Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Our students want to extend their skills for implementing relevant technology-enhanced activities in their own learning environments.
The hands-on quality of the Educational Technology program addresses the disparity between understanding the functionality of technology and knowing how it can be taught to students. More accurately, it’s not just why you’d use technology, but how it could be strategically implemented.
Our graduates will be prepared to:
The Educational Technology master's program is designed for working professionals who are interested in both creative exploration and practical application of digital technologies.
Our focus is always on giving students tools and strategies that they can use right away in their own learning environments. We also understand that every school has different types and amounts of resources, so we explore a wide variety of technology tools with an emphasis on low-cost or free resources.
The program will be of benefit to teachers in both K-12 and post-secondary settings, educational leaders, curriculum and technology specialists, software developers, corporate trainers, and others interested in the intersection of digital technologies and education.
USF's Educational Technology program gives you five powerful ways to enhance your pedagogical toolkit and increase your impact on future learners. Enter as a savvy instructor, work hard, and leave as a:
The curriculum focuses on the discerning use of technological tools to increase student engagement, motivation, and active learning.
Master's candidates are encouraged to leverage their learning for immediate applicability; course projects require students to apply new skills to discipline-specific content needs.
The Educational Technology program helps educators:
The culminating assessment for this project-based master's degree is a portfolio website, which can serve as a platform for sharing and collaborating with other educators, as well as an electronic resume for those wishing to advance their careers.
Classes meet on teaching weekends, an alternate weekend schedule of about two weekends a month to accommodate adult students, most of whom have full-time jobs and other obligations. The Educational Technology program is designed to be completed in five semesters (two years) including summers. To finish in this timeline, you can plan to take two courses per semester. See the master's program courses.
The Educational Technology master's program has five program outcomes.
Upon completion of the MA in Educational Technology students will be able to:
The Educational Technology programme is an online 1-year programme designed to provide an opportunity for professional development to people who are working in positions that involve teaching and wish to use educational technology more effectively in their work.
The programme may prove to be especially useful to people currently working at educational institutions (schools, universities, etc.) who did not have a chance to gain digital technology skills and knowledge during their studies (whether because such technological solutions did not exist yet or were only beginning to emerge).
The flexibility of the programme and major focus on e-learning make it especially well-suited to those who work – whether it be outside of Tartu or in another country.
MA TESOL is designed to help experienced teachers of English to Speakers of Other Languages (including teachers of EFL, ESL, EAL and ESP) to further their expertise and/or begin following a specialise pathway in either intercultural studies, teacher education or educational technology.
It enables experienced TESOL practitioners to further their careers with regard to:
It also aims to help you to:
Applications from both native- and non-native-English-speaking teachers are welcome.
The course is taught by lecturers who themselves have been language teachers (TESOL and other languages) with experience of working in Britain and overseas. Formal lectures are rare and instead classes tend to mix sections of input with group-work, computer and video activities, simulations and problem-based learning.
The course can be characterised in terms of participant's critical reflection - as informed by theory and research as well as by their professional experiences. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. As our students are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage the sharing of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.
The form of the assessment varies from unit to unit but usually consists of a written assignment of 3.500 words for a 15-credit course unit (double for a 30-credit course unit). You are expected to demonstrate an understanding of the relevant theory as applied to your professional practice, and also demonstrate technical, academic, and professional skills . All assignments will be followed by both formative and summative feedback.
You can choose between a Mode A (traditional type) or a Mode B (portfolio type) of dissertation. Mode A dissertations can be empirical (report on a research project); conceptual (discuss or develop a conceptual understanding or framework of relevance to your professional development); or practical (development of a rationale for practical activities related to professional practice). Mode A practical dissertations and Mode B portfolio-type dissertations are very similar but in the latter the materials produced are close to being in a publishable format.
The MA TESOL course consists of compulsory course units covering approaches, methods and techniques in TESOL, language learning and technology and developing researcher competence.
Other course units cover topics such as: psychology of language learning; explorations in language; language education as intercultural practice; and the education of language teachers. You can also select from the MA Digital Technology and Communication in Educational course units if you have a specific interest in educational technology.
