Earn your PhD in Educational Technology
What is Educational Technology?
The Doctor of Philosophy (PhD) in General Psychology with an Emphasis in Integrating Technology, Learning and Psychology degree program at GCU guides learners in understanding how psychology, technology and instruction can seamlessly integrate in learning environments. This leads to the completion of informed research that can positively impact learning outcomes in teaching and educational environments.
This PhD in educational technology typically is designed for people who are currently working in business, government, technology, social media or higher education who want to advance their careers.
The GCU PhD in educational technology degree program was designed by the College of Doctoral Study to provide a well-rounded account of how technology and psychology can impact teaching and learning. Graduates of this program are asked to:
- Integrate psychology with emerging technologies
- Craft innovative communication and learning solutions
- Analyze and apply theories of learning and cognition
- Evaluate and apply technologies for learning
- Develop solutions by applying a learning and communication solutions design process
- Create strategies for building community and social networking
Earn Your PhD in Educational Technology
This educational technology doctoral degree guides learners in incorporating technology to grow 21st century working and teaching environments. The psychology behind how and why technology works to meet strong educational goals is at the core of this program.
The GCU doctorate in educational technology requires learners to dive deeply into research, statistical analysis and evidence-based outcomes. They study how to use technology to improve education. In addition, they conduct research in private and public enterprise, nonprofits and educational institutions.
This research applies directly to the dissertation graduates must write in order to receive their PhD in educational technology from GCU. Learners receive research and dissertation support throughout the entirety of their program, including during two hands-on doctoral residencies.
Combine Innovative Learning and Technology
Social, group and multicultural factors affecting individual behavior impacts how and why educational technology is successful, as well does the influence of mass communication on social awareness and control. That is why these topics are an integral part of the learning experience for GCU learners.
Learners explore and measure learning outcomes and study how psychology teams with technology, instruction and learning to create solutions to achievement concerns in business and classroom environments.
The coursework for the doctorate in instructional technology specifically includes the study of:
- Applying technology to individuals, organizations and communities
- The risks and benefits associated with the use of technology
- Building communities and social networks
- Change at organization, community and social network levels
Careers in Educational Technology
A PhD in educational technology can lead graduates to many career opportunities. Some graduates continue in the same professional roles and use their experience with research to enhance their skill set on the job. Others doctoral graduates may find careers as:
- Instructional coordinators
- Chief learning officers
- eLearning developers
- Training and development specialists
- Instructional designers
- Teacher at the college or university level
If you would like to learn more about how technology can enhance education and learning, an educational tech career may be right for you. Find out more about the Doctor of Philosophy in General Psychology with an Emphasis in Integrating Technology, Learning and Psychology degree program at GCU.
Program Core Courses
This course introduces students to the principal elements of research and scholarly writing. Learners explore approaches to synthesizing literature and the application of the major components of APA form and style, and learn to coordinate literature searches. Furthermore, they learn how to discern principal arguments, analyze research questions, and clearly identify the key scholarly attributes to journal articles and other sources of scholarly data. This course also introduces learners to the University’s overarching values and beliefs regarding research and the responsibility scholars have in continuing a tradition of contributing to an ever-growing body of knowledge.
This course is an introduction to the nature, origins, and history of psychoanalysis and psychotherapy. Although not a clinically based course, the course does address the psychoanalytic and psychotherapeutic strategies used to assist individuals with managing personal and inter-personal issues leading to improved mental health.
This course examines the historical and theoretical background of the behavioristic movement and its major works. The course also examines methods and techniques to help teach and learn new behaviors as well as the concepts and strategies to diminish or eliminate unwanted behaviors.
The course provides an overview of the approaches to inquiry and the methods applied to gain knowledge of the human condition including epistemology and hermeneutic interpretation. These approaches and methods are contrasted with those applied to inquiry in the natural sciences. Consideration is given to the broader social and cultural components that contribute to the refinement of existing knowledge and the creation of new knowledge in the social and human sciences.
