M. Ed. Educational Technology

Master of Education in Educational Technology

A: List of Academic Staff

*Lecturer from other Department

Name	Status and Qualification	Research Interest
O. O. Obielodan	Reader & Head of Department NCE., B.Ed., M.A. (ABU, Zaria); Ph.D. (Ilorin)	Educational Technology
M. O. Yusuf	Professor B.A. (Ed.), M.A. (Ed.) (OAU); Ph.D. (Ilorin)	Educational Technology
S. A. Onasanya	Professor B.Ed., M.Ed., PGDCS, Ph.D. (Ilorin)	Educational Technology
Oyeronke O. Ogunlade	Professor B.A. (Ed.), M.Ed., Ph.D. (Ilorin)	Educational Technology
C. O. Olumorin	Reader NCE, B.Ed., M.Ed., Ph.D. (Ilorin)	Educational Technology
Nafisat A. Adedokun-Shittu	Reader ND,HND(Ibadan Poly); PGDE (NTI, Kaduna), B.IT, M. Ed, Ph.D. (Malaysia)	Computer Science Education
Aderonke K. Soetan	Reader B.Ed., M.Ed., Ph.D. (Ilorin)	Educational Technology
Florence O. Daramola	Reader B.Ed., M.Ed., Ph.D. (Ilorin)	Educational Technology
A. A. Falade	Senior Lecturer NCE (Tech), B. Tech. (Ed.) (FUT, Yola); M.Ed., Ph.D. (Ilorin)	Educational Technology
A. I. Issa	Lecturer I B. Tech. (FUTM), M.Ed., Ph.D. (Ilorin)	Educational Technology
N. J. Alasan	Lecturer I NCE, B.A. (Ed), (Ado-Ekiti); MFA., Ph.D. (Zara)	Fine Art
K. K. Oladosu	Lecturer I B.Ed. (Ilorin); M.Ed. (Lagos)	Educational Technology
A. E. Alimi	Lecturer I B.Ed. (Ado-Ekiti); M.Ed., Ph.D. (Ilorin)	Educational Technology
*K. O. Afolabi	Senior Lecturer B. Ed., M.Ed., Ph.D. (UNN, Nsukka)	Science Education, Curriculum Development
*H. O. Owolabi	Professor B.Sc. (Ed.), M.Ed., Ph. D (Ilorin)	Educational Test and Measurement.

B. Introduction

Since independence tertiary educational institutions had increased with the attendant needs for high level manpower. Presently, there are 83 Colleges of Education (public and private), 81 Polytechnics and Mon technics (public and private), and 129 public and private Universities. The Federal Government of Nigeria needs assessment reports on universities of 2013 revealed information on the dearth of required lecturers/faculty. This scarcity is even much more pronounced at the Colleges of Education and the Polytechnics. Since, no nation can develop beyond the level of its teachers; there is need for development of educational technology curriculum that caters for the need of the contemporary society through the provision access to Master of Education degree.

In addition, the need for inclusive and quality access to education for all learners irrespective of ability/disability, geographical location, or other social condition has brought to the fore, the need for training core specialists in the areas of assistive technology, distance education, and e- learning. The reviewed educational technology M.Ed. curriculum caters for these diverse areas of focus in educational technology (Assistive Technology, Distance Education, E-Learning, and Instructional Technology). Most universities are being transformed to dual mode institutions (conventional and distance education unit/centre). This curriculum provides wide opportunities for development of professionals who can work as lecturers, technology integration experts, distance education planners and administrators, e-learning designers and administrators, assistive technology designers and administrators, and so on.

Therefore, the M.Ed. Educational Technology program is designed to produce lecturers who are proficient in research and publications, experts in technology integration trainers, leaders in the provision and management of distance education and e-learning, and masters in creating an all- inclusive classroom or training environment for students irrespective of their ability or disability. The Educational Technology program provides study options that meet the diverse and changing needs of students, society and corporations. These options are created and refined in direct response to market demands and the personal and professional requirements of today’s graduates of Educational Technology, in terms of quality, rigour, currency, and applicability of the educational content.

