Instructional Psychology and Technology

INSTRUCTIONAL PSYCHOLOGY AND TECHNOLOGY

Chair: Paul F. Merrill
201 MCKB
Provo, UT 84602-5089
(801) 378-7072

THE PROGRAM OF STUDIES

Instructional psychology and technology is a branch of educational study concerned with the ideas, principles, and theories related to the improvement of instruction. Students of instructional psychology and technology seek to identify and implement improvements in instruction while endeavoring to understand the principles that govern these improvements. These solutions are implemented in educational settings in public schools and universities, business, industry, the government, the military, the community, and the church. The instructional psychology and technology program at Brigham Young University teaches students the knowledge, methods, and technologies necessary for disciplined research into instructional issues.

The objective of the Department of Instructional Psychology and Technology is to enhance learning by improving instruction and teaching. In partnership with others, the department will (1) search for knowledge that improves instruction, (2) apply knowledge and technology to solve instructional problems, and (3) empower students with knowledge and skills in instructional development, research, and evaluation.

Students in each degree program are required to take basic courses in the following areas of disciplined inquiry in instruction: design and development, research, measurement, and evaluation. They are also required to acquire collateral tools from other disciplines such as statistics, computer science, human resource management, and communications. Specialized courses are offered to deepen the candidate's knowledge and theoretical sophistication. Professional skills are developed through extensive project and internship experiences offered in the schools, church, home, and community.

The Department of Instructional Psychology and Technology offers two degrees: Instructional Psychology and Technology—MS and Instructional Psychology and Technology—PhD.

Approximately thirty students are enrolled in the MS program and fifty students in the PhD programs. Full-time students should be able to complete an MS degree within approximately two years; full-time PhD students with an MS in instructional psychology and technology should be able to complete the PhD within three years.

Master's and doctoral students in other departments wishing to take a minor in instructional psychology and technology should counsel with the instructional psychology and technology faculty member appointed to their graduate committee in selecting the appropriate courses (9 hours of course work required for a master's minor, 12 hours for a doctoral minor).

Instructional Psychology and Technology—MS

The MS program is designed for students who desire to emphasize instructional design and production or multimedia in instruction. However, students may also emphasize research and evaluation. Considerable flexibility is built into the program to allow students to tailor their program in accordance to their background and professional goals.

Admission and Entry.

Fall semester and summer term entry only.

• Semesters of entry and application deadlines: fall, summer, February 1.
• Application requirements: letter of intent and three letters of recommendation.
• Entrance examination: GRE general test. When taking GRE, use institutional number R 4019. Application will not be considered without GRE scores.
• Prerequisite: (3 hours) ELF 517 or Engl 316.

Requirements for Degree.

• Credit hours (minimum 35): 29 course work hours plus 6 thesis hours (IP&T 699R) or 6 project hours (698R).
• Required courses (14 hours): IP&T 515R (Microcomputers in Schools), 564, 652, 662 or 672, Stat 552.
• Emphasis: 12 hours to be determined in consultation with graduate committee.
• Internship: 3 hours (IP&T 680R).
• Thesis, 6 hours (IP&T 699R); or project, 6 hours (IP&T 698R).
• Examinations: oral defense of thesis or project.

Instructional Psychology and Technology—PhD

Designed to allow students to tailor their program in accordance to their background and professional goals, the PhD program includes specializations in instructional design and production, research and evaluation, and second-language acquisition.

Admission and Entry.

Fall semester and summer term entry only.

• Semesters of entry and application deadlines: fall, summer, February 1.
• Application requirements: letter of intent and three letters of recommendation.
• Entrance examination: GRE general test. When taking GRE use institutional number R 4019. Application will not be considered without GRE scores.
• Prerequisite: (3 hours) ELF 517 or Engl 316 or Ling 230 or 330.
• Foreign language and skill requirement: there are two options for completing this requirement depending on area of specialization: (A) instructional design and production and research and evaluation specializations (equivalent of at least 18 hours in statistics and computer science); or (B) second-language acquisition specialization (equivalent of at least 14 hours of statistics and computer science and at least intermediate proficiency in a second foreign language, demonstrated by test or by course work completed through the 202 level). This means that students must have two languages in addition to English to complete this specialization.

