PhD in Psychology - Educational Technology Integration - Qualitative
What Is Educational Technology?
Grand Canyon University's 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 is typically designed for people who are currently working in business, government, technology, social media or higher education who want to advance their careers.
GCU’s qualitative psychology PhD in educational technology was designed by the College of Doctoral Studies 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
What Is a Qualitative PhD Degree?
GCU’s qualitative PhD in General Psychology with an Emphasis in Integrating Technology, Learning and Psychology focuses on examining events to better understand an observed phenomenon. In this program, students will create a sampling plan, design research tools, field test the tools, collect data and conduct an analysis of the data using a systematic approach. This differs from GCU’s quantitative program, which focuses on examining and analyzing events by interpreting numeric data.
Earn Your Qualitative Psychology PhD in Educational Technology and Learning
GCU’s PhD in General Psychology with an Emphasis in Integrating Technology, Learning and Psychology program 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.
This program 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 as 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 qualitative PhD in General Psychology with an Emphasis in Integrating Technology, Learning and Psychology 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.
Core Courses
Course Description
This course introduces doctoral learners to the principle elements of research, scholarly writing, and effective argumentation. Learners are made aware of the dispositions and expectations of doctoral researchers as well as the University’s overarching values and beliefs regarding research and the responsibility of scholars to contribute new knowledge to their respective fields of study. Learners begin the process of identifying a researchable dissertation topic and are acquainted with appropriate scholarly resources that support the development of the dissertation.
Course Description
In this course, learners are introduced to the critical reading of scholarly qualitative and quantitative literature at the doctoral level. Learners also explore the concept of synthesizing the scholarly literature to identify problems and problem spaces that emerge to form a researchable topic of study. The application of scholarly argumentation from the extant literature to defend the need for a research study is discussed.
Course Description
This course is designed to familiarize the graduate student with the major schools of thought in psychology and their philosophical origins. The individuals and their personal experiences are examined in depth. The social, economic, and political forces that have influenced the developing discipline of psychology are also examined.
Course Description
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.
Course Description
In this course, learners are introduced to key components of qualitative and quantitative research designs and the means to critically appraise the application of research designs as observed in the scholarly literature. The University's core research designs are presented. Consideration is given to the initial selection and defense of a research design to address a problem that emerged from the extant literature.
Course Description
This residency allows learners to continue developing their skills as academic researchers. Learners will have hands-on experience applying quantitative and qualitative design principals to develop the foundational elements for their potential dissertation studies. Prerequisite: RES-850, RES-825, RES-831, or RCS-831.
Course Description
This course provides an introduction to the sampling, data collection, and data analysis methods employed in qualitative and quantitative research designs. Learners explore the alignment of sampling, data collection, and data analysis methods to the research topic, research questions, and research design. The course positions learners to select qualitative or quantitative designs for their dissertation studies. Prerequisite: RES-831.
Course Description
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.
Course Description
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.
Course Description
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.
Course Description
In this course, learners explore the basic components of GCU qualitative core research designs including descriptive, case study, and phenomenology. The nature of epistemological foundations and the structure of problem statements, purpose statements, research questions, data sources, collection and analysis approaches are discussed in the context of each design.
Course Description
In this course, learners differentiate the epistemological foundations and explore the data trustworthiness, research ethics, and potential for bias in descriptive, case study, and phenomenology research designs. The process of building a rationale for design choice and aligning the research questions, interview questions, problem statement, and purpose statement is addressed. Sources of qualitative data are introduced for each design, and ethical aspects of research are discussed. Prerequisite: RES-841.
Course Description
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.
Course Description
In this residency, learners orally present and defend an expanded design of their preliminary dissertation research from RSD-851. Emphasis is placed on developing the qualitative dissertation. Prerequisite: RES-843.
Course Description
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.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design independent research under the guidance of the dissertation committee. Prerequisite: RES-871, PSY-885, RSD-883, or RSD-884.
Course Description
In this course, learners explore qualitative data collection techniques and sources of qualitative data in the context of answering the research questions posed by a study. Consideration is given to the recognition of data saturation and the management of data. Learners continue to work with their respective dissertation chairs to prepare a written statement of data collection, and management activities. Prerequisite: RES-843.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: PSY-955.
Course Description
In this course, learners focus on the interpretation of qualitative data to produce written research findings, results, and implications. Learners continue to work with their respective dissertation chairs and apply information from this course to move ahead in the dissertation process. Prerequisite: RES-873.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: PSY-960.
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* Please refer to the Academic Catalog for more information. Programs or courses subject to change.