Instructional Psychology and Technology
This website will acquaint you with the exciting educational and research opportunities in the IPT program.
Instructional Psychology and Technology's Mission Statement:
The IPT program integrates the fields of educational psychology and instructional technology as the foundation for a comprehensive, multifaceted approach to the study of instruction.
The IPT program faculty is committed to facilitating the interaction and connections among cognition, motivation, and technology tools and processes to support reflective and critical approaches to instruction that are effective, responsive, and appropriate in a variety of settings and contexts.
The program offers both Masters and Ph.D. degrees:
- Master's Program
The M. Ed. degree in Instructional Psychology and Technology represents a blend of research, theory and practice which provides a focus for examining problems of instruction and learning in a variety of educational and business settings. Within the M. Ed. in Instructional Psychology and Technology the following specializations are available to students:
- Doctoral Program
The doctoral program in Instructional Psychology and Technology is designed for persons preparing for a career in higher education research and teaching, public school research and evaluation or in business and industry.
The Instructional Psychology and Technology (IPT) program integrates the fields of educational psychology and instructional technology. Educational Psychology contributes knowledge of the internal conditions of learners, the external conditions that affect learning, and the measurement of psychological processes and characteristics. Educational psychology also offers an empirical perspective on the development and assessment of theory. Instructional technology contributes the "technology" of analyzing learning tasks, learners' characteristics, and the contexts in which instruction will occur. This analysis is the foundation for designing, developing, producing, implementing, and managing theory based instructional interventions to promote learning.
The major areas of knowledge and competence which students in the program area will acquire are defined generally as (a) psychology of learning, (b) technology of instruction, and (c) tools of inquiry and implementation.
Psychology of Learning. The program's theoretical basis from psychology of learning, while profoundly cognitive science in nature, also draws from developmental, behavioral, and social learning theories. This eclectic theoretical perspective is not only historical, but also utilitarian in attempting to explain the effects of prior experience and knowledge, motivation, personal and social factors on learning.
Technology of Instruction. The program's instructional technology and design knowledge base is grounded in the work of numerous researchers and theorists such as Briggs, Bruner, Gagne, Glaser, Reigeluth, Mayer, Merrill, and Tennyson, who have proposed theoretical models of the connections between the external events of instruction and the internal events of cognition and learning. The theory, research, and resulting instructional principles are addressed in courses in the following areas: (a) instructional design and instructional psychology, (b) instructional material development and production via different media, and (c) instructional management and implementation.
Tools for Inquiry and Implementation. The program area also offers courses which provide tools for both inquiry into learning and instruction, and practical application and implementation of currently known principles of instruction. These tools can be categorized as (a) measurement and evaluation, and (b) research design and data analysis.
Courses. A listing of graduate courses in Instructional Psychology and Technology can be found at catalog.ou.edu/courses/courses.htm and in the links provided within this website.