Requirements for Degree.

• Credit hours (minimum 73): 55 course work hours plus 18 dissertation hours (IP&T 799R).
• Required courses (16 hours): IP&T 620 or Psych 560; IP&T 564, 652, 661, and 672 or Psych 500R or Ling 600.
• Specialization: 18 hours as determined in consultation with graduate committee.
• Internship: 12 hours (IP&T 680R).
• Three projects: 9 hours.
• Residence: at least two consecutive 6-hour semesters on the BYU Provo campus.
• Examinations: (A) comprehensive written examination; (B) oral defense of dissertation.
• Time limit: all requirements for the doctorate must be completed within an eight-year period.

FINANCIAL ASSISTANCE

Financial assistance is available mainly in the form of paid internships through the Instructional Psychology and Technology Department, other departments within the university, and various agencies external to the university. Limited funds are available for partial tuition waivers for students with emergency financial needs. Other financial aid is available through the university.

RESOURCES AND OPPORTUNITIES

Instructional psychology and technology utilizes the David O. McKay Education Building for the majority of its classrooms and resource centers.

The college and department provide extensive microcomputer and multimedia facilities for student use. Macintosh, MS-DOS, and Windows computers are available in various computer laboratories. Most of these computers are connected to the university broad-band network, which provides convenient access to a large number of computer-based software tools, such as SPSS and SAS statistical analysis programs, the university library card catalog, the ERIC index, and the Internet.

The McKay Building's Learning Resource Center provides materials such as educational tests, curriculum guides, media kits, and audiovisual supplies.

For a more detailed description of the graduate program requirements, send for a copy of the department's bulletin.

COURSE DESCRIPTIONS

Class Schedule

515R. Microcomputers in Schools. (1-3)

Appying computer technology in the public schools; evaluating educational software programs; using computer tools; computer programming in LogoWriter.

551. Introduction to Quantitative Reasoning. (3)

Introduction to statistical reasoning and methodology. Meaning and use of quantitative methods in answering substantive questions of educational research and practice. Using computer software packages.

560. Microcomputer Materials Production. (3)

Prerequisite: IP&T 286 or 515R (Microcomputers in Schools); CS 103 or equivalent.

Designing, programming, and debugging educational applications of microcomputers using a high-level computer language.

564. Instructional Design. (3)

Identifying instructional problems; specifying objectives, instructional strategies, and media; analyzing learning outcomes; developing instructional materials and assessment instruments; validating instructional systems.

620. Principles of Learning. (3)

Improving classroom learning through understanding underlying psychological principles and theories.

651. Quantitative Reasoning. (3)

Prerequisite: IP&T 551 or equivalent.

Use of analysis of variance and multiple regression/correlation in analyzing and interpreting results of educational research and evaluation.

652. Assessing Learning Outcomes. (4)

Prerequisite: Stat 552 or equivalent.

Selecting and constructing instruments and procedures for assessing affective, behavioral, and cognitive outcomes of education.

653. Measurement Theory. (3)

Prerequisite: Stat 501 or equivalent.

Classical and modern models for measuring human attributes. Issues related to reliability, validity, item selection, scoring, standard setting, and test equating. Use of item response theory and generalizability theory.

654. Computers in Educational Measurement. (2-4)

Prerequisite: IP&T 652 or instructor's consent.

Types of computerized measurement and assessment methods and item forms, as well as their development, delivery, and statistical theory.

655. Instructional Print Design and Production. (2)

Prerequisite: IP&T 564.

Applying instructional and visual design principles to produce instructional print materials, using computer-based tools.

657R. Measurement Project. (1-3)

Prerequisite: Stat 501 or equivalent.

Designing, conducting, and reporting a comprehensive measurement project.

660. Authoring of Interactive Video. (3)

Prerequisite: IP&T 560, 564.

Designing, developing, producing, and authoring intelligent, interactive video courseware. Budgets, project steps, equipment systems, and authoring.

661. Evaluation in Education. (3)

Nature, purposes, and functions of educational evaluation in making judgments about teachers, instructional materials, academic programs, curricula, and school systems.

