Online Ed.D. in Educational Psychology and Technology
The online Ed.D. in Educational Psychology and Technology prepares students to improve learning outcomes by applying evidence-based research to practice in organizations and the classroom. An emphasis on bridging the gap between research and professional practice distinguishes the Ed.D. from Ph.D. programs that focus on research undertaken largely to advance knowledge in the field. This program equips students to become competent professionals in the field of Educational Psychology and Technology: identifying instruction-based and assessing teaching and learning challenges, and developing and implementing curricula that use technology to support better learning outcomes.
Graduates will be prepared to assume leadership roles in organizations and educational institutions that seek to employ learning technology and an in-depth understanding of educational and psychological theory to improve student learning outcomes, and/or to support organizational productivity and sustainability. This online doctoral program is designed for working adults and may be especially attractive to mid-career teachers, school administrators and counselors, curriculum specialists, corporate training directors and professionals in related fields.
Students are also able to choose from one of three concentrations: Organizational Learning and Technology; Higher Education, Learning and Technology; or K-12 Education, Learning and Technology.
Educational Psychology and Technology
- Higher Education Learning and Technology
- K-12 Education Learning and Technology
- Organizational Learning and Technology
Two residencies at one of our campuses; two and a half days each
Program Time to Completion
Part-Time, 3 years (18 to 20 terms), maximum 5 years
To be qualified, students seeking admission to the Ed.D in Educational Psychology and Technology program must have a master’s degree and meet at least ONE of the following requirements. Prospective students must enter with:
- Master’s degree from a regionally accredited institution in Psychology, Education, Educational Psychology, Educational Leadership, Curriculum and Instruction, Instructional Design/Technology or a related field OR
- At least nine (9) credit hours of Master’s level courses related to Psychology, Education, Educational Psychology, Educational Leadership, Curriculum and Instruction, Instructional Design/Technology or a related field with a passing grade of B or higher OR
- At least three years working in an educational field or setting. Prospective students may include but not limited to teachers, school administrators, curriculum developers, school counselors, principals, corporate training directors, and professionals in related fields.
Cognition across the Lifespan and Technology’s Impact
This course will begin with students studying the interaction of computer technologies and cognitive theories. Learning with new technologies; how technology influences theories of mind. How theories of cognition may guide the development of new technologies. The theories covered will include biopsychological, behavior-analytics and socio-culture perspectives. Issues involving learning, memory and cognition, problem solving, and emotions throughout the lifespan will be included.
Proseminar in Technology and Education
This course is designed to give doctoral students a place to discuss the historical theoretical, empirical, methodological, and philosophical issues as well as current topics. Students will investigate the relationships between educational psychology and technology. Research literature on learning and development in educational settings will be studied. The goal is to create a professional environment where students can share ideas and collaborate as they explore their own ideas for scholarly research.
Integrating Technology in Learning Systems
This course examines what is involved in designing technology rich environments to support different types of learning systems. Students will continue to examine the integration of human learning theories with instructional design and begin to develop practices in the selection, preparation, and evaluation of instructional technology implementation throughout different learning systems.
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Dr. Chante DeLoach
“As psychologists and agents of social change, we must fervently ask how psychology can aid in the promotion of global health.” -Dr. Chante DeLoach, Associate Professor, Clinical Psychology
Dr. Michele Nealon-Woods
“Students need more than just technical tools; they need to be guided in understanding how their own belief systems and their level of psychological self-awareness influence their current and future competencies.” -Michele Nealon-Woods, National President, The Chicago School of Professional Psychology
Dr. Breeda McGrath
“A parent who is dealing with job loss may be using all of his cognitive resources just to cope, and has very little left over for the kids. And while kids don’t understand all of it, they...feel a sense of loss.”-Dr. Breeda McGrath, Chair, Online International Psychology Program