MA TESOL Pathways
The pathways are specialisations in a recognised area of TESOL, and result in the following named degrees:
Pathway students must complete a 15 credit core course unit in the named, specialist area; focus on their specialism and relevant research methods in the 30 credit unit EDUC70100/2 Developing Researcher Competence; and complete a 60 credit dissertation with a focus on their specialist area.
Our graduates go on to positions of seniority, undertake new areas of professional activity, such as publishing or materials development, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies at both national and international level. Some also proceed to doctoral studies in TESOL, either in other contexts or joining our own thriving doctoral community.
This updated master’s degree program in instructional design and technology will teach you to build quality education and training experiences using employer-recognized Adobe technology.
Those who can analyze learning or training needs and design technology-supported instructional materials have seen double-digit career growth within the past four years. In this master’s in instructional design and technology program, you'll learn to apply theory, research, creativity, and problem-solving skills to a variety of technology applications in order to help reshape the way information is created, integrated, and delivered. You will also develop the skills to assess, create, and manage training materials. The combination of these skills will help you to support technology-based training in educational institutions and corporate training environments. Through your coursework, you will gain the experience needed to efficiently and effectively use technology and multimedia tools, including Adobe Captivate and Adobe Creative Cloud applications.
When you choose to earn your master’s degree in instructional design and technology from Walden, you will gain career-focused training from a leading online university that uses the tools of technology to develop cutting-edge curricula. You’ll benefit from Walden’s own experience in online content development and instructional delivery. Plus, you’ll gain firsthand knowledge of a learning management system and how it is used to provide engaging and content-rich instruction.
Graduates of this program will be prepared to:
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
Choose the General Program or a specialization that meets your personal and professional goals.
Technology is rapidly changing the way people learn throughout higher education, businesses, and government agencies. With the advancement of emerging technologies, the dynamics of how people learn, both onsite and online, is much more accessible and interactive. The Web, social networking applications, online applications, and mobile learning are redefining the way we communicate information.
Realizing this, organizations are focused on hiring and developing talented and knowledgeable personnel to help reshape the way information is created, integrated, and delivered. Instructional designers are becoming a very important part of the curriculum-development process. Those who can analyze learning or training needs and design technology-supported instructional materials have seen double-digit career growth within the past four years.
Technology-enhanced earning trends will continue to open doors to job opportunities in explosive growth areas such as online learning in P-12 and higher education. Earning an MS in Instructional Design and Technology from Walden can prepare you with the knowledge, skills, and experience to excel in a number of positions, including:
The Education: International Perspectives (Technology in Education) MA allows you to study how the nature of teaching and learning is changing in a highly connected environment.
Learners are increasingly relying on each other and the Internet for their learning and metacognition resources. As an educator you need to understand your role in such an environment and how to use Information, Communication and Educational Technology effectively for achieving your objectives.
On the course you will cover:
-Self-organised learning environments
-Why pedagogy matters
-The impact of technology on education
-The latest innovations in educational technology
This course will be useful for educators. Through developing knowledge of this subject your teaching skills will be strengthened and employability will improve. The course will also be of interest to people with an IT background who are keen on developing or supporting technology enhanced learning.
The course builds on a strong research base in two research centres in the School of Education, Communication and Language Sciences:
-The Centre for Learning and Teaching
The course also draws on the expertise of a number of highly regarded academics. These include:
-Professor Sugata Mitra
-Professor David Leat
The Education: International Perspectives (Technology in Education) MA is one of a suite of courses. You may also be interested in:
-Education: International Perspectives (Leadership and Management), MA
-Education: International Perspectives (Teaching and Learning), MA
These MAs are flexible in nature and you will have the option to study modules across the three different courses.
The majority of taught modules are offered in the first semester, including some sessions which are run in the early evening and on Saturdays. During the year there is a development to a greater element of self-study and semi-independent research and project work.
You complete the course with a research project focusing on a topic of interest to you.
There is an extended induction programme that provides you with support for advanced study, including assignment writing and information and communications and technology (ICT) training.
