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Masters Degrees (Educational Technology)

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Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Read more

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:

  • Optimize the use of active learning techniques via relevant technology tools
  • Take existing curriculum and transform it for a contemporary student audience
  • Design and teach online, hybrid, or blended courses
  • Serve as a peer technology coach for colleagues

Program Details

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:

  • Digital leader
  • Digital storyteller
  • Digital educator
  • Digital designer
  • Digital change agent

Curriculum Structure

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:

  1. Apply technology-enhanced educational practices in and out of the classroom.
  2. Prepare to evolve with the rapidly changing educational and technological landscapes.
  3. Understand the structure and function of educational technology systems.

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.

Program Delivery

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.

Program Learning Outcomes

The Educational Technology master's program has five program outcomes.

Upon completion of the MA in Educational Technology students will be able to:

  1. Using knowledge of human cognition, multimedia learning theory, and digital design principles, students will plan and create multimedia instructional materials that enhance their professional or educational practice.
  2. Students will create products (radio-style audio story and a multimedia screencast) that demonstrate their skills at multimedia production.
  3. Create a ready-to-implement course or unit re-design based on a blueprint plan that details scope and sequence, formative and summative assessments, plans for feedback, and a clear protocol for communication and workflow via a LMS. The re-design must transfer a traditional course, unit, or program to a flipped, blended, 1:1, or completely online environment.
  4. Students will design and create a professional website that will serve as their connection hub with other educational professionals. The website will include a blog, a multimedia gallery, a teaching philosophy statement, teaching/professional background, and relevant social sharing links.
  5. Students will apply design thinking to address issues of social justice within the field of educational technology.
  6. Students will create their professional identity, connect with other educational technology leaders, and reflect on their learning and practice as an educator in the digital age.


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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of two letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of two letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

This program prepares students for technology leadership and management positions in business and organizations in private industry, the military, social service agencies, K-12 schools and higher education. For students holding an Initial certification, this degree program leads to recommendation for an additional New York certification as an Educational Technology Specialist. The program meets the standards established by the New York State Education Department (NYSED) and is NCATE certified. This program is also available for non K-12 students who are not seeking certification. Program start date: Summer, Fall, Spring.

Required Program Courses
Minimum of 36 credit hours

IT 614, Technology in Education .........................................3 credits
IT 625, History and Philosophy of Technology Utilization ...........3 credits
IT 635, Research and Theory on Comm and Performance ............3 credits
IT 647, Technology Coaching ..............................................3 credits
IT 651, Systematic Design for Performance Improvement ............3 credits
IT 654, Program Evaluation ...............................................3 credits
IT 657, Practicum in Technology ..........................................3 credits

Four electives focusing on web development, literacy, program- ming and authoring, and technology utilization: 12 credit hours

Culminating Experience: 3 credit hours

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Success Story

In the Fall 2012 semester, as part of a multimedia class for the MSED Educational Technology Specialist program, Trevor Dugan, Class of 2014, developed an app called PuzzleTopple. The app was published a year later and is available on both iOS and Android. Since the launch, the app has gone global, with 17,000 downloads in the Singapore region and over 25,000 downloads worldwide on iOS alone.

Uniqueness of Program

A teaching certificate is not required to enter this program; however, for those students who enter the program with an existing New York State teaching certificate, this degree may lead to an additional New York State certification.

Employment Diversity

Graduates of the program have obtained positions in, but not limited to, elementary education, secondary education, higher education, technology start-ups, and consulting firms.

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The Master of Educational Technology (MET) program offers a fully online graduate degree that explores the potential use and impact of learning technologies in a variety of contexts. Read more

Master’s Program

The Master of Educational Technology (MET) program offers a fully online graduate degree that explores the potential use and impact of learning technologies in a variety of contexts. UBC is an internationally-recognized leader in distributed education, and the Faculty members work on the leading edge of curriculum design and technology integration.

The master’s program consists of ten 3-credit courses and provides an in-depth opportunity for students to interact online with colleagues around the globe who are working in technology-supported learning environments. Students in the master’s program must complete all four required core courses and six electives.

This innovative program provides an excellent environment in which to learn and engage in:
- Teaching/Instruction using Learning Technologies
- Planning and Management of Learning Technologies
- Design and Development of Learning Technologies
In addition to the Master’s Degree, the program also offers two specialized graduate certificates.

