instructional leadership with a concentration in instructional technology (Ph.D.)
Instructional Technology Coursework |
Program descriptionInstructional Leadership (Ph.D.)
The Instructional Leadership Program is dedicated to the advancement of knowledge, the improvement of professional practice, and service to learning communities. The goal of the program is to develop future scholars, researchers, and instructional leaders for schools, colleges and other learning institutions. The program is guided by the principles of reflective practice, professional growth, individual responsibility, the pursuit of social justice, an ethic of caring, and a commitment to the communities we serve. The program differs from the one in educational administration in that it focuses primarily on the development of leaders with expertise in fields such as curriculum, instruction, supervision, technology, and the social and cultural factors influencing learning. We also focus on training for distributive and shared leadership teams. There are two concentrations for the Doctor of Philosophy (Ph.D.) in Instructional Leadership
I chose the Instructional Technology concentration. To define the field of Instructional Technology – Instructional Technology is a field concerned with improving the efficiency and effectiveness of instruction that involves designing instruction (including all the phases of activity from needs assessment to evaluation) and applying learning theory to instructional design. At The University of Alabama, the degree is a Ph.D. in Instructional Leadership with a Concentration in Instructional Technology. The degree is called Instructional Leadership with no reference to the concentration, but the major component of coursework for this degree is instructional technology. This doctoral concentration prepares students to discover new knowledge through basic research and to answer specific questions about practical problems through applied research. The technology course offerings include basic support courses for graduate teacher education programs throughout the College of Education and for programs in other units of the College and University. |
My Instructional Technology program of study
- Instructional Technology Coursework: AIL Courses (9 Total = 27 Hours Total)
- Required Courses (5 Courses = 15 Hours)
- AIL 601: Principles of Instructional Technology (Fall 2011) Advanced theory and applications of educational technology. Including the effects of technology on thinking and learning, and the effects of technology in problem solving and other higher-level thinking skills, the course examines current research on computerized learning (CAI, simulation, and tutorials) and other relevant topics such as virtual reality, games and gaming theory, hypertext (design and comprehension), presentation software, groupware for cooperative learning, and telecommunications (distant and/or distributed learning).
- AIL 602: Electronic Instructional Design (Spring 2012) Designed to develop basic knowledge and skills for electronic instructional design—analysis, design, production, evaluation, and revision—for specific electronic projects.
- AIL 604: Distance Learning (Fall 2012) Prepares students with knowledge and skills in methods of distance education, which incorporates telecommunications and computer technology to instruct students at remote locations or to serve as an adjunct to classroom instruction. The technology used includes telephony, cable television, satellite communications, videocassettes, videoconferencing, computer-mediated instruction, and/or online computer communication via the Internet.
- AIL 690: Seminar in Instructional Technology (Fall 2011) Provides a critical analysis of technology, focusing on the ways (positive and negative) it affects society and schooling. Provides analysis of technology’s role in informing/reforming educational practices, policy, and theory. Provides practical application of technology for educators (administrators, teachers, and other leaders in the education field). Provides an examination of extant literature of technology in education, including its uses, effectiveness, and drawbacks.
- AIL 689: Research in Instructional Technology (Spring 2013) Students pursue research in the Instructional Technology program. They are required to develop, implement, and analyze research; and report findings in APA format.
- Alternative Residency Course (3 One Hour Seminars = 3 Hours):
- AIL 691: Doctoral Seminar in Instructional Technology (Fall 2011, Spring 2012, Summer 2012) This doctoral seminar presents opportunities to study or work independently on topics or projects of collective concern in the IT doctoral program.
- My Electives (3 Courses = 9 Hours)
- AIL 603: Telecommunications and Networks (Spring 2012) Designed to explore design, layout, and installation of local and wide area networks. Addresses topologies, ethernet standards, physical layer, network operating software, data-link layer, file server, network cards, hubs, peripherals, routers, and other network operations.
- AIL 605: Interactive Multimedia Processes (Spring 2012) Prepares students with knowledge and skills in modeling, simulation, testing, or analysis or training in real-world contexts using interactive multimedia processes.
- AIL 607: Readings in Instructional Technology (Summer 2012) This course is designed to aid students in understanding and synthesizing research and developing theoretical approaches to the study of instructional technology
- Required Courses (5 Courses = 15 Hours)
- Educational Research Coursework: BER courses (4 Total = 12 Hours)
- Required Courses (1 Course = 3 Hours)
- BER 540: Statistical Methods in Education (Summer 2013) This three-hour course covers basic descriptive and inferential statistics, including measures of central tendency and dispersion. Hypothesis testing related to one-sample z-and t-test; independent and dependent samples t-test; correlation; and chi-square and simple regression are included. An introduction SPSS is required.Offered fall, spring, and summer semesters.
