Educational Technology
Wist 232
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7671
Fax: (808) 956-3905
E-mail: ETDEPT-L@hawaii.edu
Web: www.hawaii.edu/edtech
Faculty
*G. Z. Kucera, PhD
(Chair)--communications and
sociology
*C. Fulford, PhD--instructional development and design
*C. Ho, PhD--instructional technology and design
*A. C. Sherry, EdD--educational technology and instructional design
S. F. Yamashita, PhD--curriculum design and evaluation
Cooperating Graduate Faculty
L. K. Johnsrud, PhD--higher education
E. B. Klemm, EdD--curriculum development
D. Lassner, PhD--computer systems, data communication
T. W. Speitel, PhD--computer communications, curriculum research and
development
*Graduate Faculty
Degree Offered: MEd in educational technology
The Academic Program
Educational technology (ETEC) deals with the complex,
integrated process of analyzing and devising solutions to problems
involved in all aspects of human learning. It is technology because it
concerns systematic application of scientific and other knowledge to
practical tasks. The field qualifies as educational because the
practical tasks are within the context of education at all levels,
whether in the public or private sector.
The master’s degree in educational technology at the
University of Hawai‘i at Manoa is especially appropriate for those who
want to work in applying technologies to educational endeavors at
various levels, such as preparing teachers or trainers of human
resources personnel or designing and developing educational programs for
such personnel. The course of study merges the development of practical
knowledge and skills with a solid understanding of theoretical and
research basics.
Advising
After reviewing the departmental brochure (available
from the department office) describing the educational technology
program, prospective applicants should confer with the department chair
to obtain further amplification of admission requirements. In
particular, an early but tentative assessment of the applicant’s
background should be attempted, as departmental specifications may
necessitate early (i.e., pre-admission) registration in prerequisite
courses.
Preregistration is mandatory each semester for
educational technology majors, and the department schedules specific
days and times for this purpose. Continuous enrollment in the program is
required, but majors who have already advanced to candidacy may request
a leave of absence for not more than two consecutive semesters.
The importance of careful planning of courses and
program requirements, through consultation with the department chair and
the student’s major adviser, cannot be overemphasized. Just as the
admission to and start of the student’s participation in the program
is possible only in the fall semester, the culminating seminar with
concurrent internship can only take place during the spring semester.
Efficient scheduling of courses and resources
necessitates that either a two or three-year program plan be developed
by each student at the time of admission.
Graduate Study
The graduate program in educational technology
involves a broad view of technologies applicable to educational and
instructional situations. Thus, the program does not emphasize
mechanical or electronic devices, which are often equated with
technology, but deals with larger issues of systematic application of
knowledge to such practical tasks as planning, designing, implementing,
and evaluating different strategies for an effective and efficient
teaching/learning process. When such a view is espoused, the
“devices” become an integral part of the various strategies.
The graduate program requires a minimum of 39 semester
credit hours, with eight required and five elective ETEC courses.
Objectives
The department has set the following objectives for
its graduate students:
1. Advanced knowledge of major instructional models and their
technological applications and of aspects of educational technology
related to learning;
2. Knowledge of the existing body of research in the field and its
meaning, influence, and practical applicability to new technological
applications in the teaching and learning process; and the capability of
planning and executing research and evaluation studies of technology
applications;
3. Thorough knowledge of the principles and processes of the systems
approach as applied to instructional and learning situations;
4. Ability to plan appropriate applications of technology for specific
instructional situations, select or design and develop materials and
strategies, and evaluate objectively such applications;
5. Proficiency in the techniques involved in developing instructional
materials in various formats;
6. Capability of planning and designing new media or learning facilities
and modifying existing ones, and knowledge of the management techniques
needed in their operation;
7. Interpersonal and communication skills required to carry out
professional activities; and
8. Development of a positive professional attitude through active
involvement in appropriate professional organizations and community
services. |