Quick Facts

- Degree: Master of Educational Technology
- Specialization: Education Technology
- Subject: Education
- Mode of delivery: Online / Distance (100%)
- Program components: Coursework only
- Faculty: Faculty of Education

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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. Read more

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.



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The MA Learning, Technology and Education is an internationally recognised qualification and designed for those who have an interest in the design and implementation… Read more
The MA Learning, Technology and Education is an internationally recognised qualification and designed for those who have an interest in the design and implementation of technology-supported learning and the societal, social and psychological underpinnings of learning with new technology and have an interest in educational practice as mediated by new information and communication technologies (ICTs).

The design and implementation of technology-supported learning will be addressed at a variety of levels: societal and social levels of organisation (e.g., governments, institutions, and learning communities). However, the course will give special attention to the more psychological level concerned with your experience of learning or teaching. If you wish to develop design skills in relation to ICT, you are able to take elective modules in Computer Science.

The course will provide a degree of direct practical experience in using new educational technology. It does not aim to give extensive hands-on guidance in how to use such resources, the focus is more on the societal, social and psychological underpinnings of learning with new technology. Although this will certainly involve encounters with state-of-the-art applications and practices, the present curriculum should provide you with a very sound basis for informed and reflective practice in all areas of ICT and education.

An innovative feature of the course is its development under the auspices of the University’s Learning Sciences Research Institute (LSRI), which is a collaboration between the Schools of Psychology, Education and Computer Science.

Course Content

The Learning, Technology and Education course is composed four 30-credit modules and a dissertation. There are three core modules and an elective option:-

- Social Contexts of Educational Technology
- Theorising Learning
- Educational Technology Research Methods
Elective:
- New Directions in Computer Assisted Learning
or it may be possible to take other modules totalling 30 credits at the discretion of the course leader.

Please note all the module details are subject to change

Assessment
Each 30-credit module is assessed by a written assignment of 6,000 words, or equivalent portfolio of assessment tasks.

The dissertation module entails a substantial piece of self-directed research work of 12,000-15,000 words (or equivalent) that is agreed with and supervised by a member of the course team. It may be empirical in nature or library-based.

We also offer a Postgraduate Diploma and Postgraduate Certificate in Learning, Technology and Education.

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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. Read more

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:

  • obtaining positions of seniority
  • undertaking new areas of professional activity
  • embedding practice within a research dimension
  • contributing to the professional development of other teachers
  • acting in advisory capacities to teaching and associated agencies.

It also aims to help you to:

  • develop advanced knowledge of TESOL-related research, theory and areas of debate
  • understand more deeply your role as TESOL practitioner given the international currency of English and the developments in the educational environment afforded by technology access and global networking
  • develop advanced professional skills such as conducting needs analyses and evaluating, adapting and designing teaching and learning resources
  • develop academic literacy.

Applications from both native- and non-native-English-speaking teachers are welcome.

Teaching and learning

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.

Coursework and assessment

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.

Course unit details

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:

  • MA TESOL (Intercultural Education )
  • MA TESOL (Teacher Education)
  • MA TESOL (Educational Technology)

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.

Career opportunities

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.



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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. Read more

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.

A Relevant Instructional Design and Technology Degree

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.

Learning Outcomes

Graduates of this program will be prepared to:

  1. Design and implement conditions for learning by applying principles, theories, and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.
  2. Develop instructional materials and experiences by applying principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies.
  3. Use processes and resources for learning by applying principles, theories, and research related to media utilization, diffusion, implementations, and policy making.
  4. Plan, organize, coordinate, and supervise instructional technology by applying principles, theories, and research related to project, resource, delivery system, and information management.
  5. Evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion references measurement, formative and summative evaluation, and long-range planning.
  6. Demonstrate the ability to facilitate equitable access to instructional materials for all learners.
  7. Demonstrate the ability to apply common technology tools to create innovative learning solutions and materials.

Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.

MS in Instructional Design and Technology Degree Specializations

Choose the General Program or a specialization that meets your personal and professional goals.

