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UCF - Graduate Program Handbooks 2017-2018

Program Info

Last Updated 2016-03-02

Educational Technology



Together, the Graduate Student Handbook and your graduate program handbook should serve as your main guide throughout your graduate career. The Graduate Student Handbook includes university information, policies, requirements and guidance for all graduate students. Your program handbook describes the details about graduate study and requirements in your specific program. While both of these handbooks are wonderful resources, know that you are always welcome to talk with faculty and staff in your program and in the Graduate College.

The central activities and missions of a university rest upon the fundamental assumption that all members of the university community conduct themselves in accordance with a strict adherence to academic and scholarly integrity. As a graduate student and member of the university community, you are expected to display the highest standards of academic and personal integrity.

Here are some resources to help you better understand your responsibilities:

Introduction

Educational Technology is a program for educators in PreK-12 and Higher Education looking for ways to increase their satisfaction and become highly skilled at successfully integrating technology into the curriculum. The skills and knowledge gained through this program allow educators to enhance their current job as well as seek new career paths in the field of education. Educators who graduate from this program have the skills to become: technology coordinators, instructors at the community college and university level, computer teachers and more. The Educational Technology program is exciting and applicable to your current teaching situation. The program provides an opportunity for study, research and professional training. It requires a great deal of independent thinking, and emphasis placed on the cultivation of scholarly attitudes and methods.

Curriculum

The Educational Technology track in the Instructional Design and Technology MA program requires a minimum of 36 credit hours beyond the bachelor’s degree. The curriculum includes 12 credit hours of instructional technology core courses, 15 credit hours of professional specialization, six credit hours of electives, and three credit hours of practicum.

Required  Courses—27 Credit Hours

Core—12 Credit Hours

  • EME 6055 Current Trends in Instructional Technology (3 credit hours)
  • EME 6062 Research in Instructional Technology (3 credit hours)
  • EDF 6432 Measurement and Evaluation or EDF 6401 Statistics for Educational Data (3 credit hours) or EDF 6481 Fundamentals of Graduate Research in Education (3 credit hours) or EDF 6472 Data-Driven Decision-Making for Instruction (3 credit hours)
  • EME 6613 Instructional System Design (3 credit hours)

 Professional Specialization Courses—15 Credit Hours

  • EME 6417 Interactive Online and Virtual Teaching Environments (3 credit hours) or EME 6226 Instructional Development and Evaluation (3 credit hours) or EME 6209 Multimedia Instructional Systems II (3 credit hours)
  • EME 6053 Teaching and Learning with Emerging Technologies (3 credit hours)
  • EME 6405 Adapting and Integrating Innovative Technologies in Education (3 credit hours)
  • EME 6507 Multimedia for Education and Training (3 credit hours)
  • EME 6602 Integration of Technology into the Learning Environment (3 credit hours) 

Elective Courses—6 Credit Hours

Students must choose at least 6 credit hours of electives.  Electives in current certification area, technology, or other as approved by adviser. Courses not listed below require adviser approval. All ENC courses require approval from English Department.

  • EDF 6432 Measurement and Evaluation in Education (3 credit hours)
  • EDF 6401 Statistics for Educational Data (3 credit hours)
  • EDF 6481 Fundamentals of Graduate Research in Education (3 credit hours)
  • EDF 6472 Data-Driven Decision-Making for Instruction (3 credit hours)
  • EME 6209 Multimedia Instructional Systems II (3 credit hours)
  • EME 6457 Distance Education: Technology Process Product (3 credit hours)
  • EME 6607 Planned Change in Instructional Technology (3 credit hours)
  • EME 6601 Instructional Simulation Design for Training and Education (3 credit hours)
  • EME 6614 Instructional Game Design for Training and Education (3 credit hours)
  • IDS 6504 Adult Learning (3 credit hours)
  • ENC 6216 Editing Professional Writing (3 credit hours)
  • ENC 5225 Theory and Practice of Document Usability (3 credit hours)
  • ENC 6261 Technical Writing, Theory and Practice (3 credit hours)
  • ENC 6296 Computer Documentation (3 credit hours)
  • DIG 6432 Transmedia Story Creation (3 credit hours)
  • EDF 6635 Capstone: Action Research in Teacher Leadership (3 credit hours)
  • EDF 6884 Education as a Cultural Process (3 credit hours)
  • EDF 6886 Multicultural Education (3 credit hours)
  • EGI 6051 Understanding the Gifted/Talented Student (3 credit hours)
  • ESE 6217 Curriculum Design (3 credit hours)
  • TSL 5345 Methods of ESOL Teaching (3 credit hours)

Practicum—3 Credit Hours

Practica are independent learning activities that take place in authentic settings in which students must apply, reflect on, and refine knowledge and skills acquired in the program.

  • EME 6940 Theory into Practice in Educational Technology (3 credit hours)

Examination Requirements

Comprehensive Exams

All master's and doctoral degree candidates are required to take a comprehensive exam. If you are Masters degree candidate, you must pass the exam during the final semester of coursework and/or internship. If you are a Doctoral degree candidate, you must pass the exam to qualify for dissertation hours.

Comprehensive exams consist of summative open book essay questions that are customized for your individual plan of study. You should interact with your program advisor to prepare a study guide before the exam. You may use any resource to study for exam using your guide.The exam will be sent to you via email on a designated date (typically on a Friday before 5pm) for you to work on over a weekend. You are to then submit your written answers to the faculty member who sent you the exam via email by midnight on a designated date.