662. Evaluation of Instructional Products. (2)

Prerequisite: Stat 552 or equivalent.

Formative and summative evaluation of replicable instructions/products and procedures.

663. Evaluation of Educational Programs and Curricula. (3)

Prerequisite: IP&T 661 or instructor's consent.

Problems in designing, conducting, and reporting the results of program and curriculum evaluations.

664. Advanced Instructional Design. (3)

Prerequisite: IP&T 564.

Advanced laboratory in instructional system design, production, formative evaluation, packaging, and implementation. Systematic critical analysis of all phases of development.

665. Instructional Visual/Video Production. (4)

Recommended: IP&T 286 or equivalent.

Designing, producing, and integrating audio, visual, and video instructional materials. Applying digital and other technologies in audio recording and mixing, and photographic and video production.

667R. Evaluation Project. (1-3)

Prerequisite: IP&T 661.

Designing, conducting, and reporting a comprehensive project in evaluation.

672. Empirical Inquiry in Education. (3)

Prerequisite: Stat 501 or equivalent.

Introduction to empirical research in education. Emphasizes designing, conducting, analyzing, reporting, and evaluating.

673. Research Synthesis and Conceptualization. (3)

Prerequisite: IP&T 672.

Survey of major research problems, questions, and theories that have been investigated in instructional science. Preparing critical, integrative synthesis of completed research; conceptualizing problems for further inquiry. Research prospectus required.

674R. Inquiry Methods. (1-3)

Prerequisite: IP&T 672 or instructor's consent.

Specific inquiry strategies for researching practical educational problems. Strategy studied varies from section to section.

—Naturalistic Inquiry in Education

—Quasi-Experimental Studies

—Cost-Benefit Analysis in Education

—Meta-Analysis

—Theory Building and Modeling in Education

677R. Research Project. (1-3)

Prerequisite: IP&T 672.

Designing, conducting, and reporting a comprehensive project in research.

680R. Internship. (1-6)

Prerequisite: departmental consent.

682. Project and Instructional Resource Management. (3)

Managing research, development, and evaluation projects in public schools and higher education. Planning, budgeting, supervising, managing personnel, and scheduling.

687R. Development Project. (1-3)

Prerequisite: IP&T 564.

Designing, conducting, and reporting a comprehensive project in development.

690R. Seminar. (1-3)

Check current class schedule for seminar topics.

692R. Advanced Topics. (1-3)

693R. Directed Individual Study. (1-3)

Prerequisite: instructor's consent.

698R. Master's Project. (1-6)

699R. Master's Thesis. (1-6)

760R. Advanced Computer-Based Instruction. (3)

Prerequisite: IP&T 560.

Current issues, research, and applications of computer technology in education. Advanced programming.

790R. Advanced Seminar. (1-3)

Check current class schedule for seminar topics.

799R. Doctoral Dissertation. (1-9)

Prerequisite: completion of skill and project requirements.

Formal report and defense of a substantive research topic designed to make an original contribution to knowledge in the field.

FACULTY 

BUNDERSON, C. VICTOR, Professor. PhD, Princeton University, 1965. Computers in Measurement and Instruction.

GREEN, EDWARD E., Professor. EdD, Indiana University, Bloomington, 1972. Instructional Design.

HARRISON, GRANT V., Professor. EdD, University of California, Los Angeles, 1969. Product Research.

INOUYE, DILLON K., Associate Professor. PhD, Stanford University, 1978. Productivity in Learning.

MERRILL, PAUL F., Professor. PhD, University of Texas, Austin, 1970. Second Language Acquisition; Computer Applications to Education.

OSGUTHORPE, RUSSELL T., Professor. PhD, Brigham Young University, 1975. Research with Disabled Students.

SUDWEEKS, RICHARD R., Associate Professor. PhD, University of Illinois, 1978. Educational Measurement and Evaluation.

VAN MONDFRANS, ADRIAN P., Professor. PhD, University of Wisconsin, Madison, 1967. Evaluation Theory and Practice.

WILLIAMS, DAVID D., Associate Professor. PhD, University of Colorado, 1981. Naturalistic Evaluation; Research.

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