You will have the opportunity to carry out a placement as part of your taught modules. Your placement will be in an educational setting such as a local primary or secondary school. This is enjoyable and useful in contextualising your understanding of learning theory.
As a student in the School of Education, Communication and Language Sciences you'll have access to facilities and a growing collection of online resources, including:
-A well-stocked Education Resource Centre
-Language Analysis Lab
-A phonetics lab
-An audio-video lab
-A recording studio.
The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. They will develop methodological skills to ensure that processes and products respond to the needs of educators and add value to learning and teaching. Students learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.
This programme develops students' theoretical insights and practical skills in technology in education. Students learn how to apply the latest educational theory to their everyday professional practice. The research skills developed allow progression on to doctoral research and/or a strong background for a career in design and evaluation work in the edtech sector.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two elective modules (60 credits) and a dissertation (60 dissertation), or a report (30 credits) and three elective modules (90 credits).
Students choose two optional modules from across the UCL Institute of Education's Master's-level offering.
The following are examples from the recommended UCL Knowledge Lab MA optional modules:
Previous students have chosen optional modules from Psychology, Mathematics or Science Education, Higher and Professional Education and other programmes.
MA Mathematics Education Programme
All students undertake an independent project culminating either in a dissertation of 20,000 words or a report of 10,000 words, supervised either on campus or online.
Teaching and learning
Teaching is delivered through individual and group working; lectures and podcasts, student presentations and group discussion of reading and writing undertaken in preparation for sessions, both online and face-to-face; collaborative activities in face-to-face and online contexts. All modules are assessed by written assignments.
Further information on modules and degree structure is available on the department website: Education and Technology MA
Graduates of this programme are currently working as educators, university learning technologists, government education researchers, designers or developers of educational technology, consultants, PR and marketing managers. Some graduates continue their studies as PhD students.
Recent career destinations for this degree
The Education and Technology MA is highly regarded within education and industry. Graduates from our programme have gone on to develop their careers in the education sector as senior teachers, learning technologists, education researchers, and to undertake PhD research.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
This programme is run by UCL's Knowledge Lab (UCLKL) where researchers explore the future of learning with digital technologies in a wide range of educational settings. This brings together scientists from a range of fields including education, sociology, and semiotics who explore design, development and evaluation across a broad range of digital media. The research is interdisciplinary in nature, with collaborations involving, for example, computer scientists, designers, and subject specialist educators.
This programme offers a number of opportunities for networking across different sectors in educational contexts:
The MA attracts students from a wide variety of backgrounds and nationalities, providing scope for broad intellectual discussion and debate, and opportunities for multidisciplinary working, and global networking.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Culture, Communication & Media
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
Application period/deadline: March 14 - 28, 2018
• State-of-the-art knowledge of how people learn
• Relevant skills of applying technology for individual and group learning
• Capability to design and implement technology-enhanced learning in school and working life contexts
Learning, Education and Technology (LET) is a full-time two-year international master’s programme. After completing the programme, students are awarded a Master of Arts (Education) degree. The core of the education consists of three theoretical viewpoints: self-regulated learning, collaborative learning, and technology-enhanced learning. Each of these aspects is discussed both in theory and in practice. The programme aims to develop knowledge and competencies needed in modern education, namely skills for designing, conducting, assessing and analysing versatile learning situations both in face-to-face and technology-enhanced learning contexts. Working-life connections are highlighted throughout the programme. The studies are implemented in collaboration with national and international research and teaching partners.
LET programme is built on over 20 years of groundbreaking research in the Learning and Educational Technology Research Unit. The unit performs top research on learning sciences in collaboration with international networks by investigating how people learn. LET students are in close connection with the latest research in their everyday studies.
Knowledge about how people learn, especially through collaboration and teamwork, is an essential factor in today’s working life. Also, flexible and versatile use of information and communication technology is one key competence in today’s education. The master’s programme equips the students with a combination of strong theoretical knowledge of learning and collaboration, and diverse use of technology and social media that promotes learning. Further, while studying in an international master’s programme, students are able to develop their language skills and skills for multicultural collaboration.