C. Philosophy

To train Educational Technology experts who can offer an interdisciplinary exchange of ideas ranging from Arts, Social Sciences, Natural Sciences and Technology through ICT.
- To produce postgraduate students who would explore the potentials of Educational Technology as a tool for changing pedagogical theories to practicable experiences for teaching and learning even at higher level of education.
- To provide unique postgraduates of Educational Technology who would be capacitated with adequate Technological skills for blended teaching and research at higher education levels

D. Aims and Objectives

The Master of Education Program in Educational Technology is designed to help students to:

provide professional development for teachers and other educators in the integration of technology to promote student learning;
lead and work with others to develop a vision for technology integration in schools, including designing technology plans and budgets, ensuring access, and acquiring resources;
apply classroom and school-based data, research, and reflection to make sound instructional decisions, advocate for change, and build program support;
integrate appropriate technology into learning systems;
undertake instructional analyses that include task analysis, audience analysis, instructional environment analysis, and both targets enabling objectives and measures;
identify criteria, strategies, services, and information sources for hardware and courseware evaluation, selection, and integration;

plan, develop, revise, and evaluate courseware using a standard planning process and accepted standards and criteria;
function effectively as leaders, managers, and team members within a distance education or training organization;
develop strategic goals and business plans for distance education and e-learning within an organization;
design, implement, and assess the necessary support services for a distance education or e-learning program; and
demonstrate competency in organizational and management processes, leadership and change management, information technology, business development, strategic action planning, problem solving, ethics, and social responsibility; and
Apply technology to meet the needs of a diverse school population.

E. Admission Requirements

Candidates for Master‘s Degree in Educational Technology must have one the following

A good First Degree honours in Education with a minimum of Second Class Lower Division.
A good First-Degree honor in other disciplines with a minimum of Second-Class Lower Division plus Postgraduate Diploma in Education from a recognized University obtained at credit level.
Third Class honors degree in Education with a Postgraduate Diploma in Education (PGDE – with specialization in Educational Technology) at credit level.
Higher National Diploma with Postgraduate Diploma in Education at Credit level.
In all cases candidates may be expected to undergo a selection involving tests and/or interviews.
Evidence that they meet the matriculation requirement of the University of their choice. Evidence of National Youth Service Corps discharged certificate (NYSC) or exemption/exclusion certificate is required.

F. Duration of Program

The Full-time Master degree in Educational Technology shall run for a minimum of 18 Calendar months and a maximum of 24 Calendar months
The Part-time program shall run for minimum of 24 Calendar months and a maximum of 36 Calendar months.
For extension beyond the maximum period, a special permission of the University Senate shall be required.

G. Detailed Course Description

RME 801 Research Methods in Education 2 Credits

Types of Research, Methods and Data; Types of Instruments; Procedures for Data Collection; Methods of Data Analysis; Application of Computer in Data Analysis; Presentation of Results and Conclusions. 30h (T); C

RME 803 Statistical Methods in Educational Research 3 Credits

Review of Basic Statistical Concepts; Descriptive, Parametric, Inferential and Non- Parametric Statistics; t-statistic, ANOVA, ANCOVA, Regression Analysis, Chi-Square and Statistical Techniques for post-hoc Analysis; Application of Computer in Statistical Analysis, Meaning and Results of Statistical Analysis. 45h (T); C

CDE 811 Principle of Curriculum Development 2 Credits

Principles and strategies of curriculum development; approaches to curriculum and their relation to educational and social objectives, examination of curriculum models, stages of curriculum development, processes of curriculum evaluation. 30h (T); C

EDT 801 Evaluation of Educational Media 2 Credits

Taxonomy of educational media materials and strategies for their evaluation. Selecting media for instructional utilization; technique and procedures. Evaluation of specific educational/instructional local and network program. Evaluation models (Kirkpatrick evaluation model, Bates Action Model, EITIM model) and applications. Strengths, limitations, and criticisms of such models. 30h (T); C

EDT 802 Radio and Television Production 2 Credits

Review of uses, advantages and limitation of radio and television in education. Planning and Producing Instructional Radio and Television Programs; Animation Techniques in Educational Television Production; Visit to Media Houses and Institutions within the University Community; Practical Experience Gained from Engagement in University Media Programs. 15h (T); 45h (P); C

EDT 803 Script Writing for Textbooks and Media Materials 2 Credits

Techniques and procedures of script writing of textbooks, mediated instructional materials and self-instructional learning materials. Script writing for multi-media production. Students will be required to produce an instructional material using relevant script. 15h (T); 45h (P); C

EDT 804 Production of Learning and Instructional Materials 2 Credits

Basic theories of instructional communication and their relationship to learning and instruction; production of assigned instructional materials using photographic, graphic, audio, story boarding and script writing, production skills; students to assist in university media production assignments. 15h (T); 45h (P); C