Career options

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:

  • Instructional designer
  • Training developer
  • Online instructor
  • Performance improvement consultant
  • Manager of e-learning delivery
  • Information architect
  • Course editor
  • Desktop publishing, Web design, or multimedia specialist
  • Educational technology specialist/consultant


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The two-year Master in Educational Sciences aims to prepare students for academic and professional interventions in the field of educational innovation. Read more

About the programme

The two-year Master in Educational Sciences aims to prepare students for academic and professional interventions in the field of educational innovation. It prepares students for research into the nature, development and features of educational actors, institutions, related policies, and processes in educational development and educational practices.

The programme consists of two years and includes an internship and master thesis during the second year. It comprises one set of compulsory courses and one set of optional courses. The optional courses allow students to focus on specific aspects of educational practice and research and further deepen their knowledge.

Theoretical knowledge and research skills

Next to theoretical knowledge, students will acquire research skills to conduct theoretical and empirical research. They will be able to connect the educational practices with the practice of research. The students will be involved in authentic research tasks or projects to learn how to apply theoretical frameworks and research methodologies.

This programme aims to train students in applying relevant research software, conducting educational surveys and other research methodologies through this programme.

Course outline

The educational strategy used in this programme is a blended learning approach. It encompasses a combination of online learning and face to face lessons. The flexibility (in time and place) of online learning is joined with the often needed face to face support and real life contacts with students, teachers and researchers. The programme appeals to innovative methods and interactive technologies to support student learning, such as using discussion forums, blogs and wikis to support online collaborative learning and peer interaction. In addition, teaching and learning strategies such as case-based learning supported by online tools will be applied in this International Master Programme.

The programme includes an internship and master thesis during the second year. It comprises one set of compulsory courses and one set of optional courses. The optional courses allow students to focus on specific aspects of educational practice and research and further deepen their knowledge.

 First year of the Master: relationship between theory and practice
In the first Master year, students discover the different theories and their significance for the educational practice. The relationship between theory and practice will constantly act as the central focus. Students will scrutinize the different theories and methods critically and they will create their own opinions. They will be guided gradually and therefore they’ll receive a broad orientation on the educational sciences.

Next to this more general knowledge, we will focus on curriculum design and educational innovation. This includes learning competences on designing learning processes in formal education, educational work, company’s training programmes… To further complement these competences, students can choose courses that will enable them to technically support learning processes (educational technology, e-environments) and/or courses that offer them deeper insight into the management approaches to facilitate innovation in curricula.

 Second year of the Master : focus on research activities

In the second year of the master programme, students will be introduced to numerous research activities of different educational fields: information- and communication technology in education, ICT support for learning processes … Naturally within this last year, students will turn into real professionals. This means that they are very familiar with theory, but moreover they will be able to manage practical issues as well. Therefore, the study programme consists of case studies in which theory and practice go together well, and in which internship (=practice) and a master thesis (= theory and research) are included. Students can perform their internship & master thesis in the European context or in their home country.

The pedagogical internship aims to introduce students to the reality of the pedagogical and educational field. Students learn to cope with educational methods, insights and concepts in real practice. Of course they receive the guidance needed to complete this challenge. As the internship evolves, the student receives more responsibilities and builds more independency by performing the job as an educational expert. Core competencies that were achieved through the programme are further developed, practiced and examined in relation to the educational practice.Top

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This Master’s degree is a unique opportunity to study the theory and practice of online and distance education, putting you at the forefront of the latest developments in the field. Read more
This Master’s degree is a unique opportunity to study the theory and practice of online and distance education, putting you at the forefront of the latest developments in the field.

The program includes a postgraduate certificate and postgraduate diploma in Online and Distance Education, presented by The Open University's renowned Institute of Educational Technology.

The course is open to students in nearly all countries in the world, so you will work with colleagues of a diverse range of backgrounds, completing modules designed by experts from the institute known for reinventing open and digital learning.

Key features of the course

• Explore research and practice literature in technology-enhanced learning, and the implications of learning technology choices made in a wide range of contexts
• Investigate the use of open educational resources, learning analytics, social media and open content by students and teachers
• Improve your ability to select, design, implement and critique technology-enhanced learning, as well as your understanding of how technologies engage learners and how they can be continually evaluated and developed
• Use your new skills in a wide range of occupations. Previous alumni include librarians, media professionals, project managers, consultants, entrepreneurs, practice educators in nursing, and web developers.

Postgraduate loans

This qualification is eligible for a Postgraduate Loan available from Student Finance England.

