M.S.Ed. Instructional Technology

Develop the skills to transform learning in a multitude of settings.

Program Info

Is this program right for you?

A master's degree in Instructional Technology prepares candidates to enter the workforce in a variety of continually expanding capacities. At the K-12 level, the degree will prepare you to use technology more efficiently and confidently in your classroom.

Careers in Instructional Technology

Instructional technologists are also employed in higher education settings as instructional designers or technology developers, assisting faculty with enhancing technology into their teaching and research. Corporations, non-profits, and startups also employ instructional technologists to effectively design, implement and evaluate their technological integration. Often, students choose to continue their studies and pursue doctoral degrees.

Why pursue a master's degree in Instructional Technology at Duquesne?

Duquesne students benefit from the accessibility, small class sizes, and faculty expertise. You will study alongside full-time graduate students in graduate courses while following a curriculum that meets your needs. For candidates interested in working in K-12 settings, upon graduation, it is possible to also secure an Endorsement and/or a Certificate from the Pennsylvania Department of Education as part of the 30-credit program of study.

Designed for working professionals

  • 100% online courses
  • All courses offered in the evenings, Monday through Thursday
  • The program consists of 10 classes (30 credits) and can be completed in two years while continuing to meet your classroom responsibilities.

Learn how to master the online classroom...


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Admission

Admission Materials 

  • Duquesne University Online Application
  • Transcripts
    If your undergraduate and/or graduate degrees are from an institution located outside of the United States, you must use a transcript credential evaluation service to obtain a course-by-course report. The official reports must be sent directly to Duquesne University from the organization you order through and will qualify as official transcripts. Please review our Transcript Credential Evaluation Directions.
  • Letter of Intent
  • CV or Resume

Please official undergraduate transcripts to:
School of Education 
Office of Graduate Admissions
Duquesne University
214 Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282

or

soegrad@duq.edu

Admission Requirements

  • 3.0 GPA*
  • Due to higher education regulation changes, Duquesne University is unable to accept applications for admission to online programs and courses from students residing in certain states. Before applying, please review the State Authorization Reciprocity Agreement (SARA).

*Applicants are customarily expected to have a 3.0 Grade Point Average, based on a four-point scale, in their undergraduate work. However, exceptions may be granted on a limited basis, in which there is substantial additional evidence of a student's academic competency.

International Applicants Only

  • Duquesne University requires submission of the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) test scores for all non-native English speaking applicants
  • Score Requirements: TOEFL score of 550 on the paper version or TOEFL score of 80 on the paper version (TOEFL iBT); Or a score of 7.0 on the IELTS Exam, current to within one year
  • Additionally, the English as a Second Language program conducts a review of each matriculated student upon arrival to determine individual needs for English instruction to support success in their chosen degree program
  • Visit International Admissions for additional information and requirements.

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Tuition and Aid

A Duquesne degree is an investment in your future. Join one of the nation's top-tier universities with the best value, considering cost and academic quality, as ranked by U.S. News & World Report. At Duquesne, you'll become part of a community of nearly 9,500 students studying at the undergraduate, graduate, and doctoral levels.

In addition to graduate tuition rates, students may also incur fees for administrative services, room, and meals, if applicable. At Duquesne University, we believe that financing your education is a partnership between the student and the university. As part of that partnership, The School of Education offers financial assistance in many forms including:

  • University-offered graduate assistantships are available for competitive application
  • Current full-time lay teachers of pre-K through high school or school administrators in a Roman Catholic school in the Pittsburgh, Greensburg, or Altoona-Johnstown Dioceses pursuing a non-doctoral degree or certificate in the School of Education may be eligible to receive a 60% tuition award. This Lay Teacher award does not apply to the doctoral programs. Only one Duquesne University degree may be earned under this reduced tuition program. The Catholic School Lay Teacher & Administrator Award Form details information pertaining to this award.

For further assistance, please contact the Duquesne University Office of Financial Aid.

Federal government financial aid options:

In addition to awards and scholarships, you may be eligible for financial aid with the federal government. The federal government has loan options that can cover education and living costs. Loan forgiveness options are also available for those working inside and outside of the classroom, these include:

  • Teacher Loan Forgiveness Program
  • Public Service Loan Forgiveness (PSLF).

For further assistance, please contact FedLoan Servicing.


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Faculty

Joseph Kush

Joseph Kush, Ph.D.

Program Director
Professor
Department of Instruction and Leadership in Education

327C Fisher Hall
Phone: 412.396.1151
kush@duq.edu
Curriculum Vitae
Full Profile

Joseph Kush (Ph.D., Educational Psychology, Arizona State University, 1984) is a Professor of Education and the Program Director of Instructional Technology & Educational Technology at Duquesne University in Pittsburgh, PA. He serves on the editorial boards of several school psychology, technology, and assessment journals. His research interests include intellectual assessment and issues of test bias and test fairness for children from minority backgrounds and issues related to instructional technology. He is also strongly committed to issues of social justice. He is an accomplished guitarist and uses Macintosh computers exclusively.


Misook Heo

Misook Heo, Ph.D.

Professor
Department of Instruction and Leadership in Education

729 Fisher Hall
Phone: 412.396.1662
heom@duq.edu
Curriculum Vitae
Full Profile

Misook Heo (Ph.D., Information Science and Technology, University of Pittsburgh, 2000) enjoys teaching subjects that focus on scientific approaches toward how people learn and its practical implications in multimedia and interactive instructional design. Her research interests include informal learning, knowledge sharing, and information visualization. Dr. Heo was a Fulbright Scholar in 2014.


Jason Margolis

Jason Margolis, Ph.D.

Professor
Department of Instruction & Leadership in Education

413 Canevin Hall
Phone: 412.396.6106
margolisj@duq.edu
Curriculum Vitae
Full Profile

Jason Margolis (Ph.D. Teacher Education, University of Michigan, ‘03) served as DILE Department Chair from 2011 to 2018. A former New York City public high school English teacher (1993-1999), Dr. Margolis focuses his teacher education classes around "3rd space approaches" to engage diverse learners. His research explores the intersection of school change, teacher professional development, and teacher leadership.


Sandra Quiñones

Sandra Quiñones, Ph.D.

Associate Professor
Department of Instruction & Leadership in Education

412A Canevin Hall
Phone: 412.396.4517
quinoness@duq.edu
Curriculum Vitae
Full Profile

Sandra Quiñones (Ph.D., Teaching, Curriculum & Change, University of Rochester, 2012),is an associate professor in the Department of Instruction & Leadership in Education at Duquesne University. Her qualitative scholarship focuses on Latina/o education and family-community engagement issues, with an emphasis on bicultural-bilingual elementary teachers’ experiences and perspectives of being well educated. She specializes in the application of Chicana/Latina feminist concept of trenzas/braids as a metaphorical-analytical tool in life history and narrative inquiry approaches. A former elementary teacher in Rochester, New York and San Juan, Puerto Rico, Dr. Quiñones teaches undergraduate and graduate literacy education courses. Since joining Duquesne University in July of 2013, she has worked collaboratively on a mixed methods research study of a supplemental literacy program, a qualitative single case study of an exemplary community school in Eastern Pennsylvania, and a community-engaged mixed methods study of a mindfulness-based professional development program being implemented at multiple educational institutions.


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