Academic Professional in Instructional Technology

Academic Professional in Instructional Technology

Posting Number: F2590P

Working Title: Academic Professional in Instructional Technology

Department: COE‑Education Dean’s Office

Job Summary: The University of Georgia’s Mary Frances Early College of Education invites applications for the position of Academic Professional in Instructional Technology, beginning in 2026. This role will be housed within one of the college’s nine academic departments and serve as a bridge between faculty, staff and IT professionals. The Academic Professional will ensure instructional technologies are strategically integrated across face‑to‑face, hybrid and online learning environments.

The position advances the college’s mission by promoting innovative teaching practices, enhancing learning experiences and supporting research excellence through effective use of technology.

• Collaborate with faculty, department leaders and IT colleagues to assess instructional needs and provide expert guidance on technology‑enhanced teaching strategies, instructional design, course delivery and assessment methods.
• Design and deliver comprehensive professional development programs—including workshops, hands‑on training, faculty learning communities, and personalized coaching—to support technology integration at all skill levels.
• Provide strategic and operational support for instructional environments by ensuring reliable classroom and online technology, managing learning platforms and collaborating with IT for troubleshooting, upgrades and configuration recommendations.
• Guide faculty and staff in selecting and using educational applications, collaboration platforms, multimedia tools and research software, providing technical and pedagogical support while monitoring updates.
• Research, pilot and evaluate emerging technologies such as AI‑supported applications, VR/AR tools and advanced media platforms, developing usability and pedagogical frameworks and providing evidence‑based recommendations.
• Develop and maintain instructional resources and online hubs; lead and participate in technology‑enhanced teaching initiatives and strategic planning; use data‑driven assessment to refine services and align with accreditation standards.

• Doctoral degree in instructional technology, educational technology, information technology or a related discipline (other degrees may be considered if aligned with the College of Education’s specializations).

• Eligibility for a faculty appointment as an Academic Professional within one of the College of Education’s academic departments, with expectations for contributions to teaching, scholarship and service.
• At least two years of experience supporting instructional technologies in higher education or a comparable academic or professional setting.
• Proficiency with educational software, productivity tools and research applications; expertise in learning management systems such as Canvas, Blackboard or D2L.
• Familiarity with classroom and instructional technologies including interactive displays, wireless presentation systems, lecture capture, video conferencing and digital collaboration platforms.
• Strong communication and facilitation skills, with proven ability to engage faculty, staff and students in adopting new technologies.
• Demonstrated capacity to evaluate, explain and train others in the responsible use of emerging technologies, including AI‑supported tools.
• At least two years of experience designing professional development programs and creating accessible instructional resources such as documentation, tutorials or multimedia materials.
• Strong organizational and project management skills and the ability to balance multiple priorities in a collaborative, team‑oriented environment.
• Commitment to promoting accessibility, inclusivity and equity in the use of instructional technology.

• Prior higher education teaching experience of at least two years at the undergraduate or graduate level.
• At least two years of experience with instructional design models and learning theory in technology‑rich environments.
• At…