EDT 805 Graduate Seminar in Educational Technology 2 Credits

Study, discussion and debate of selected topics in Educational Technology. Survey analysis or research and developments in the field. Preparation and class presentation of individual projects and reports on different topics relating to the field. 90h (P); C

EDT 840 Research Project 6 Credits

Selection and completion of a project in Educational Technology under the guidance of a supervisor and the presentation of the project report. 270h (P); C

Assistive Technology Option

EDT 806 Introduction to Assistive Technology 2 Credits

Overview of the field of assistive technology. Use of assistive technology as it relates to education, communication, vocation, recreation, and mobility for individuals with disabilities. Assistive technology and application in instructional programs, career tasks, and life skills for persons with disabilities. Types of assistive technologies, functional assessments, resources, and district responsibilities. Implementing assistive technology solution. 30h (T); C

EDT 807 Assistive Technology for Students with Special Needs I 2 Credits

Application of assistive technology in the general classroom setting. Continuum of AT devices, universal design for learning, curriculum adaptation and integration strategies, and assessment and evaluation protocols. Action plan development related to systemic implementation strategies for supporting the use and integration of assistive technologies in the regular classroom setting. 15h (T); 45h (P); C

EDT 808: Assistive Technology for Students with Special Needs II 2 Credits

Assistive technology for students with learning disabilities, assistive technology for students with special communication needs, assistive technology for students with severe disabilities, assistive technology for students with sensory disabilities. Development of technological skills needed to work with students with special needs included in the regular classrooms who are required to use these technologies.15h (T); 45h (P); C

EDT 809 Low-Tech Assistive Technology in Education 2 Credits

Classification of assistive technological devices as low-tech, mid-tech, and high- tech. Functional applications of low-technology solutions within the areas of self- care; mobility and transfer communication; stability and support; sports, recreation, and leisure; and academic and work environments. Discussion on some low-tech assistive technology (rubber pencil grip, sticky notes, removable highlighter tape, small whiteboards, communication books with pictures, timers, line magnifiers, seat cushions, etc.). 15h (T); 45h (P); E

EDT 810 Designing Adaptive Environments 2 Credits

Overview of environmental adaptations for people with disabilities to increase their access to community, workplace, and school activities. Legal issues for adapting environments, and addresses programmatic and physical access issues. 15h (T); 45h (P); E

EDT 811 Internet as Assistive Technology Tool 2 Credits

The web and Internet as an educational tool for students with disabilities. Strategies, accommodation, assistive technology, and Internet resources for educators. Review and evaluation of web sites. Development of an accessible Internet lesson plan or web site. Internet access and online learning. 15h (T); 45h (P); C

EDT 812 Communication and Severe Disabilities 2 Credits

Augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. Alternative language, literacy, and communication techniques for children with severe language and speech impairments. Assessing the potential AAC user, team decisions, development and implementation of instruction, and evaluation of the effects of instruction, aimed at motivating, building, and expanding communication, choice-making, and social interaction. 30h (T); E

EDT 813 Assistive Technology and Universal Design 2 Credits

Assistive Technologies (AT) as innovative practices guided by Universal Design (UD). Ways AT and the UD principles shape the understanding of traditional classroom instruction, assessment, accommodations and student support, at the secondary and postsecondary levels. Applications of universal design and traditional assistive technology software (e.g.; Kurzweil. Inspiration, and Dragon-Naturally Speaking). Development of a UD instructional product by students. 15h (T); 45h (P); E

EDT 814 Designing Accessible Learning Communities Internship 2 Credits

Universal design and accessibility principles and practices. Semester long internship involving fieldwork in which the candidate spends an extended period of time with an individual with special needs. The candidate then proceeds to reflect on the experience and designs a technology-based application (process or procedure) for enhancing the learning experiences of the individual. 15h (T); 45h (P); E

Distance Education Option

EDT 815 Introduction to Distance Education 2 Credits

Concepts, instructional strategies and technologies of distance education; designing, facilitating, and managing courses at a distance; overview of social issues, historical perspectives, and current trends; analyzing distance learner profiles, needs, and skills; telecommunicating; instructing, interacting, and providing feedback. 30h (T); C

EDT 816 Application of Educational Technology in Distance Education 2 Credits

Exploration of distance education technology with emphasis on print media, internet, use of audio and video conferencing, and selection of appropriate distance education technology; impact of technology used for the delivery of instruction and assessment at a distance. 15h (T); 45h (P); C

