M. Phil/Ph.D., Educational Technology

A: List of Teaching Staff

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. (Zaria)	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. (Nsukka)	Science Education, Curriculum Development
*H. O. Owolabi	B.Sc. (Ed.), M.Ed., Ph. D (Ilorin), Professor	Educational Test and Measurement.

*Lecturer from other Departments

B: Introduction

The Nigerian Government‘s Needs Analysis of Nigerian Universities (2013) revealed the dire need for doctorate degree holders in every academic discipline in Nigerian Universities. Besides the Universities, Colleges of Education and Polytechnics across the nation also need doctorate degree holders. In addition, the number of professionals needed for specific aspects of educational technology (assistive technology, distance education, e-learning, etc.) underscores the need for doctoral degree program in Educational Technology. The Master of Philosophy in Educational Technology responds to the need to prepare practitioner leaders to better serve in a variety of educational leadership positions in conventional and distance educational institutions. The program focuses on preparing professionals for leadership roles, on- going professional development of teachers as well as positions centered on policy, practices, and research of teacher education using educational technology. These educational technologists can respond to increased classroom diversity, higher expectations for promoting student learning, and opportunities to use new educational technologies in unique ways. It must be stressed that establishments, such as universities, open distance education centres, community colleges, state boards of education, regional offices of education, curriculum centers, accrediting bodies, and professional development and publishing companies, broadcasting establishments, among others, seek individuals with the preparation attained in this program. The Master of Philosophy degree in Educational Technology prepares students for academic research and teaching positions in higher education. It aims at moving students beyond the foundations in the aspects of educational technology (assistive technology, distance education, e- learning, and instructional technology) to focus on advanced applications and research. It deals with examination of authentic challenges as regards educational technology in diverse settings (educational and corporate) and development of solutions to move research and practice forward. M. Phil students are prepared to develop thorough grounding in instructional design, learning theory, and innovative educational practices supported by technology. It is therefore desirable to provide doctoral opportunities for lecturers, distance learning administrators, instructional designers, and so on, to improve their professional capacities and career prospects.

C: Philosophy

To train/ produce Master of Philosophy experts in the area of Educational Technology who would be capable to offer interdisciplinary exchange of ideas ranging from Arts, Social Sciences, Natural Sciences and Technology.
To produce M. Phil graduates 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 M. Phil candidates in Educational Technology who would be capacitated with adequate Technological skills for blended teaching and research at higher education levels.

D: Aims and Objectives

The objectives of the Master of Philosophy Programs in the Department of Educational Technology are to:

impart a thorough understanding of research methods and techniques in educational technology;
provide students with the opportunity to undertake original research and scholarship in educational technology, both independently and in collaboration with their lecturers for publications and presentations;
provide M. Phil students with the ability and resources to integrate their research into the community of scholars and professionals in the field of educational technology;
develop within each M. Phil students the expertise and skills necessary to be an effective educator and faculty member/ lecturer;
challenge M. Phil students intellectually, to develop their powers of independent thought, and to direct them toward positions of intellectual leadership in their personal and professional lives in the field of educational technology;
provide doctoral students with the ability to investigate theories and systems of instructional design, delivery, and evaluation;
provide M. Phil students with the ability with necessary knowledge and skills to explore distance delivery methods and tools that support community building, professional development, and lifelong learning in formal and informal settings;
provide opportunity for considerable personal development, so that a Ph.D. graduate achieves a greater level of effectiveness as a professional practitioner, educator, or manager;
engender an enjoyable educational experience for doctoral students, as a response to the rapid rate of technological, organizational and global changes shaping modern day organizations;
prepare individuals at doctoral levels to serve as outstanding educators and leaders in the field who have expertise in the design and evaluation of learning experience that effectively integrate pedagogy and technology;
conduct programmes of cutting-edge research and scholarship related to learning technologies and design both within our programme and through collaborations with colleagues within the Faculty of Education, across the university, and with relevant entities outside the university; and
Allow M. Phil students to engage with schools, business-industry, and non-profit organizations to broaden our impact and understanding of learning, technology, and design issues through doctoral research.