Course details

Compulsory module

• Technology-enhanced learning: practices and debates (H800)

Plus 60 credits from List A:

List A: Core optional modules

• Accessible online learning: supporting disabled students (H810)
• Openness and innovation in e-learning (H817)
• The networked practitioner (H818)
• The critical researcher: educational technology in practice (H819)

Plus a further 60 points from List A or list B:

List B: Optional module

• Understanding children’s development and learning (ED841)

The modules quoted in this description are currently available for study. However, as we review the curriculum on a regular basis, the exact selection may change over time.

Credit transfer

If you’ve successfully completed some relevant postgraduate study elsewhere, you might be able to count it towards this qualification, reducing the number of modules you need to study. You should apply as soon as possible, before you register for your first module.

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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. Read more

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

-SOLE Central.

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.

Delivery

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.

Placements

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.

Facilities

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.



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The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. Read more

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.

About this degree

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).

Core modules

  • Education and Technology: Key Issues and Debates (online/mixed)
  • Researching Digital Learning (online/mixed)

Elective modules

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:

  • Design and Use of Technologies for Education
  • Technology and Education Beyond the Classroom
  • Digital Design Thinking and Making

Previous students have chosen optional modules from Psychology, Mathematics or Science Education, Higher and Professional Education and other programmes.

MA Mathematics Education Programme

Dissertation/report

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

Careers

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

  • International School Teacher (Head of ICT), Rainbow International School Uganda
  • Research Officer, Institute of Education
  • Education Consultant, CfBT
  • ICT Trainer, Alvan Ikoku Federal College of Education and studying MOODLE DESIGN, Unspecified Institution
  • Lecturer / Instructional Designer, National University of Kaohsiung and studying MA Education and Technology, Institute of Education, University of London (IOE)

Employability

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.

Why study this degree at UCL?

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 UCL Knowledge Lab runs regular seminars and talks from external academic visitors, which students are encouraged to attend, and are broadcast on Moodle for distance learners, providing networking opportunities with academics.
  • Several projects within the UCL Knowlege Lab are in collaboration with tech companies, providing potential opportunities to link with industry.
  • The programme attracts students from across the world providing international networking links across different educational sectors.

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.

Research Excellence Framework (REF)

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.



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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. Read more

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:

• Educator

• Researcher

• Educational consultant

• Human resources developer

• Project leader

• Coordinator

• Administrator in both the private and public sectors

• Expert in virtual learning

• Designers of technology-enhanced learning

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Quantum technology has been selected by the UK Government as a key area of innovation, moving science into real-world applications. Read more

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.

Course details

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.

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Learning and teaching

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:

  • to develop students' research and technological skills, and their knowledge of research methods applicable to the specific issues arising in quantum technology-related research;
  • to ensure that students are aware of state-of-the-art developments in quantum technology in specific technical and operational topic areas;
  • to allow students to develop the understanding necessary to identify new and emerging research needs in the emerging quantum technology industry;
  • to enable students to develop the knowledge and skills required to independently undertake a significant research project of relevance to the quantum technology industry including users of quantum technology.

Employability

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.



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Socio-technical changes create a wide range of challenges and opportunities for educators and those who support learning around the world. Read more
Socio-technical changes create a wide range of challenges and opportunities for educators and those who support learning around the world. New digital technologies (such as credit-card sized computers, digital games, mobile devices, robots, social media, tangible technologies) are becoming embedded in our societies and being used for a wide range of purposes in educational settings.

The pathway is designed for those who wish to take a critical perspective on the use of technology to support teaching and learning. It is suitable for people with a variety of educational backgrounds and experiences, including teachers and lecturers, creative technologists, and those who support informal learning settings such as museums and public spaces.

As you look to develop your career as a leader of learning, this MSc will provide you with an in-depth understanding of socio-technical change and the uses of digital technologies to support educational initiatives in diverse contexts and settings. It will also prepare you for further research in this rapidly developing field.

This pathway is taught in an international centre of excellence in teaching, research and educational technology. The tutors on the course are world-class academics with excellent research records in the field of education, technology and society.

Programme structure

Core units
-Introduction to Educational Inquiry
-Designing Technologies for Learning
-Learning, Technology and Society
-Teaching and Learning with Technology

Optional units
-Students studying this programme will be able to take optional units from across the school.

Dissertation
-You will also complete a 15,000-word dissertation.

Careers

We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

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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. Read more

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.



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