Graduates from the programme are competent in duties where knowledge of learning processes and use of technology are needed. This degree does not constitute a formal teaching qualification as such but students’ educational background, working experience and own interests affect the career paths of the graduates.
Examples of career paths:
• Educational consultant
• Human resources developer
• Project leader
• Administrator in both the private and public sectors
• Expert in virtual learning
• Designers of technology-enhanced learning
Quantum technology has been selected by the UK Government as a key area of innovation, moving science into real-world applications. The first phase of the UK National Quantum Technology initiative has received £350 million of government funding to create a flourishing industry in this area in the UK.
Four Quantum Technology Hubs have been established as flagship projects in this program. This postgraduate training programme is aligned with the UK National Quantum Technology Hub in Sensors and Metrology, an £80 million collaborative effort led by the University of Birmingham in partnership with the Universities of Glasgow, Nottingham, Southampton, Strathclyde and Sussex, the National Physical Laboratory and over 70 companies.
The MRes programme offers a unique opportunity for students to undertake a research-based Masters degree in a multi-disciplinary environment between science, engineering and industry. Students benefit from participating in both the technology translation and applied research activities carried out within the UK National Quantum Technology Hub in Sensors and Metrology, and from the educational programmes offered by the College of Engineering and Physical Sciences. The programme comprises classroom taught quantum physics-oriented modules for students with engineering backgrounds; technology-orientated modules for students with physics backgrounds; and an independent research project that is documented in a substantial thesis.
The research project consists of a team element; all students will organise themselves to present a technical demonstration at a national or international conference. There is also an individual research element, which takes place in industry or in relation to a participating company.
It will include 70 credits of classroom taught modules and a research project worth 110 credits, consisting of team and individual elements.
The team element of the research project teaches technical, team working, project management, communication and presentation skills with an emphasis on responsible research and innovation. The individual element of the research project focuses on problems relevant to industry and will be carried out in close collaboration with industry partners.
The Birmingham led UK National Quantum Technology Hub in Sensors and Metrology is a cross-disciplinary centre, involving staff from the Schools of Physics, Civil, Electrical and Materials Engineering, as well as staff from a number of other Schools across the University. It will translate fundamental science and applied research in quantum sensors and metrology based on atomic probe particles, providing high level educational opportunities in these fields.
The Hub’s research activities include research in the development of sensors for gravity, magnetic fields, rotation, electromagnetic fields and time. It also researches their applications in a diverse range of sectors including aviation, communication, construction, defense, energy, finance, healthcare, oil and mineral exploration, transport and space.
The Translational Quantum Technology programme aims at preparing students for the challenges in translating quantum sensors and metrology devices based on atoms as probe particles into real-world applications. After the programme, students should understand the underpinning science and technology; the needs of end-user applicants; and the impact of these quantum technology devices on society. They should be able to move seamlessly between academia and industry, and translate scientific outcomes into technology.
The programme will create a strongly networked cohort of students with practical experience in academia and industry. It aims:
This programme is a unique opportunity to acquire translational skills, including specific skills of relevance to the emerging quantum technology industry. The UK National Quantum Technology Hub in Sensors is actively engaged with a growing number of industry partners, currently standing at 70 companies from various sectors of the economy. Industry secondments to our partners will foster career prospects.
As technology development moves at breakneck speeds, you need to be adept at choosing, using, and applying technology in your elementary and secondary school curricula. Our program gives you the knowledge and hands-on experience to become a master teacher, school or district instructional technology leader, coach, professional developer, or instructional designer.
You’ll learn to adapt and apply technology to enhance the teaching of P-12 curriculum for diverse learners. You will also gain theoretical knowledge and leadership perspectives to provide of leadership to guide long-term strategies for technology adoption design and implementation.
Upon successful completion of the nationally recognized and NYSED-approved NYIT program, you’ll be eligible for New York State certification as an Educational Technology Specialist and for permanent or professional certification in your initial certification area. An option for non-certified educators and others interested in technology in teaching and learning is also available.