- My Electives (3 Courses = 9 Hours)
- BER 600: Quantitative Research Methods (Summer 2009) An overview of research methods and procedures in education, primarily for doctoral students. Emphasis is given to the quantitative and qualitative methods used in writing a doctoral dissertation.
- BER 630: Case Study Research (Summer 2012) Examines the production of case studies of individual practices, discrete institutions and organizations, and state-level policies. Explores the research methods that can inform the production of case study representations of human experience, as well as the different styles of case study writing. Offered summer term.
- BER 631: Inquiry as Interpretation: Qualitative I (Spring 2007) Examines the history and philosophy of naturalistic studies of human experience. Concentrates on post-positivistic, phenomenological, structuralist, and post-structuralist theory and modes of analysis. Course assignments provide practice with rudimentary qualitative research skills. Offered fall, spring, and summer semesters.
- Required Courses (1 Course = 3 Hours)
- Educational Foundations/Out-of-Department Coursework
- My Electives (4 Courses = 12 Hours)
- CSE 664: Secondary School Social Science Methods (Summer 2007) Focuses on curriculum and research in social studies education, including materials development and current issues in the field.
- HY 500: American Foreign Relations from the Revolution to 1898 (Spring 2011) Survey of American foreign policy from the Revolution to the Spanish-American War of 1898.
- CSM 549: Professional Social Networking (Summer 2013) The course content is focused on current genre of communication tools identified as ‘social media’. Content includes an overview of the origins of the current social media tools, definitions and terminology, and case studies of current uses of social media in specific settings. The social media tools selected are examined as discrete units and as components of larger initiatives within organizations. Connections of these tools to the functions of various organizations and individual professional initiatives are explored; the applications presented are those within large organizations, smaller groups and individual, professional offices. Popular press items on these tools as well as research foundations are included as background for the selection and use of social media. Case studies from a range of disciplines will be used as primary instructional tools. The precise suite of tools is revised each term.
- BEF 607: Readings in Sociology of Education (Fall 2013) A sociological emphasis on cultural factors (such as ethnic background; socioeconomic status; family, peers, and community; and sex-role stereotyping) that influence education in a pluralistic society.
- My Electives (4 Courses = 12 Hours)
- Educational Leadership Coursework: AEL or AHE Courses
- My Electives (4 Courses = 12 Hours)
- AHE 602: Problems in Higher Education: Leadership in Higher Education (Spring 2013) Seminar studying the current issues and trends related to higher education.
- AHE 603: College and University Teaching (Fall 2012) An intensive graduate seminar that provides an overview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity; teaching models and strategies; teacher and student behaviors and learning outcomes; and instructional improvement strategies.
- AHE 625: Community College Leadership (Spring 2013) This course provides an overview of issues pertaining to leadership in American community colleges.
- AHE 644: Seminar in Academic Program Development (Fall 2013) Design and management of academic programs; study of institutional structures for academic affairs; practice in program review for instructional improvement; and overview of graduate programs (general and liberal education, as well as occupational and professional education).
- My Electives (4 Courses = 12 Hours)
- Other Graduate School Minimum Requirements for Doctor of Philosophy (Ph.D.)
- Minimum of 48 semesters hours of course credit beyond the Masters degrees
- Master of Arts in Sociology – Middle Tennessee State University – August 2010
- Master of Arts in History Education – The University of Alabama – December 2004
- Minimum of 24 semester hours of dissertation research credit
- AEL 699: Dissertation Research (6 Hours – Spring 2014)
- AEL 699: Dissertation Research (6 Hours – Fall 2014)
- AEL 699: Dissertation Research (6 Hours – Spring 2015)
- AEL 699: Dissertation Research (6 Hours – Fall 2015)
- Time limits for courses: 6 years before admission; 7 years after admission. I was admitted to the program in Fall 2011. Courses Taken Before Admission:
- BER 631 (Spring 2007)
- CSE 664 (Summer 2007)
- BER 600 (Summer 2009)
- HY 500 (Summer 2011)
- Minimum of 48 semesters hours of course credit beyond the Masters degrees
- Expected Graduation Semester: Spring 2016