Vision

To continue to increase national recognition as a leading program in Computer Education and Cognitive Systems which prepares scholars for careers in educational, corporate, and academic environments through a rigorous, collaborative, and technology infused curricula. The core of the program is the application of technologies within the learning process. The doctorate in Educational Computing within the Computer Education and Cognitive Systems Program focuses on defining, understanding, and expanding the synergy of technology and learning/instructional systems theory.

Towards this end, a successful doctoral candidate will demonstrate proficiency in both process and content areas. Process refers to the skills and knowledge that graduates use in the course of being contributing scholars/practitioners; whereas, content areas are the domain specific knowledge and skills which form the foundation of our discipline.

Objectives

Process Competencies:

  1. Synthesize Knowledge

    The graduate will read and synthesize the literature related to his/her specific discipline; describe fundamental theories of human learning and the role of technology; and apply knowledge of human learning and technology to the solution of practical problems in his/her discipline.

    The graduate will demonstrate this competency by completing some of the following activities:

    • Write a critical literature review
    • Write a conference paper based on the standards of either a state, regional or national conference
    • Write a grant proposal based on published grant guidelines
    • Write a journal article based on the publication guidelines for a state or national journal
    • Write a project report based on a mini-research project
    • Actively participate in the design and implementation of a course or a workshop

  2. Create Knowledge

    The graduate will describe common research methods in his/her discipline, read and evaluate educational research, and apply research findings to the solution of practical problems in his/her discipline.

    The graduate will demonstrate this competency by completing some of the following activities:

    • Conduct a research project individually or collaboratively with peers or faculty
    • Apply appropriate models to "real world" projects
    • Develop instructional materials/projects based on research findings and/or theory

  3. Communicate Knowledge

    The graduate will communicate effectively in oral and written formats including the ability to communicate content from his/her discipline through the design and delivery of effective teaching/learning activities that integrate content and pedagogy, adapt instruction and support services to the needs of diverse learners, and assess appropriately learning outcomes.

    The graduate will demonstrate this competency by completing some of the following activities:

    • Present at a professional conference
    • Present the results of an independent study project at a CECS Seminar
    • Use inclusive and non-biased language in written and oral communication
    • Discuss the application of instructional design models and procedures
    • Develop instructional materials that communicate information to diverse end users

  4. Think Critically and Reflectively

    The graduate will develop a personal vision of inclusive educational practice, identify the relationship of his/her discipline to the broader field of education, and critically evaluate theory and practice.

    The graduate will demonstrate this competency by completing some of the following activities:

    • Prepare a critical and reflective paper on scholarly topics in Computer Education and Cognitive Systems
    • Prepare a constructive critique of a research design
    • Prepare a constructive critique of a current research theory in education technology
    • Write a reflective paper

  5. Engage in Professional Development

    The graduate will demonstrate the disposition for life-long learning and continuous professional development.

    The graduate will demonstrate this competency by participating in workshops and professional conferences related to instructional or information technology.

  6. Participate Actively in Their Profession

    The graduate will identify communities of practice within his/her discipline and participate within these communities.

    The graduate will demonstrate this competency by completing some of the following activities:

    • Demonstrate understanding of and adherence to the discipline's professional code of ethics (e.g., cite sources, obey copyright law, follow human subject research protocols)
    • Present at a professional meeting
    • Participate actively in state, regional and national professional organizations
    • Provide volunteer service to community
    • Conduct in-service workshops in educational technology

