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Ed.D. Instructional Technology & Leadership

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Develop the skills to advance research and theory in educational technology and apply them in a multitude of high-demand fields.

Program Info

This 57- credit program is designed for educators and professionals seeking an advanced degree in technology infused teaching and learning practices for academic and corporate settings. Students will rethink education in the age of technology from local and global perspectives. Through research and data analysis, students develop knowledge and skills for being a critical thinker, a technology advocate, a collaborative scholar, and a digital citizen in a global society.

The faculty-designed curriculum is informed by professional organizations including the American Educational Research Association (AERA), International Society for Technology in Education (ISTE), Association for the Advancement of Computing in Education (AACE), and the Association for Educational Communications and Technology (AECT). The course work allows candidates to develop beliefs that drive technology integration, rigorously evaluate instruction or products, conduct assessments of programs, and develop methods that enhance the purposes of educational or corporate settings.  

This program offers a convenient format that allows candidates to attend evening online classes, thus making it easier for students to maintain full-time employment. First year students are required to attend a three-day orientation held at the beginning of the Fall semester. During this time, students are introduced to the program, attend classes, interact with faculty and cohort members, review graduation requirements, and participate in social activities. Students have the option of completing coursework on a full-time or part-time basis.

Admission Requirements

Admission applications are accepted between December 15 and February 15. Please note that admission is only for a Fall semester start. For example, a student can apply for the program in February.

Admission Criteria

Admission to the Ed.D. Instructional Technology and Leadership program is based on the academic qualification and appropriate experience of the applicant. It is made without regard to race, ethnicity, religion, disability, age, gender, or sexual orientation. A maximum of 12 students will be admitted into the program each year. Three years of experience in an educational field or setting is preferred.

  • A minimum 3.0 GPA on a 4.0 scale on the last 30 hours of graduate work. 
  • Master's Degree in Education or a related field from an accredited institution
  • Graduate Record Exam (GRE) scores obtained within five years of application date
  • Technology competence and access to a current computer with internet connectivity.

Application Deadline

The application deadline is on February 15. Applications received after February 15 may be considered if there is space available.

Application Materials

Duquesne University Online Application

Ed.D. Instructional Technology & Leadership Program Online Application

Graduate Record Exam (GRE) scores obtained within five years of application date

Technology competence and access to a current computer (specifications to be provided) with high-speed internet connectivity

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).

International Applicants

  • Submission of all academic records for any education completed since high school (documents in other languages must be accompanied by English translation). These documents must include a complete record of all courses taken and grades received as well as a copy of a diploma or certificate of completion (if the program was completed at that institution).
  • All international transcripts from institutions where more than two semesters of coursework were completed must be accompanied by an Official Foreign Credential "Course by Course" Evaluation. World Education Services (WES) or Educational Credential Evaluators (ECE) may be used to provide credential evaluations.
  • Official Foreign Credential Evaluations are not necessary from institutions with which we have an existing partnership.
  • Duquesne University requires submission of the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) test scores for all non-native English speaking applicants.
  • Score Requirements
    Successful candidates must receive a score of 550 on the paper version of the TOEFL exam or a score of 80 on the internet-based test (iBT); or receive a score of 7.0 on the IELTS exam. 

    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.

Tuition and Aid

A Duquesne degree is an investment in your future and increases in value over time. 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. By making this investment in yourself, you will receive the highest level of academic quality from our highly regarded, diverse faculty who are at the forefront of the field of education. At Duquesne, you'll become part of a community of nearly 9,500 students studying at the undergraduate, graduate, and doctoral levels.

Graduate tuition is $1,284 per credit. In addition to tuition, graduate 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.

University-offered graduate assistantships are available for competitive applications. For graduate assistantships offered by the School of Education, please contact the Program Director or Chair of the Department for your desired program.

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

Faculty

David Carbonara

David Carbonara, Ed.D.

Clinical Assistant Professor
Department of Instruction and Leadership in Education

327A Fisher Hall
Phone: 412.396.4039
carbonara@duq.edu
Curriculum Vitae
Full Profile

David Carbonara (Ed.D., Science Education/Educational Research and Methodology, University of Pittsburgh, 1990) is a leading teacher-scholar in the field of instructional technology for classrooms and online learning environments. He has served as Program Director of Instructional Technology since 2004 and is a former Director of Technology for a large school district. He also taught math and science courses in grades 7-12. His focus for teaching and research is how to prepare pre-service teachers and in-service technology innovators in STEAM education to engage students in computational thinking. He is currently the Editor-in-Chief of the International Journal of Information and Communication Technology Education and presents and publishes regularly.


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.


Joseph Kush

Joseph Kush, Ph.D.

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 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.


Sandra Quiñones

Sandra Quiñones, Ph.D.

Program Director
Assistant Professor
Department of Instruction and Leadership in Education

412D 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 assistant 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.