The ProgramDesigned for those individuals seeking advancement in the field of Educational and Media Technology, this program combines the disciplines of Library and Information Science and Urban Education, providing the highest levels of education in each field to prepare leaders and consultants in research, education and management in this new and rapidly growing field.
Graduates apply their skills in a variety of settings, such as institutions of higher education, public or private school settings, federal, state or local government agencies, community organizations, and the private sector.
The need for doctoral graduates with expertise in educational and media technology is apparent in today's information and technology-driven society:
- Knowledge of information technology is vital in learning environments for both educators and learners. Teachers must keep up to date in technology itself and also in its value and applications to learning. The rapid pace of technological change affects schools and libraries and necessitates evaluation and preparation for change.
- The value of information in the information society requires that intermediaries be able to restructure the information to increase its intellectual and physical accessibility. Graduates of this program will have the interdisciplinary preparation in education and in library and information science to assess and forecast information needs and to use educational and media tools to meet those needs.
- Research is needed on the value and applications of educational and media technology to learning. The prevalence of technology in education today requires support from researchers who can investigate the relative impact on learning of technological variables associated with human-computer interaction.
- There is a demand in southeastern Wisconsin and elsewhere for such specialists. The demand is fed in part by a trend of multiple careers during the lifetimes of today's workforce. Thus, staff development and retraining are vital elements of the workplace. Consequently, there is a need for consultants, managers and instructors who can design, implement and evaluate technology-based models and application packages to support such educational activities.
- Design, implement, and evaluate technology-based models and application packages to support training activities.
- Assess and forecast information needs and use educational and media tools to meet those needs.
- Understand and discuss the significant elements of the literature of educational and media technology.
- Analyze the theoretical perspectives and applied practices.
- Apply appropriate research methods to the design and analysis of a significant question or problem.
- Examine the implications of educational and media technology research for service in media centers, libraries, schools, and other educational settings.
- Students not holding a Master of Library and Information Science degree will have the following prerequisites to the specialization: completion of all the core courses offered in the School of Library and Information Science's MLIS program (501, 511, 571, 591). A student may request that the SLIS Doctoral Committee waive one or more of these core course requirements based on the
student's work experience and/or courses taken elsewhere.
- The specialization in Educational and Media Technology will consist of minimum of 30 graduate credits, excluding dissertation credits; 18 of the 30 credits must be taken in Library and Information Science. No more than 6 credits taken prior to admission to the Urban Education Doctoral Program may be counted towards the 30-credit specialization.
Urban Education Doctoral Seminars (minimum 9 credits)
- EDUC 701 - Urban Education Issues
- AD LDSP 801 - Urban Education: Doctoral Seminar
- EDUC 901 - Advanced Seminar in Urban Education
- ED PSY 724 - Educational Statistical Methods II (prerequisite is ED PSY 624 and ED PSY )
- AD LDSP/CURRINS 729 - Qualitative Research and Field Studies in Education Settings
- At least nine credits of additional advanced level coursework (800 or above) from either a qualitative or quantitative track.
- Option A: 8 or more credits in a single department outside of the School of Education.
- Option B: 6 or more credits in each of two departments, with at least one department outside of the school.