Master of Science in Education – Digital Age Learning and Educational Technology

This master’s degree is for pre-K–16 educators or support personnel who want to use technology and learning sciences to improve professional practice in education. Students explore emerging technology trends and research best practices in a wide range of learning contexts.

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Contact Us

James Diamond Professional Headshot

Faculty Lead
James Diamond, PhD
jdiamo13@jhu.edu

 

Liesl McNeal
Sr. Academic Program Coordinator
Liesl McNeal
410-516-9759
lmcneal@jhu.edu

Master of Science in Education – Digital Age Learning and Educational Technology

At A Glance*

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Format

PART-TIME
FULL-TIME

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Location

ONLINE

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Credits

36

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Start Term

SUMMER
FALL
SPRING

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Completion Time

2-5 Years

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Application Deadline

ROLLING

*Information for students entering program for academic year 2020-2021

Application Requirements and Deadlines
Master of Science in Education: Digital Age Learning and Educational Technology
Enrollment:Part-Time/Full-Time
Start Terms:Fall, Spring and Summer
Application Deadline: Rolling
Application Requirements:
Online application form
$80.00 application fee
Resume/CV
Essay:
A 500-word essay discussing the reasons you wish to pursue a degree at Johns Hopkins University, focusing on your long-term goals and how your academic program will complement those goals. Discuss the strengths and weaknesses in your academic background, as well as any additional comments that will assist in evaluating your application materials. Essays should be submitted in a typed format on a separate sheet of paper

The essay for admission into the two-certificate pathway must address how the certificates will work together to foster the prospective student's future plans; and admission to the master’s program is contingent upon admission to the two certificates. Students interested in the two-certificate pathway must apply for admission into the master’s program before starting the second certificate.
Two Letters of Recommendation:
Letters of recommendation should be an indication of the student's professional history, work ethic, and ability to successfully complete a graduate degree.
Official transcripts from all post-secondary institutions attended
Tuition and Fees

Tuition and fees are subject to change for ensuing academic years, and will be updated on the School of Education website accordingly.

Master's Degree and Certificate Programs
Part-Time & Full-Time Graduate (Face-to-face/Lecture courses)$833 per credit
Online Courses

*In addition, a $15 per credit technology fee will be assessed.
$882 per credit*
Full-Time Master of Science in Counseling with a concentration in School Counseling (Fellows)$882 per credit
M.Ed. Education in the Health Professions & Post-Master's Certificate in Evidence-Based Teaching in the Health Professions Programs

**Classes in the Master of Education in the Health Professions (MEHP) or Post-Master's Certificate in Evidence-Based Teaching in the Health Professions programs are $1,292 per credit, with the exception of Johns Hopkins University and Johns Hopkins Hospital and Health System employees, who pay $850 per credit (effective Fall 2020). The current rate of $700 per credit will remain in effect for the Summer 2020 term.
$1,292 per credit**
M.S. in Education (International Teaching and Global Learning)$48,000 per academic year
Shayla Heavner

I now have a master’s degree from one of the top universities and access to an amazing network of Johns Hopkins alumni and professors. But honestly, this is so small in comparison to the other gains. I learned so much in the DALET program.

Shayla Heavner, MS ’18
Mathematics educator and consultant

Master of Science in Education – Digital Age Learning and Educational Technology

Program Description

The Digital Age Learning and Educational Technology (DALET) master’s degree program is designed for pre-K–16 teachers, administrators, student support personnel, organizational leaders, education nonprofit professionals, and policymakers who want to use the best research from technology and the learning sciences to inform and improve professional practice in education.

Our curriculum aligns with ISTE Standards for Educators and focuses on the evolving field of learning science and the ways technology supports educational evolution. Students explore emerging technology trends and research best practices in a wide range of learning environments: formal, informal, online, blended, and personalized. Courses involve project-based learning and collaborative planning, and candidates gain competencies in learning science, instructional design, systems change, Universal Design for Learning, and evaluation of emerging technologies. Students complete a capstone project.

Master of Science in Education – Digital Age Learning and Educational Technology

CORE FACULTY

James Diamond

James Diamond

Christopher Devers

Christopher Devers

Master of Science in Education – Digital Age Learning and Educational Technology

PROGRAM PLAN

Program Plan

The program is aligned with the 2017 release of the International Society for Technology in Education (ISTE) Standards for Educators, as well as learning theories from initiatives of the National Academy of Sciences on the new science of learning. The knowledge base within the program comes from both existing and emerging methods for effective technology training and effective leadership including policy, practice, research, wisdom, theory, culturally responsive education, and legislation. The courses involve project-based learning and collaborative planning. Candidates gain competencies in learning science, instructional design, systems change, Universal Design for Learning, and evaluation of emerging technologies.