EDT 817 Interactive Courseware Development 2 Credits

Learning the tools for development of instructional courseware, which is the graphic interface for delivery of online instruction. Development of functional and instructionally effective courseware. 15h (T); 45h (P); C

EDT 818 Learning Management System (LMS) 2 Credits

Concept of Learning Management System (LMS). Relevance of LMS to learners, teachers and institutions. Categories of LMS: proprietary (e.g. Blackboard) and free and open source (e.g.) Moodle. Practical hands-on experience on the application of LMS. Integration of other e-resources in LMS to create a community of practice. 15h (T); 45h (P); C

EDT 819 Training and Learning with Multimedia 2 Credits

Use of digital media in a variety of educational settings to identify properties, strengths, and weaknesses of multimedia in different learning contexts. Psychological processes of perception, understanding, and learning are introduced. Multimedia and instructional design for online learning systems. Hands-on experiences with multimedia and online learning and information systems. 15h (T); 45h (P); E

EDT 820 Emerging Technology Trends and Issues in Distance Education 2 Credits

Emerging and advanced technologies that affect teaching and learning, and support and management, in the field of distance education. Emerging synchronous and asynchronous technology functions, mobile technologies, and social media tools for development and delivery, as well as technologies used in providing learner, faculty, and managerial support to distance education. 15h (T); 45h (P); E

EDT 821 Training at a Distance 2 Credits

Role of distance training in business, non-profit, and government organizations. Issues, problems, and solutions in Web-based training are explored. Economics of distance training, distance technology in the business organization, synchronous versus asynchronous interactive tools, collaborative and problem-solving tools, authoring tools, in sourcing versus outsourcing, and the role of multimedia in distance training. Concept of the corporate virtual university and its design and operation. 15h (T); 45h (P); E

EDT 822 Learner Support in Distance Education and Training 2 Credits

Theories and concepts of support for learners in distance education and training. Types of learner support—including tutoring and teaching; advising and counseling; and library, registry, and other administrative services. Management issues, such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. 15h (T); 45h (P); E

E-Learning Option

EDT 823 Designing Computer-Based Instruction 2 Credits

Design, development and evaluation of computer-based instructional software. Techniques and procedures for authoring when developing multimedia. Scripting and storyboarding required in implementation of concepts. Steps in creating an effective CBI lesson, designing effective displays, use of graphics and illustrations, use of color, analyzing questions, learner control. 15h (T); 45h (P); C

EDT 824 Development of Web-Based Learning Environments 2 Credits

Design and develop web-based instruction and materials; study of various forms of web-based instruction with emphasis on online learning technologies. Integrates appropriate methods, curricular resources, assessments, and Internet delivery systems. 15h (T); 45h (P); E

EDT 825 Creating Modules for Electronic Delivery 2 Credits

Designing and development of technology-enhanced interactive learning objects for teaching and learning in training and educational institutions. Focus on using multimedia and instructional design for online learning. Students explore concepts and findings identified in the multimedia and distance education literature. 15h (T); 45h (P); E

EDT 826 Designing Web Tools for the Classroom 2 Credits

Design, development, and implementation of web-based courseware; characteristics, advantages, and limitations of the web-based instructional delivery; evaluation of learning experiences using the world wide web; basic html and common authoring tools to create engage, interactive instructionally-sound web materials. 15h (T); 45 (P); C

EDT 827 Mobile Learning 2 Credits

Mobile technologies; reshaping learning strategy to include mobile learning, steps to creating a successful m-learning project, action plan for implementing a mobile learning project, scripting and storyboards for mobile content. Learners will build a prototype mobile learning package using rapid prototyping tools and techniques. Hand-on experience of using proprietary and open-source software for mobile (Weejot, Cleverlize, Flowlab, Nearppod, 7scenes, Slidepoint, CreativeLIVE, etc.) 15h (T); 45h (P); C

EDT 828 Open Source for Educators 2 Credits

Open educational resources (OERs), issues in the creation, use and re-use, copyright and licensing, and ability to use appropriate license for OERs, and pedagogy of OERs, tools and media for developing digital based OERs, drivers in having an open approach to teaching, learning and knowledge. Open source and proprietary commercial products; challenges and misconceptions about open source. 30h (T); E

EDT 829 Social Media and Collaborative Environments 2 Credits

Basic principles of using the Internet for instruction, design and creation of instructional settings using web 2.0 tools for active learning. Issues surrounding cyber-safety, cyber-bullying, and the ethical issues related to web 2.0 in education. Development and publishing of a collaborative website that showcases the material and skills mastered throughout this course. 15h (T); 45h (P); C

