Courses for Ed.D. Educational Technology

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Students take graduate courses in three signature themes: Instructional Leader, Technology Advocate, and Collaborative Scholar.  The Ed.D. Educational Technology program includes the below courses.

Theme 1: Instructional Leader (15 Credits)

Course NumberCourse TitleCredits
GDIT 701

Professional Leadership in Technology

This course is designed to help students understand the critical role of leadership in the effective application and integration of technology into the learning process and administrative functions of an organization. It is critical that leaders understand the importance of developing a shared vision of the role of technology in the teaching-learning experience, comprehend the change process, and learn how to develop a strategic plan to guide the implementation and evaluation of technology. Spring Only

GDIT 705

Cognition and Instructional Design

The course is designed to support doctoral students of Instructional Technology in the courseware development process, from analysis through evaluation, especially the analysis, design and development phases. Students will gain perspectives and experiences on designing and developing courses with emerging interactive technology for more engaging classroom teaching and research. While the course emphasizes design considerations, students will practice diverse technology, consider possible areas of application, and research the applied educational use of these technologies.

GDIT 714

Leadership and Education in a Global Society

This course offers an examination of the educational system in the United States compared with systems in other nations. Specific issues discussed will include economics and work, comparative educational systems, migrations, marginalized populations, and technology. Participants will further identify local, state, national, and international leaders in the field of online learning and take a leadership role in assembling, introducing, and moderating panel discussions on specified topics of interest to the class. Spring Only

GDIT 715

Learning Theories and Instructional Design

The purpose of this course is to prepare instructional leaders who will be committed to teaching and engaged in learning. Instructional leaders are able to reflect upon and improve practice from their own experiences. This course is based upon three pillars: schools of educational psychology, major contemporary educational movements and paradigms, and established models of instruction. Instructional learning theory is centered on the major schools of educational psychology: behaviorism, cognitive learning theory, humanism, and lifelong learning. Participants will also be exposed to models of instruction for their consideration. Each model of instruction will be based upon the schools of educational psychology and movements and paradigms.

GDIT 716

Design of the Learner Experience

This course will focus on a human-centered approach to the design of learner interaction/experience. Design consideration will include a variety of potential users in a learning environment such as students, teachers, staff, and parents. Students will be exposed to the lifecycle of interaction/experience design, test methods of analyzing user needs, compare and contrast different interaction designs, and evaluate the potential benefits and impacts of these on different users. Students will design an interface/interaction for a learning system or environment using prototyping software and develop a research plan to determine the outcome of their designs. Spring Only


Theme 2: Technology Advocate (15 Credits)

GDIT 703

Foundations of Instructional Technology

This course offers an examination of the key foundations of teaching and learning as applied to instructional technology. Participants will consider the psychology, philosophical, social, and historical perspectives of using technology for teaching and learning. Included are topics such as the taxonomy for the technology domain, technology-based instructional delivery media, impact of technology on the learning community, and the timeline of technology.

GDIT 712

Ethics and Social Justice in the Digital Age

This course provides a fundamental, interdisciplinary knowledge of ethical theories and principles as they relate to instructional technology. Students will investigate and discuss current ethical issues facing students and educators given the abundance of technology-based resources and how this directly impacts leadership strategies. This course will also focus on social justice and how, as future leaders in their field, students are enabled to become advocates of social justice for children, families, schools, and communities. Spring Only

GDIT 713

Computational Thinking

This course will focus on the ways computational thinking can be integrated into the curricula of educational institutions. Students will gain knowledge of computational thinking as it is used in instructional technology, explore computational thinking in various academic fields, become familiar with web-based and mobile device resources which support computational thinking, and be exposed to a variety of processes and interventions involved in the management of instructional technology. Fall Only.

GDIT 719

Learner Computer Interaction

This course offers an examination of how learners process information and how this influences the design of learning systems and interactive learning environments. Students will examine research related to the factors of learner attention, cognitive capacity, perception, and memory. These will in turn guide the development of more effective and intuitive learning systems and learning environments. Students will evaluate the research and identify directions and topics for future study with a focus on technology-enhanced learning and learner-computer interactions. Spring Only

GDIT 722

Technology in Language Instruction and Development

This course is an introduction to current theory and the use of technology in language teaching in various contexts, including second/foreign language teaching and first/second literacy development in face-to-face, hybrid, and online environments. The purpose of this course is for language teachers to acquire knowledge and skills about traditional and innovative approaches to integrating instructional technology in a variety of educational contexts. The course includes: an introduction to using computers, software, and mobile devices for language and literacy education; an exploration of new media technologies; the use of Internet-based resources and software in both high-and low-tech teaching environments; distance language teaching; and current issues in the role of educational technology.


Theme 3: Collaborative Scholar (15 Credits)

GREV 701

Research Methods & Design

This course provides an introduction to qualitative and quantitative approaches to research design and methodology. Through the use of specific research cases, students will analyze the practical problems faced by a researcher and the solution he or she selected. Students will also learn to evaluate the researcher's solutions and consider alternatives.

*GREV 510

Statistics I

This course is an introduction to descriptive and inferential statistics. Topics addressed include: basic statistical and research concepts, graphical displays of data, measures of central tendency and variability, standardized scores, normal distribution, probability, hypothesis testing, confidence intervals, sampling distributions, correlation, simple linear regression, t-tests, one-factor analysis of variance, and chi-square test. The SPSS for Windows computer software package will be used.

GREV 610

Educational Statistics II

This course is the second in a sequence of three statistics courses. The major topics focused upon are analysis of variance and multiple regression. Specific areas include: one-way ANOVA, factorial ANOVA, post-hoc analysis, evaluation of model assumptions, repeated measures analysis, analysis of covariance, and bivariate and multiple regression procedures.

GREV 721

Theoretical Foundations of Qualitative Research

This course is designed to explore the use of qualitative research techniques in educational and clinical applications. Course content will cover the historical, philosophical and cultural issues involved in qualitative research as well as strategies and tactics for fieldwork, types of ethnographic approaches, ethical concerns, types and nature of interpretative research and participatory approaches to research.

GREV 722

Advanced Methods in Qualitative Research

This doctoral-level course develops advanced understandings and applications of specific qualitative research methods. Students examine various methodological and inquiry paradigms. Emphasis is placed on the use of methods that are contextually congruent with students' disciplinary research needs.

*Student may take a statistics screening test to ‘skip' GREV 510 and go straight into GREV 610. If students pass the statistics screening test, Statistics II and III are the recommended quantitative methods courses.

Dissertation-in-Practice Advanced Seminars (9 Credits)

GDIT 728

Digital Portfolio Seminar

GDIT 730

Dissertation Writing Seminar I

This advanced-level writing seminar takes a “guidance-in-action” approach to the development of scholarly writing practices. Students writing their dissertation will consult with faculty and peers as they clarify the arguments in each section and “workshop” the drafts they are preparing for their dissertation committee. Expectations for APA style academic writing will be emphasized.

GDIT 740

Dissertation Writing Seminar II

 Total Degree Credits 54