Coursework

Number of Credits Required: 36

Foundational Introductory Course (3 credits hours)

893.508 Technology and the Science of Learning
Note: This class should be taken first.

Core Courses (15 credits hours)

810.607 Culturally Responsive Teaching

893.550 Emerging Issues in Digital Age Learning

893.601 Evaluation & Research of Technology Interventions and Programs (Core)

893.850 Advanced Applications in Digital Age Learning (Core)

893.701 Advanced Seminar in Digital Age Learning (Core)

Required Courses (18 credits hours)

893.650 Fundamentals of Design Thinking

893.645 Designing and Delivering Online and Blended Learning Environments

893.628 Gaming and Simulations for Learning

893.632 Data-Driven Decision Making

893.634 Technology Leadership for School Improvement

893.545 Technology Integration for the 21st Century Learner

Electives (3 credits hours)
An elective may consist of an independent study or a course from another program or certificate subject to faculty adviser approval.

893.546 Technology for Learner Variability

880.623 Instructional Design for Online Learning

893.651 Computational Thinking for K-12 Educators

*Note: Students MAY NOT register for more than six (6) credits in one (1) semester (including summer or in combination with another program) without written approval from their adviser.
An email will suffice.

Course Information

Course descriptions, locations, and availability

Master of Science in Education – Digital Age Learning and Educational Technology

WHAT TO EXPECT

Goals

Our program is committed to helping you develop the skills and habits of mind necessary to become thoughtful and intentional educators, leaders, and innovators in this field. We are equally committed to pushing you to think deeply about equity and social justice when making decisions about the design and implementation of technology-supported interventions, whether and how to use them, and the resources that are available to users.

The goals of the program are for students to:

  • Cultivate proactive leadership skills for developing a shared vision for educational technology among all education stakeholders.
  • Create systemic plans aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources.
  • Develop robust and reliable access to current and emerging technologies and digital resources, with equity for all stakeholders.
  • Engage in planning and assessment centered on the needs and abilities of students.
  • Develop and review policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning.
  • Integrate content standards and related digital curriculum resources that are aligned with and support digital age learning and work.
  • Design online and blended learning environments that facilitate digital learning and support communities of inquiry.
Student outcomes

Upon successful completion of the program, we expect students will:

  • Lead their organization in the effective use of technology for digital learning.
  • Establish leadership skills for supporting data-driven decision-making.
  • Develop skills for advanced technologies—including online and blended learning, mobile learning, multimedia-based instruction, tools for instructional management and assessment, and the integration of technology in Universal Design for Learning (UDL).
  • Engage in technology integration—applying evidence from cognitive science and the learning sciences, digital age skills, and a constructivist approach to teaching and learning, as well as the use of authentic assessment strategies, differentiated instruction, and appropriate technology tools to accommodate all learners, including students with special needs.
  • Build leadership skills through mentoring, consulting, professional development, and systems change.
Graduate certificates

Students enrolled in the Master of Science in Education: Digital Age Learning and Educational Technology program may not simultaneously enroll in, nor are they eligible to earn, the Certificate in Graduate Leadership in Technology Integration.
If you are interested in a certificate, you may want to consider the Leadership in Technology Integration program.

Master of Science in Education – Digital Age Learning and Educational Technology

FREQUENTLY ASKED QUESTIONS

To what standards is the program aligned?

DALET’s course-level and program learning objectives are aligned to the Standards for Educators of the International Society for Technology in Education (ISTE), an organization of global educators organized around the use of technology to support teaching and learning. These standards guide the program’s overall curriculum and our student learning objectives. In aligning to the ISTE standards, DALET aims to ensure that our graduates have the skills needed to design and implement educational technology solutions in a range of settings. An important educational goal of many of your projects will be to build and demonstrate your competency with these standards.

What are the AECT standards?

Because of DALET’s particular emphasis on design, our learning objectives are also guided by the standards of the Association for Educational Communications and Technology (AECT), an international association of instructional designers, researchers, professors and teachers, educational technologists, and other professionals who work to improve teaching and learning. Your course projects will also build and demonstrate your competency with these standards.

Master of Science in Education – Digital Age Learning and Educational Technology

STATE-SPECIFIC INFORMATION FOR ONLINE STUDENTS

Students should be aware of additional state-specific information for online programs.