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The University of Toledo
Judith Herb College of Education
Research and Theory in Educational Technology
ETPT 6810/8810
Course Syllabus – Spring Semester 2007
Instructor: Dr. Berhane Teclehaimanot
Assistant Professor, Dept. of Curriculum & Instruction
Area of Educational Technology
Office: SM 3100
Office Telephone: (419) 530-7979
E-mail berhane.teclehaimanot@utoledo.edu
Fax: (419) 530-4309
Course Hours: Monday 7:30 P.M. - 10:00 P.M.
Office hours: Monday 1:00-3:30
Wednesday 9:00-11:00 A.M.
Other by appointment only
Preparing Tomorrow's Teachers to Use Technology (PT3) project in the College of Education at the University of Toledo. http://tipt3.utoledo.edu/
Course Description
This course is advanced graduate seminar research course in Educational Technology designed to investigate current major research trends and topics in various areas of Educational technology and to provide each student the opportunity to: (1) study research in the field of educational technology; (2) become a constructive evaluator of this research; (3) develop the necessary skills of designing and conducting research; and (4) identify and analyze the areas of interest or needs in educational technology, targeting specific problems which can only be addressed by a systematic research process. Students in this research seminar should be able to begin their own research study as a part of completing a master’s project, thesis or doctoral dissertation.
COURSE OBJECTIVES:
Upon completion of this course, each student should achieve the following general outcomes:
1. Develop a knowledge base that defines the structure and parameters of research and theory in educational technology;
2. Gain an understanding of the nature and purpose of research and theory in educational technology;
3. Determine appropriate strategies for planning and conducting research in educational technology;
4. Develop the ability to identify pitfalls in research procedures; and
5. Become a “quasi-expert” in an area of educational technology (demonstrating expertise based upon systematically reviewing the literature).
COURSE MATERIALS:
Required Textbook:
Leedy, P. D., Ormrod, J. E. (2005). Practical Research: Planning and Design. (8th Edition). Pearson Merrell Prentice Hall, Inc.
COURSE REQUIRMENTS:
- You are to critique 3 research studies in the area of educational technology or (the social sciences, the natural sciences, business administration, landscape architecture, nursing, and nursing, and related academic disciplines) from 1990 to present using the criteria established by Leedy. For each of the criteria, you are to briefly summarized and evaluate the subject content. For example when evaluating the statement of the problem, you would briefly paraphrase the statement and then make your evaluation concerning the correctness, appropriateness, clarity, etc. When all of the 10 of the criteria have been addressed, you are to summarize your evaluation concerning the study which would include, by not limited to the purpose, need clarity of reporting, research procedure, conclusion reached, value of study, pitfalls in the research study, etc. Look for substantive issues. The length of these critiques should be between 3 to 4 pages. (30%)
- From the list of completed dissertations in the area of educational technology, you are to select a dissertation and conduct a thorough review of the entire study using established criteria. You will present your research review to the class in a 30-minute discussion. You are to provide a 3 – 4 page critique that will be distributed to all members of the research seminar class. The class members are encouraged to ask questions. (30%)
- The last assignment will assist you in getting stated in writing your project, thesis, or dissertation. Although this may not be the final version or the exact area you will study, it will develop your skills in planning and designing your research. For this assignment, you will write a research proposal, using the 5th edition APA style that will be divided into three parts.
- Chapter I will be the standard introduction which will include the background of the study, statement of the problem, research questions, hypotheses, delimitations, limitations, definition of terms, etc.
- Chapter II will be a brief review of the literature that will be organized in appropriate sections. A substantial biography will be required for this section.
- Chapter III will present you methodology. In this section you will describe how you will conduct the study and the type of analysis that will be used to interpret the data.
You will present this research proposal to research class during the last weeks of the semester. You will have 30 minutes to make your presentation. The class is encouraged to ask questions and discuss your proposal. (35%)
4. There will be a midterm examination. The examination will cover the major concepts in chapter’s 1- 6. The exam will consist of mixed question formats, e.g., multiple choice and short answer essay questions. There will also be final exam that will cover chapters 7 - 12 and will be taken during exam week. The same criteria will apply for this examination. See course syllabus for dates.
Note: The remaining 5% of your grade will be based upon your class participation and contribution.
GRADING SYSTEM:
ETPT 6810 ETPT 8810
91-100 pts. A 93-100 pts. A
89-90 A- 90-92 A-
88-86 B+ 89-87 B+
85-83 B 86-84 B
80-82 B- 83-81 B-
77-79 C+ 80-78 C+
74-76 C 76-83 C
70-73 C- 73-75 C-
68-72 D 70-72 D
Course Policies
- Students must take the course assessments to receive credit for the assessment. If you are ill or have a serious problem that prevents you from attending class the day of a test, please contact your instructor prior to the test day. An alternate test date will be scheduled
- Scholastic dishonesty: Students who violate the University rules on scholastic dishonesty are subject to disciplinary penalties, including the failure of the course and dismissal from the University. All policies on scholastic dishonesty will be enforced.
- Any student who has a disability that may prevent from or her from fully demonstrating his or her abilities should contact the instructor as soon as possible to discuss accommodations necessary to ensure full participation and facilitate your educational opportunity.
- Copyright: Some goals and objectives of this course may be met through use of commercial or copyrighted software programs. You are not permitted to copy or duplicate these programs. The unauthorized copying of computer software is in violation of the copyright laws and subject to University disciplinary measures, as well as, criminal prosecution. You are expected to practice responsible, legal and ethical use of all technology hardware and software encountered in this course.
COURSE CALENDAR
Research and Theory in Educational Technology
ETPT 6810/8810
Spring Semester, 2007
January 8 Introduction to course, complete student profile form.
January 14 Martin Luther King Holiday (No Classes)
January 22 Part I: The Fundamentals
Chapter 1: What is Research? - - 1
Chapter 2: Tools of Research - - 12
January 29 Part II: Focusing Your Research Efforts
Chapter 3: The Problem: The Heart of the Research Process - - 43
Chapter 4: Review of the Related Literature - - 64
February 5 Chapter 5: Planning Your Research Project - - 85
February 12 Chapter 6: Writing the Research Proposal - - 115
February 19 Part III: Qualitative Research Methodologies
Chapter 7: Qualitative Research - - 133
February 26 Part IV: Quantitative Research Methodologies
Chapter 9: Descriptive Research - - 179
Research Study Critiques Due
March 5 Spring Break: No Classes
March 12 Chapter 10: Experimental and Ex Post Facto Designs - - 217
March 19 Chapter 11: Statistical Techniques for Analyzing Quantitative Data - - 254
March 26 Part V: Preparing The Research Report
Chapter 12: Technical Details: Style, Format and Organization of the Research Report - - 282
April 2 Readings from Educational Technology Research Development Journal
Sprague, D. (2006). Defining Educational Research: Continuing the Conversation. Journal of Technology and Teacher Education, 14 (3), i-viii.
April 9 Readings from Educational Technology Research Development Journal
Clark, K. (1989). Current Progress and Future directions for Research in Instructional Technology. Educational Technology Research and Development, 37, (1), 57-66.
April 16 Presentation of Dissertation Critiques and Class Discussions
April 23 Presentation of Dissertation Critiques and Class Discussions
Course Evaluation
April 30 Final Exam 7:30 - 10:00 p.m. – SM 3750
Presentation of Research Proposals
Note: This syllabus is subject to change to accommodate extenuating circumstances.
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