E: Admission Requirements

The criteria for admission into the M. Phil/Ph.D. programs in Educational Technology shall be as follows:

All candidates must have Master degree in any relevant area of specialization in Educational Technology with a minimum CGPA of 3.0 or 50-59.9%.
Holders of M.Ed. Degree in Educational Technology (50-59.9%).
In all cases, candidates may be expected to undergo a selection process involving tests and/or interviews.
The University matriculation requirements must be satisfied.

F: Duration of Program

The Full-time M. Phil/Ph.D. program in Education should run for 12 Calendar months
For extension beyond the maximum period, a special permission of the University shall be required.

G: Detailed Course Description

RME 901: Advanced Research Methods in Education II 3 Credits

The concept and nature of research; scientific processes in research; problem definition, variable identification; sources of research topics; theory construction and hypotheses formulation; techniques for literature review; principles of design, instrumentation, data collection, techniques for data analysis and presentation of results. Introduction to computers and data analysis; analytical software and techniques in education. Candidates are guided to prepare tentative research proposals to be defended individually in class; techniques of research reporting, and research proposal writing. 45h (T); C

RME 902: Advanced Educational Statistics II 3 Credits

Concept of educational statistics; the role of statistics in education; descriptive statistics and the various areas of application in education; classroom data. School records, school demography, social relations in school; school administration and finances; inferential statistics; population and sampling theory; non-parametric statistics in education; hypothesis assumptions, types, applications and limitations. The nature of parametric statistics, types and applications, in education; statistical models in education, application and limitations (correlation, univariate and multivariate analysis of educational data), the nature of significant tests, problems of inferences. 45h (T); C

EDT 903: Information and Communication Technology II 3 Credits

In-depth knowledge of skills and techniques of data processing in education; Overview of sources, storage, retrieval and dissemination of data information. Program design and management of data; Management of data bank. General problem solving with the use of information technology. Hands-on experience should be emphasized. 14h (T); 90h (P) C.

EDT 999: Thesis 10 Credits

Candidates are required to demonstrate research competencies by selecting a thesis topic in their relevant areas of specialization. The research is carried out by the individual student under the guidance of a competent supervisor according to graduate school requirements. The candidate is expected to make some significant contributions to knowledge. The thesis is defended before an appropriately constituted examining committee chaired by the Head of the Department. The External Examiner‘s verdict shall override all other decisions. 450h (P); C

Assistive Technology Option

EDT 951: Research Methods and Design in Assistive Technology 3 Credits

Various research methodologies used in assistive technology. Techniques for the collection, classification, interpretation and presentation of data. Ethical concerns on assistive technology. The interdisciplinary approach to design, research, evaluation Assessment for assistive technology and universal design. Sources of information about Current research in assistive technology and universal design. 45h (P); C

EDT 952: History, Law, Policy and Assistive Technology 3 Credits

The history and development of assistive technology, its legal context, and public policy issues, which include how assistive technology is financed and made accessible as well as emerging concerns. International and national laws and policies on assistive technology. 45h (P); E

EDT 953: Assistive Technology Assessment and Outcome Measures 3 Credits

The assistive technology assessment process. The processes and procedures for assessing the strengths and needs of individuals, their environments, assistive technology options, user-training requirements, affordability issues, and obstacles that may prevent users from adopting or continuing to use assistive technologies. Establishment and measurement of outcomes. 45h (P); E

EDT 954: Medical Conditions and Counseling in Assistive Technology Service Delivery 3 Credits

Various systems of the human body as well as the impact that injury or pathology has on an individual’s ability to function within his/her chosen environment. Discussion on etiology, course, prognosis and vocational ramifications of specific medical conditions. Practice of the counseling and human services aspects of assistive technology. Implementing the multigenerational and multicultural approach. 45h (P); E

