Instructional Technology Ed.D.
Degree: Doctor of Education
Program Director: Dr. Bill Sadera
The Doctor of Education (Ed.D.) degree is based upon the understanding of education settings (schools and beyond) as learning communities immersed in a world of technology within which students are nurtured and challenged to meet the high expectations established for them; community leaders are engaged in these communities to support them; and teachers, supervisors and administrators must take the lead in integrating technology into these communities through continuous professional development. Thus, the program focuses on the development of instructional technology expertise to meet the present and future needs of technology integration in instruction across the educational spectrum.
This program is available to be taken fully online or face-to-face with courses offered in synchronous and asynchronous formats.
The objectives of the Ed.D. in Instructional Technology are to:
- Develop knowledge and skills in the theory, foundation and philosophy to employ instructional technology in a wide range of educational practice.
- Provide advanced skills and abilities for teachers and trainers who are innovative change agents for integrating technology into education and human resource development organizations.
- Acquire advanced skills in research, assessment and evaluation strategies in the applications of technology in education and training environments.
- Provide experiences for employing technology effectively in pre-K through 16 learning environments to promote reform and enhance learning.
- Develop knowledge, skills and abilities for teaching via online and digital environments to create and ensure high-quality and effective learning communities.
- Create skilled and highly capable professionals who are able to lead educational organizations to make effective decisions about the appropriate uses of technology in learning and teaching.
- Successful completion of a master’s degree from a regionally accredited college or university**.
- An overall GPA of 3.00 or above for undergraduate degree work is required. Graduate work should be at a GPA level of 3.75, though GPAs as low as 3.40 can be considered.
- An interview may be required upon the request of the Admissions Committee of the Instructional Technology faculty.
Please complete the online application, including the following:
- Letter of intent describing professional goals in seeking the degree, areas of interest/specialization and why the candidate sees the program as a good fit for him/her.
- Letters of recommendation from two professionals, including one from a professional familiar with the academic work of the candidate. Only letters on organizational letterhead will be accepted.
- Academic writing sample (APA style)
- Digital learning sample and reflection paper that demonstrates the integration of technology into the applicant’s field of expertise (such as instruction or training)
Application materials are reviewed by the admission committee using a competitive review process. In reviewing applications, the committee will seek evidence of prerequisite knowledge in the following areas: instructional design, educational psychology, research design and statistics. Students who do not have this prerequisite knowledge may be asked to complete one unit-directed reading activity to improve background knowledge and help prepare for doctoral course work.
A limited number of students are accepted into the doctoral program each year in order to maintain a low student-to-faculty ratio. For all other admission requirements and instructions on how to apply, see the Admission Requirements & Deadlines page at: https://www.towson.edu/coe/departments/edtech/grad/instructiontech/admission/
Non-immigrant International Students
Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.
The doctoral program requires 63 graduate units beyond the master’s degree. Course work in the program includes 15 units in the program core, 9 units in research methodology, 18 units of elective course work, 9 units of doctoral seminar and 12 units of dissertation research.
After completing all course work and prior to beginning the dissertation, students must pass a comprehensive written exam and/or submit a portfolio based upon the core courses and electives. Upon passing/approval, students will be admitted to the dissertation sequence.
|ISTC 700||ASSESSMENT IN INSTRUCTIONAL TECHNOLOGY||3|
|ISTC 707||LEARNING ENVIRONMENTS IN A DIGITAL AGE||3|
|ISTC 709||LEGAL AND ETHICAL ISSUES IN INSTRUCTIONAL TECHNOLOGY||3|
|ISTC 711||INNOVATION, CHANGE AND ORGANIZATIONAL STRUCTURES||3|
|ISTC 741||RESEARCH FOUNDATIONS OF INSTRUCTIONAL TECHNOLOGY||3|
|Research Methodology Courses|
|EDUC 789||RESEARCH METHODS, DESIGN, AND ANALYSIS||3|
|EDUC 790||ADVANCED MEASUREMENTS AND STATISTICS IN EDUCATION||3|
|EDUC 791||ADANCED QUALITATIVE RESEARCH METHODS||3|
|Seminars and Internship|
|ISTC 780||SEMINAR I: INVESTIGATING AND EVALUATING RESEARCH IN INSTRUCTIONAL TECHNOLOGY||3|
|ISTC 782||INVESTIGATING AND EVALUATING RESEARCH IN ISTC II||3|
|ISTC 797||GRADUATE INTERNSHIP IN INSTRUCTIONAL TECHNOLOGY||3|
|ISTC 998||INSTRUCTIONAL TECHNOLOGY DISSERTATION||12|
|Selection of elective courses must be made with the advice and approval of the student’s doctoral adviser. All elective units may be in instructional technology. With prior permission, 12 units may be taken outside the College of Education. All elective course work must be at the 600 level or higher. With approval, courses completed as part of a Towson University C.A.S. program may be applied.||18|
Graduates of the Ed.D. Program in Instructional Technology will be expected to achieve the following learning outcomes:
- Demonstrate knowledge of learning theory and pedagogy for meaningful design, creation, and integration of technology in diverse learning and training environments.
- Demonstrate knowledge and skills as leaders to serve as innovative change agents in teaching, learning, and performance environments
- Demonstrate commitment to current professional ethics and creating culturally inclusive environments.
- Demonstrate advanced skills in research, assessment, and evaluation to investigate the role and design of technology in understanding and enhancing learning and improving performance.
- Apply educational technologies to achieve and establish just and equitable educational learning opportunities.