This course discusses foundational theoretical research in areas such as cognition, motivation, learning, communications, and collaboration. Applications to both learning and communications solutions are addressed as are research initiatives.
This course explores the historical roots, theoretical foundations, major works, and guiding philosophy of Humanistic, Transpersonal and Existential (HTE) psychology. This course also examines the different approaches to studying HTE as it relates to human motivation, needs, will, love, and existence in a contemporary world.
This residency allows students to begin developing their skills as academic researchers. Residency sessions address topics such as research question development, design, item generation, subscale development and analysis, and basic hypothesis testing. Students have hands-on experience with quantitative and qualitative analysis software.
This course provides a study of theories of probability, descriptive and inferential analyses of data, and testing of statistical hypotheses. Practical experience is provided in the application of statistical methods.
This course enables the learner to research current and emerging technologies in learning and communications. The psychology of applying technology to individuals, organizations, and communities, and the assessment of risks and benefits associated with the use of technology are discussed.
This course enables the learner to create strategies for building communities and social networks. The areas of psychology relevant to collaboration, communities, mass communications, and social networking are discussed. The psychology of change at the organization, community, and social network levels is also addressed.
This course provides students with an overview of qualitative methods and offers students the opportunity to apply and interpret qualitative research. Topics include data collection, data analysis, appropriate qualitative inquiry, and theories of qualitative methods.
This course enables the learner to use a systematic design process to develop learning and communication solutions. The psychologies of creativity and innovation are discussed in the contexts of the design process and their influences on scholarly research.
This residency prepares students to present their scholarly work and to thoughtfully critique the work of others. Students orally present papers developed in their own classes and respond to questions from colleagues. Students are further prepared to become active members in academic communities by learning how to review papers and provide comments.
This course serves as the foundation for ethical study in the field of psychology. Ethical issues in research, writing, psychotherapy, forensic psychology, and animal research are covered. The origins of ethical practices—including the philosophical theories of ethics, the Christian worldview, and the APA code of ethics—are also addressed.
Learners complete a cogent research prospectus as the foundation for their dissertation research proposal. Emphasis is placed on fully articulating a study design and methodology that is aligned with the research questions and developing the first iteration (draft) of Chapter 3 of the dissertation. Prerequisite: RES-855 or RES-866.
The integration of psychology, technology, and learning is discussed as it relates to innovative research and solutions for learning and communications. The development of a rationale for integration and change including factors such as costs, benefits, and risks is addressed as learners integrate theories, such as social intelligence, to enable successful change.
In this course, learners formalize their research proposal specific to their topic. Emphasis is placed on fully developing Chapter 1 and incorporating Chapters 2 and 3 (drafts) from previous research courses. This proposal becomes the first three chapters of the dissertation upon approval of the final draft by the College of Doctoral Studies. Prerequisite: RES-880.
This course introduces students to the final phase of the doctoral study in psychology: the doctoral dissertation. Students plan, conduct, analyze, and interpret original research, and submit their final product for approval during an oral defense. This course offers students the opportunity to select an appropriate topic, and draft the first three sections of their dissertation (introduction, literature review, and methods).
Following successful completion of PSY-955, students continue their work toward the completion of their dissertation by gaining both committee and IRB approval for their proposal, conducting their data collection in accordance with the methods selected in their proposal, and analyzing the results. By the end of this course, students should have the fourth chapter of their dissertation completed. Prerequisite: PSY-955.
Following successful completion of the two preceding dissertation courses, students finish their work on their doctoral dissertation and submit it for final approval during the oral defense. This course affords students the opportunity to draft a discussion section that interprets their findings, as well as an abstract that summarizes their findings. Students also draft their front and back matter, including appendices, tables, and a reference section. The final step in this course is to defend the doctoral dissertation, obtain final committee approval, and submit the document for publication. Prerequisite: PSY-960.