Content Competencies

  1. Describe the philosophical underpinnings of the use of computers in education including: why we are interested in this technology; what we hope to accomplish; intended and unintended changes that will occur by its use.
  2. Examine the underlying philosophical approaches to learning and the paradigms which guide instructional design.
  3. Describe how the use of computing and other technologies are enabled within each learning paradigm.
  4. Explain the challenges and opportunities of implementing emerging technologies in educational environments with emphasis on describing their use to meet educational needs and goals.
  5. Explain the principles linking instructional conditions and learning outcomes including motivation, perception, cognition, and attitude change.
  6. Identify the issues of successful technology implementation and the implications in educational environments through the use of classic and contemporary research.
  7. Describe the current and historical theory and practice of distance education including investigations in teaching and learning, systems design, implementation of instruction and provide an overview of major theorists.
  8. Plan, develop, implement and evaluate distance educational systems in educational environments.
  9. Identify research and applications of interactivity used in multimedia computer technologies in the design and production of interactive learning systems.
  10. Create an instructional interactive presentation that utilizes elements of interactive multimedia.
  11. Design and implement educational multimedia and hypermedia products utilizing strategies from message design, human factors research, learning theory and other theoretical and critical approaches.
  12. Explain the theoretical base of constructivist philosophy of learning and design or develop technology infused learning environments that keep students active, constructive, collaborative, intentional, complex, contextual, conversational, and reflective.
  13. Create a distributable electronic product for constructivist learning environments including interface and media design, and an evaluation component.
  14. Analyze facility design, organizational patterns, administrative strategies, and alternative structures for achieving and evaluating media-based instructional and production components. Analysis includes selection, procurement and control of hardware and software inventories and management tools including protection of intellectual property, security issues and budgeting strategies.
  15. Explain that the ideal grant is a match between the needs of an organization and the desires of a funding agency.
  16. Write effective grant proposals.
  17. Explain the relationship between a granting agency and its grant recipient.
  18. Students will analyze current research in educational computing as a tool for understanding the unique characteristics of technology based research activities in educational environments. Special consideration will be given to strategies for separating influences in research designs that incorporate technology as tools and as variables in the design. Students will also identify potential dissertation research topics and prepare preliminary reports that will be critiqued in class in preparation for doing the dissertation.

Admissions

Admission to doctoral study in Educational Computing is competitive within the capacity of the program faculty to mentor Doctoral students. Each prospective student will be subjected to a competitive evaluation conducted by the Computer Education and Cognitive Systems (CECS) graduate faculty. Admission to the program is considered only after the applicant meets or exceeds the University and College of Information, Library Science, and Technologies admission standards. Admission to the University Graduate School and meeting the program minimum stated standards does not mean one will be admitted to the program. The admission process is competitive each semester for a limited number of openings. The number of openings depends upon the availability of faculty to mentor Doctoral students.

The minimum requirements for admission include the following:

  1. Bachelor's degree or its equivalent from an accredited institution.
  2. A Masters degree from an accredited institution. (Under some circumstances, students may be admitted into the Ph.D. program directly following the Bachelor's degree, but normally a Master's Degree will be required)
  3. A grade point average of 3.4 on the Master's degree (on a 4.0 grading system).
  4. Submission of GRE or GMAT scores acceptable to the UNT Graduate School. The GRE and GMAT criteria for Verbal and Analytical scores are norm-referenced and will be revised annually based on the performance of the normative group. Check the CECS web page or call the CECS office for current score minimums.
  5. A personal resume which includes a summary of teaching, administrative, and/or training experience.
  6. A letter of application containing a statement of scholarly goals (3-4 pages, double-spaced, standard typeface and margins).
  7. One of the following:
    1. A score of at least 425 on the Verbal section of the GRE or a minimum of the 37th percentile the Verbal Section of the GMAT.
    2. First or second author on an article in a respected, peer reviewed professional journal or on a book published by a major publisher.
  8. One of the following:
    1. A score of at least 550 on the Quantitative section of the GRE or a minimum of the 37th percentile on the Quantitative Section of the GMAT.
    2. Completion of 6 hours of graduate coursework in mathematics or statistics with a GP of 3.0 or higher.
  9. One of the following:
    1. A score of at least Writing 511 or Analytical Writing 4.0 on the GRE
    2. Written response to a problem provided by the Educational Computing Program Admissions Committee.
  10. Three letters of recommendation.
    One must be from a faculty member currently working at an academic institution. This letter should be directed toward the applicant's potential to successfully complete a doctoral program.

Submission of Application

Submit the following admission materials directly to the Toulouse School of Graduate Studies:

  1. Completed application for admission (apply online at ApplyTexas.org)
  2. Transcripts from previous colleges attended
  3. GRE or GMAT scores

These materials are processed by the Toulouse School of Graduate Studies and then forwarded to your program. Due to this processing time, it is imperative that you submit these materials well in advance of the program application deadline so that they are received by the program office before that date.

Submit the following materials directly to the CECS Program office:

  1. Resume
  2. Letter of application
  3. Three letters of recommendation
ECMP Application Deadline Program Review
March 1st on or about April 15th
June 1st on or about July 15th
Oct 1st on or about November 15th

Completed application packets are then distributed to the program admissions committee for review. If you have question, please contact the CECS office.