EDT 955: Current and Emerging Topics in Assistive Technology 3 Credits

Capstone seminar on current and emerging topics in assistive technology. Students share learning experiences and individual insights to readings, case studies, problem analyses, presentations, demonstrations and discussions. 45h (P); C

EDT 956: Administration of Assistive Technology Services 3 Credits

Variety of administrative issues on assistive technology. Governance, leadership, decision-making, and personnel policies and practices in the day-to-day administration and long-range planning of assistive technology services. Role of the trans-disciplinary team, identification of funding and other resources, specialized computer adaptations, legal and ethical issues, and effective solutions. The basic elements and dynamics of planned change will be examined. 45h (P); C

EDT 957 – Collaboration in Assistive Technology Education Practices 3 Credits

Focus on collaboration among school personnel, community and university resources, and parents to develop and implement assistive technology interventions for current and emerging issues in special education. Building a Team and Working with groups for assistive technology integration. 45h (P); E

EDT 957: Advance Seminar in Assistive Technology 3 Credits

Analysis of issues affecting present and future implementations of assistive technology. Analysis of current research and developments genre in the field. Preparation and class presentation and critique of individual papers and reports on emerging topics relating to the field. 45h (P); C

Distance Education Option

EDT 959: Research Method and Design in Distance Education 3 Credits

Quantitative and qualitative research methods in distance education. Planning and designing research and evaluation projects. Appropriate methods of investigation and learning the practical aspects of quantitative and qualitative data collection and analysis. Research paradigms and fields in distance education. Skills in collecting quantitative and qualitative data and in analyzing, interpreting, and reporting the results of empirical investigations. 45h (P); C

EDT 960: Management and Leadership in Distance Education 3 Credits

Organization, management, and administration of distance education and training program and systems. Management theory and practice, organizational behavior and change, leadership roles and styles, and planning and policy. Management and leadership in educational, training and corporate distance education settings. 45h (P); C

EDT 961: Instructional Design and Course Development in Distance Education 3 Credits

Instructional design process, its history, and its place in today‘s course development efforts and the use of instructional design components in practice. Nature of learning and the requirements for effective instruction. Theoretical underpinnings applied to the design of a prototype classroom. Management issues on course and curriculum development, and curriculum management plan in development. 15h (T), 90 (P); C

EDT 962: Library and Intellectual Property Issues in Distance Education 3 Credits

Development and delivery of library and digital resources for distance education. Intellectual property issues affecting the use of copyrighted works in distance education, developing and delivering library resources online to a faculty and student population, and the future of digital information delivery and the impact of digital rights management technologies and social networking. 45h (P); E

EDT 963: Costs and Economics of Distance Education 3 Credits

Economics of distance education in the larger context of the economics of education. Methodological approaches (including cost/benefit and cost/effectiveness analysis) applied to the distance education context. Costing techniques and economic models applied to different institutional forms and levels of distance education. 45h (P); E

EDT 964: Advanced Instructional System Design 3 Credits

Current strategies, trends, issues, and theoretical frameworks for the design and development of instructional systems for distance education. Design and develop of an instructional product for distance education. Instructional design theories, problems and issues in ISD, strategies and implementation of ISD. 15h (T), 90 (P); E

EDT 965: Distance Learning and Virtual Environments 3 Credits

Web-based distance learning applications. Underlying theories, design, and implementation of e-learning. Exploration of virtual schools, virtual learning, virtual environments and other forms of distance education. Differences between face-to-face and virtual learning. Virtual learning resources. Students‘ development of virtual learning lesson. 15h (T), 90 (P); E

EDT 966: Advanced Hypermedia for Distance Learning 3 Credits

Introduction to advance variety of hypermedia and multimedia tools (hardware, software, and systems) that support teaching/learning at a distance, methods for assessing the utility of any hypermedia technology for instructional purposes in distance learning. Taxonomy of hypermedia tools for distance education: authoring systems, hypermedia authoring environments, and media production (such as graphics production, video, and sound). 15h (T), 90 (P); E

