Offers a clear and current look at the range of educational technologies and how teachers can effectively use technology to enhance learning. Provide a foundation in learning theory and instructional design that helps position educational technology within the framework of teaching and learning. Using practical applications, examples from the classroom, and an array of reflection activities, the course offers students the opportunity to fully explore and apply technologies as tools to enhance teaching and learning.
Administering the School Library Media Center 3 Provides a complete instructional overview of the workings of the library media center-from the basics of administration, budgeting, facilities management, organization, selection of materials, and staffing to explanations on how to promote information literacy and the value of digital tools like blogs, wikis, and podcasting.
Educational Leadership and Planning for Technology 3 provides educators with both the theoretical and the practical considerations for planning and implementing technology in today’s schools, with an emphasis on the total application of technology including both administrative and instructional uses. Designed for preservice and inservice educators such as administrators, teachers, technology coordinators, and media specialists, this fifth edition text builds a strong foundation from which educators may provide informed leadership and become agents for realizing the powerful potential of technology in their schools.
Multimedia Communications and Networking 3 Starts with a review of the fundamental concepts, requirements, and constraints in networks and telecommunications, and describes channel disturbances that can hinder system performance—including noise, attenuation, distortion, and interferences—and provides transmission techniques for mitigating these limitations. Analyzing both cable and wireless transmission mediums with description of the network protocol architecture concept and includes coverage of twisted pairs, coaxial and optical fiber cables, wireless propagation, satellite communications, and terrestrial microwave systems.
Distance Education: Theory and Process 3 Explores current distance learning practices and applications utilized in education and corporate training. Participants will research, evaluate and apply methods and techniques in developing a program of study designed for distance delivery. Students will consider the impact and relevance of distance education and its current and future role in meeting the needs of a learning society.
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Concept Paper 2 Ethical issues in research are studied and the Learner evaluates the research plan developed in modules RSH8951-RSH8953 against accepted ethical principles and practices in the field. The material developed in the modules is integrated into a summarizing document called the Dissertation Research Proposal. The proposal is comprised of Chapter I (Introduction), Chapter II (Literature Review), and Chapter III (Methodology). The Learner develops the Dissertation Research Proposal under the supervision of the faculty mentor, with a focus on the conceptual and methodological clarity of the research plan for the Learner’s dissertation topic. Once acceptable to the Learner and the faculty mentor, the draft of the Research Proposal is reviewed by the Learner’s Dissertation Committee and the University’s Ethics Committee. Satisfactory/Unsatisfactory grade only.
Doctoral Comprehensive Examination 2 Assures that the Learner has mastered knowledge of his or her discipline, specialization, and can demonstrate applications of that knowledge before formal candidacy status is granted and research in support of the dissertation is initiated. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research l 2 Continuation of RSH8954-P. The draft of the Dissertation Research Proposal is finalized and approved by the Learner’s Dissertation Committee and the University’s Ethics Committee. All steps necessary to begin data collection, including any necessary pilot testing, are completed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research ll 2 Dissertation data are collected and analyzed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research lll 2 the dissertation process is completed. The manuscript is prepared, accepted by the Learner’s Dissertation Committee, and the oral defense is conducted. Candidates for the Ph.D. must maintain continuous enrollment. Candidates must have satisfied all financial obligations to the University and be enrolled at the time the oral defense is conducted. Satisfactory/Unsatisfactory grade only.