EDT 830 Programming for Educators I 2 Credits

Foundational skills and experiences in computer programming. Rationale, uses, and history of computer programming in schools. Basic programming concepts: procedural programming, event driven programming (control structures, sequence, if/else, for loop, while loop), stepwise refinement. Reflection on various advantages for using programming as a tool for teaching/instruction. 15h (T); 45h (P); E

Instructional Technology Option

EDT 831 Research, Evaluation and Assessment in Educational Technology 2 Credits

Theory development in educational technology. Research the effectiveness of technology products and processes, selecting appropriate technology tools for assessment, and evaluating learner and program outcomes. Research design in educational technology, types of research (quantitative, qualitative, and mixed method), data collection and analysis. 15h (T); 45h (P); C

EDT 832 Programmed Instruction 2 Credits

Review of instructional strategies, historical development of programmed instruction; types of programmed instruction languages. Class will write and field test models and program in various styles, linear, branching and mathetic; analysis of different correspondence course program. 15h (T); 45h (P); E

EDT 833 Photography in Education 2 Credits

Basic uses of analog and digital computer for educational photographs. Taking, developing, and printing portrait and photographs. Editing images using computer editing tools, publishing images, using desktop publishing tools, and presentation of images for instructional purposes. 15h (T); 45h (P); C

EDT 834: Media Administration and Equipment Maintenance 2 Credits

Introduces students to management principles and personnel theory. Techniques for administering media centres, language laboratories, libraries, problems of personnel, service, budget, purchasing facilities, Cataloguing, print and non-printing materials, basic electronic and equipment maintenance. 15h (T); 45h (P); C

EDT 835: History of Educational Technology 2 Credits

The development and utilization of technology in education particularly in developing countries. Contributions of selected media men to the development of educational technology. Historical foundations, theoretical foundations, complexity theory, experiential perspectives, empirical perspectives on memory and motivation, contextualistic perspectives, philosophical perspectives. 30h (T); E

EDT 836: Community Resources 2 Credits

An in-depth investigation of various resources and specific roles they can play in education. Students engage in assigned projects and report to class. 15h (T); 45h (P); E

EDT 837: Instructional System Design 2 Credits

Definition of Instructional system design, basic elements/components of instructional design theories and models, comparison of ISD models, perspectives on ISD (product, classroom, and system), identification of learning and performance gaps, designing and implementing instructional solutions, ISD models and their applications. Role of instructional designers in learning experience, job functions and career paths in instructional design. 15h (T); 45h (P); E

EDT 838: Applications Software for Education 2 Credits

Basic Computer Operations; specific use of applications software for administrative, instructional, and research purposes. Hand-on experience on proprietary and open- source application software (MS Office and Open Office applications). Use of these applications as an instructional, research and managerial tool in an educational setting will be emphasized. 15h (T); 45h (P); C

Graduation Requirements

Compulsory M.Ed. Educational Technology Courses for all Options (Assistive Technology, Distance Education, E-Learning, Instructional Technology)

I. Summary

RME801 (2), RME803 (3), CDE 811 (2), EDT 801 (2), EDT 802 (2), EDT 803 (2), EDT 804(2),

EDT 805 (2), EDT 840 (6) = 23 Credits

Assistive Technology Option Core

EDT 806 (2), EDT 807 (2), EDT 808 (2), EDT 811 (2) = 8 Credits

Elective

EDT 809 (2), EDT 810 (2), EDT 812 (2), EDT 813 (2) EDT 814 (2) = 10 Credits

Total = 41 Credits

Distance Education Option Core

EDT 815 (2), EDT 816 (2), EDT 817 (2), EDT 818 (2) = 8 Credits

Elective

EDT 819 (2), EDT 820 (2), EDT 821 (2), EDT 822 (2) = 8 Credits

Total = 39 Credits

E-Learning Option Core

EDT 823 (2), EDT 826 (2), EDT 827 (2), EDT 829 (2) = 8 Credits

Elective

EDT 824 (2), EDT 825 (2), EDT 828 (2), EDT 830 (2) = 8 Credits

Total = 39 Credits

Instructional Technology Option Core

EDT 831 (2), EDT 833 (2), EDT 834(2), EDT 838 (2), = 8 Credits

Elective

EDT 832 (2), EDT 835 (2), EDT 836 (2), EDT 837 (2), = 10 Credits

Total = 41 Credits

M. Ed. Educational Technology

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