E-Learning Option

EDT 967 Research Method and Design in E-Learning 3 Credits

Research methods in e-learning. Methods of investigation, quantitative and qualitative data collection and analysis. Research models and fields in e-learning education. Online resources for research. Collecting quantitative and qualitative data, analyzing, interpreting, and reporting the results of empirical investigations in e-learning. 45h (P); C

EDT 968: Ethical and Social Issues for Online Teachers 3 Credits

Social and legal issues challenging the online teacher. Social issues: history of educational movements, culture of the online course room, academic integrity, and business of online education. Legal issues: copyright, e-mail privacy, and access and security issues. New challenges and social and legal issues inherent in online learning. 45h (P); E

EDT 969: Instructional Strategies for the Online Teacher 3 Credits

Specific actions that online instructors can take to be more effective and better serve their learning populations. Similarities and differences between traditional, face-to-face classroom teaching and teaching online. Creating online community of practice, establishing clear expectations, importance of tone and feedback in student motivation, methods to enhance online communication, strategies for managing time, work, and students, ways to address diverse learners, tools for grading and assessment (formative and summative), approaches to encourage reflection and higher order (critical) thinking skills, need for ongoing professional development and collaboration with colleague. 45h (P); C

EDT 970: Purpose and Business of E-Learning 3 Credits

Business side of e-learning. Historical, organizational and strategic issues associated with developing and delivering e-learning. Non-profit and profit models used for marketing and delivering e-learning and business practices, as they affect the success of e-learning enterprises. Issues related to policy, values, technology, and economics for creating E-learning products and strategies. 45h (P); E

EDT 971: Portfolio and Research in E-learning 3 Credits

A capstone study of e-learning and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on an e-learning program, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in e-learning. 135h (P); C

EDT 972: Programming for Educators II 3 Credits

Skills and experiences with computer programming beyond the basic level. Introduction to Python programming language: user interaction, procedural programming (methods, parameters, return values) GUI programming. Variables, lists and arrays, error handling, debugging. 135h (P); C

EDT 973: Integrating Digital Resources for Learning and Teaching 3 Credits

Current theoretical perspectives on learning that underline decisions about technology integration in diverse educational settings. Technological innovations surrounding technology integration for teaching and learning; design of computer-based instructional materials; evaluating case studies relating to technology integration, personal and professional values as educator and instructional designers. 15h (T), 90 (P); E

EDT 974:Theory and Practice for Integrating Digital Resources into Learning and Teaching 3 Credits

Theoretical perspectives on technology integration in diverse educational settings. Technological innovations for teaching and learning; design of computer-based instructional materials; evaluation of case studies relating to technology integration, and examination of students‘ personal and professional values as educator and instructional designers. 15h (T), 90 (P); E

EDT 975: Designing Simulations and Games in Education 3 Credits

Potential of various genres of simulations and games (digital) as learning technologies through readings, discussion, play, design and research. Cognitive, emotional, and cultural aspects of educational game design. Design factors for effective educational games. Students to work on -selected assignment reflecting game and simulation play. 15h (T), 90 (P); E

Instructional Technology Option

EDT 976: Research Method and Design in Instructional Technology 3 Credits

Identifying instructional technology research problems and the techniques used to solve them Quantitative and qualitative research methods. Major types of research and their roles in instructional technology; includes qualitative, quantitative and developmental methodologies. Analysis of key research issues and concerns Skills in collecting quantitative and qualitative data and in analyzing, interpreting, and reporting the results of empirical investigations in instructional technology. 45h (T); C

EDT 977: Introduction to Assessment Using Technology 3 Credits

Different methods to collect, organize, and analyze information using technological tools. Substantive and evidentiary learning processes, psychology of learning, pros and cons of using technology to assess, and the ethical and social aspects of evaluation and what assessment means in any curriculum and how can technology aid in the process. 45h (T); C