At least one faculty member (for master's degree seeking students) or two faculty members (for doctoral degree seeking students) will review your answers to determine if you (a) pass as is with no condition, (b) pass with conditions, or (c) not pass.
If you pass with no conditions, no further action is required. If you pass with conditions, you will have to address the conditions specified in feedback given to you by program faculty (e.g., address comments and follow-up questions about your answers in either written or oral format). If you do not pass, you must register for and retake the exam the following term.

To take the comprehensive exam, you must:

Successfully complete all required core and required specialization courses.

Register to take comprehensive exam immediately before or at the beginning of the semester you plan to take the exam (the form is available from the College of Education Academic Advising Office or from program assistant, Lillian Ramos.

For Master's degree students pursuing the e-Learning or the Educational Technology track, please contact Dr. Glenda Gunter to discuss your comprehensive exam.

For all doctoral candidates and master's degree students pursuing the Instructional Systems track, please schedule a meeting with Dr. Atsusi Hirumi to generate a exam study guide (typically, 9-10 questions) at the beginning of the term in which you are to take exam.

Study for exam using guide to focus your efforts.

Take exam on specified date and follow directions to submit as discussed with your program advisor.

Financial Support

College, department and program assistantships depend on grant/project funding. Some assistantships come with tuition waivers, others do not. The best way to earn such a graduate assistant position is to meet with faculty across the college in person. Typically, faculty like to get to know students (e.g., in class) before hiring them for such positions. However, you may complete the Graduate Assistantship Application Form and submit it to Erica Mendoza (emendoza@ucf.edu) who will keep you application and resume on file for consideration as Assistantships become available.

Graduate Student Associations

Graduate Student Association (GSA)

The Graduate Student Association (GSA) is UCF's graduate organization committed to enrich graduate students' personal, educational and professional experience. To learn more or get involved, please www.gsa.ucf.edu. For individual department or graduate program organizations, please see program advisor.

Professional Development

Pathways to Success Workshops

Coordinated by the College of Graduate Studies, the Pathways to Success program offers free development opportunities for graduate students including workshops in Academic Integrity, Graduate Grantsmanship, Graduate Teaching, Personal Development, Professional Development, and Research. For more information and how to register, please visit www.students.graduate.ucf.edu/pathways/.

Job Search

Career Services

UCF’s Career Services department offers a wide range of programs and services designed to assist graduate students. These services include evaluation and exploration of career goals, preparation for the job search and job search resources. To learn more, visit their website atwww.career.ucf.edu.

Forms

Plagiarism

Plagiarism is the act of taking someone else’s work and presenting it as your own. Any ideas, data, text, media or materials taken from another source (either written or verbal) must be fully acknowledged.a) A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment.b) A student must give credit to the originality of others whenever:

  1. Directly quoting another person's actual words, whether oral or written;
  2. Using another person's ideas, opinions, or theories;
  3. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
  4. Borrowing facts, statistics, or illustrative material; or
  5. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.

When using the ideas, opinions, theories, formulas, graphics, or pictures of another, students must give credit to the original source at the location or place in the document where that source's material is found as well as provide bibliographic information at the end of the document. When students are verbally discussing the ideas, opinions, theories, formulas, graphics, or pictures of another, they must give credit to the original source at the time they speak about that source. In this manner, students must make clear (so there is no doubt) within their written or verbal materials, which parts are gained from other sources, and which are their own original ideas, theories, formulas, graphics, and pictures.The Office of Student Conduct has a set of criteria that determines if students are in violation of plagiarism. This set of criteria may be set to a higher standard in graduate programs. Therefore, a student may not be found in violation of plagiarism by the Office of Student Conduct, but a professor or program requiring higher standards of attribution and citation may find a student in violation of plagiarism and administer program level sanctions. The standard in doctoral programs should be the highest as students earning these degrees are expected to be experts in their fields and producing independent work that contributes knowledge to their discipline.

Example of Material that has been appropriately cited:

Paraphrased Material

Source: Osborne, Richard, ed. How to Grow Annuals. 2nd ed. Menlo Park: Lane, 1974. Print. Page 24: As a recent authority has pointed out, for a dependable long-blooming swatch of soft blue in your garden, ageratum is a fine choice. From early summer until frost, ageratum is continuously covered with clustered heads of fine, silky, fringed flowers in dusty shades of lavender-blue, lavender-pink or white. The popular dwarf varieties grow in mounds six to twelve inches high and twelve inches across; they make fine container plants. Larger types grow up to three feet tall. Ageratum makes an excellent edging.

Use and Adaptation of the Material:

You can depend on ageratum if you want some soft blue in your garden. It blooms through the summer and the flowers, soft, small, and fringed, come in various shades of lavender. The small varieties which grow in mounds are very popular, especially when planted in containers. There are also larger varieties. Ageratum is good as a border plant (Osborne 24).

Explanation:

The writer has done a good job of paraphrasing what could be considered common knowledge (available in a number of sources), but because the structure and progression of detail is someone else’s, the writer has acknowledged the source. This the writer can do at the end of the paragraph since he or she has not used the author’s words.

The above example was provided by Northwestern University.

Northwestern University, Sept. 2016. “Academic Integrity: A Basic Guide.” Accessed 20 September 2017.

For more information about Academic Honesty, Click here.

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