What will I study?
The Educational Technology concentration in the Curriculum and Instruction Ed.D. is designed to help you develop capabilities essential to the analysis, design, development, implementation, evaluation, and research of technology-based learning, instruction, and training (e.g., computer-based training, software/multimedia development, assistive technology modifications, online education, and distance learning).
Our program’s missions are:
- To prepare practitioners with sound principles and techniques of instructional systems design plus technological competence
- To prepare leaders for the meaningful integration of educational technology in teaching, learning, and performance environments
- To develop scholarly practitioners with the ability to solve significant problems of practice within their respective contexts.
We work towards completing these missions by creating a community of scholars, the focus of our doctoral program of study, additional degree requirements, and the dissertation in practice (see below).
As a doctoral student within the Educational Technology concentration, you will be expected to seek out, reflect upon, and research issues related to the broad foundations of technology-based learning. Our program subscribes to the definition of educational technology adopted by the Association for Educational Communications and Technology ([AECT]; 2008) and put forth by Januszewski and Molenda:
“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”
What kinds of research will I be able to do?
As part of the dissertation in practice, you will work with your advisor to develop action research that lets you explore technology-enhanced teaching and learning important to you. Your research will involve persistent Problems of Practice within your context; and you will learn to use research-based resources to maximize learning for different learners across different contexts.
What kinds of work will I be able to do?
This program is focused on preparing educational practitioners who are interested in using focused inquiry to improve their practice. Potential new careers include instructional designers, curriculum developers, and instructional support leaders for K-12 school districts, higher education, or departments of education. Although this program does not prepare you to become research track higher education faculty, it does give you the option of clinical faculty work in higher education.
Typical Course Work
Curriculum and Instruction Core Courses (12 semester hours)
The Curriculum and Instruction Core provides an opportunity for you to develop critical thinking curricular perspectives, including knowledge of practical skills, theoretical constructs, and an understanding of the integral and intersectional relationship of theory to practice for instruction, teaching, and learning.
Concentration in Educational Technology (15 semester hours)
This selection of courses is designed to build your understanding of the structure of technology-enhanced teaching, learning, and instruction for various populations and to survey current tools, techniques, and frameworks for the creation and distribution of instruction.
Cognate Courses (9 semester hours)
You will work closely with your advisor to develop a series of courses that truly focus on an area of interest and allow for an in-depth study to complement your Educational Technology concentration.
Research Courses (12 semester hours)
The Research Courses are meant to introduce you to the process of conducting your own classroom-based, school-based, or social institution-based inquiry; to identify a problem of practice; and to develop components of your dissertation in practice proposal using action research as a methodology.
Dissertation (12 semester hours)
Your dissertation is conducted as a dissertation in practice. A dissertation in practice follows an action research model that requires all students to be in a full-time work context, where you can directly impact teaching, learning, and/or staff professional development. The dissertation process itself is embedded within the courses and curriculum to maximize your understanding and facilitate success.
For more information about curriculum or program requirements, please visit the academic bulletin.