EDT 978: Learning Theories and Technology 3 Credits

Introduction to learning theories (behaviorism, cognitivism, constructivism, connectivism) in education and their applications to curriculum and instruction. Students will build their knowledge and skills about learning theories and practice through collaborative writing and curriculum building using new interactive web technologies. 45h (T); E

EDT 979: Evaluating Emerging Technologies 3 Credits

Basic concepts of emerging technologies. Three primary concepts and their functions: evaluation, selection, and integration of technology. Background of technology in teaching, planning and implementation for effective integration for classroom and school districts, aspects of distance learning resources and methods, Web sites and Web pages and Internet usage exploration as educational technologies, and use of emerging developments in technology for future use. 15h (T); 90h (P), E

EDT 980: Systemic Change Theory and Technology 3 Credits

Processes of change in teaching and learning environments that are normalizing the use of educational technologies. Theories of innovation, resistance and adoption of technology. Determinants for the integration of technology and system. Theories in technology integration: Theory of Reasoned Action (TRA), Technology Acceptance Model (TAM), Motivational Model (MM), Theory of Planned Behavior (TPB), Combined TAM and TPB (C-TAM-TPB), Unified Theory of Acceptance and Use of Technology (UTAUT), etc.). 15h (T); 90h (P), C

EDT 981: Instructional Technology Planning and Management 3 Credits

Implementation of an instructional plan that integrates appropriate methods, curricular resources, assessments, and technology in a classroom setting; gather data to evaluate the plan’s effectiveness. Develop a learning object; do usability testing and analysis. Begin development of an electronic portfolio. State and national standards for student and teacher performance will be a focus for the course. 45h (T); E

EDT 982: Technology Leadership: Policies, Planning and Administration 3 Credits

Problems and principles in establishing and maintaining the use of instructional technologies in educational institutions, including establishing school and district policies for technology, developing budgets, managing resources, maintaining facilities and technology infrastructure. Models for professional development, diffusion of innovations and facilitating change. Leadership skills, managing people and resources, effective training techniques, program development, funding, and trends and issues associated with school uses of instructional technology. 45h (T); C

EDT 983: Emerging Issues: The Social,Ethical, Legal and Human Implications of Technology 3 Credits

Consideration of a wide range of human and social issues relating to the use of technology, including equitable access, social and cognitive effects of various technologies, appropriateness of technologies for students with diverse learning needs, gender and cultural bias, copyright, and health concerns. 45h (T); E

H: Summary Requirements for Graduation

Compulsory for all Ph.D. Educational Technology Options (Assistive Technology, Distance Education, E-Learning, Instructional Technology)

SSE 901 (3), SSE 902 (3), EDT 903 (3), EDT 999 (10) = 19 Credits

Assistive Technology Option Compulsory

EDT 951 (3), EDT 955 (3), EDT 956 (3), EDT 958 (3) = 12 Credits

Elective

EDT 952 (3), EDT 953 (3), EDT 954 (3), EDT 957 (3) = 12 Credits

Total = 43 Credits

Distance Education Option Compulsory

EDT 959 (3), EDT 960 (3), EDT 961 (3), EDT 963 (3) = 12 Credits

Elective

EDT 962 (3), EDT 964 (3), EDT 965 (3), EDT 966 (3) = 12 Credits

Total = 43 Credits

E-Learning Option Compulsory

EDT 967 (3), EDT 969 (3), EDT 971 (3), EDT 972 (3) = 12 Credits

Elective

EDT 968 (3), EDT 970 (3), EDT 973 (3), EDT 974 (3), EDT 975 (3) = 15 Credits

Total = 46 Credits

Instructional Technology Option Compulsory

EDT 976 (3), EDT 977 (3), EDT 982 (3), EDT 980 (3) = 12 Credits

Elective

EDT 978 (3), EDT 979 (3), EDT 981 (3), EDT 983 (3) = 12 Credits

Total = 43 Credits

M. Phil/Ph.D., Educational Technology

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