Master of Science in Education – Digital Age Learning and Educational Technology
MASTER OF SCIENCE IN EDUCATION
DIGITAL AGE LEARNING AND EDUCATIONAL TECHNOLOGY
This online Master of Science (MS) in Education concentration prepares educators and related professionals to consider the effective application of technologies for learning in recognition of the changing roles of educators in preK-12, higher education, corporate, and entrepreneurial environments. Formerly known as the Technology for Educators MS program, the courses have recently been updated to represent a focus on the evolving field of learning science and the ways in which technology might support this evolution.
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 the National Academies of Science’s initiatives 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.
Number of Credits Required: 36
Foundational Introductory Course (3 credits)
893.508 TECHNOLOGY AND THE NEW SCIENCE OF LEARNING
Note: This class should be taken first.
New technologies are part of the intellectual landscape in which new kinds of knowledge are breaking down the boundaries of previous distinct disciplines. The design and use of new technologies make possible new approaches to learning, new contexts for learning, new tools to support learning, and new understandings of the dynamics of the learning process itself. This course examines the role of technology relative to the key concepts of active learning, metacognition, and transfer of knowledge from multidisciplinary perspectives on learning. Based on the science of learning, students will develop and implement technology related strategies that align educational technology to standards-based instruction, promote problem solving and higher-order thinking skills, facilitate cooperative learning, and use reflective teaching and inductive approaches to increase student achievement. Students must take Technology and the Science of Learning as one of their first courses in the program.
Core Requirements (15 credits)
810.607 CULTURALLY RESPONSIVE TEACHING
Candidates will explore the social, organizational, and structural factors influencing educational opportunities, experiences, and outcomes of culturally diverse students. Through personal reflection and analysis, candidates will determine the best way for them to positively impact students, regardless of ethnicity, gender, socioeconomic status, sexual orientation, etc. Course content is aligned with the Maryland Common Core Curriculum employed by partnership schools.
893.550 EMERGING ISSUES FOR INSTRUCTIONAL TECHNOLOGY
The new digital landscape is drastically changing how people work, collaborate and learn. New innovations in digital technologies are powerful influences in 21st century classrooms. In this course, participants are exposed to emerging issues for internet-based culture and digital age learning, including gaming, virtual and augmented reality, digital libraries and databases, big data and data mining, and the use of social media and digital tools for enhancing instructional delivery. Learners will explore the use of emerging technologies and their integration into schools and organizations.
893.601 EVALUATION & RESEARCH OF TECHNOLOGY INTERVENTIONS & PROGRAMS (Core)
In this course students learn and practice the skills necessary to evaluate the use of educational technology in learning environments and educational settings. The course covers a range of alternative and mixed methods for data collection, such as observation, interviewing, the use of surveys, and analysis of data. Students develop an evaluation plan that can be implemented in their own educational settings and demonstrates their ability to select and/or develop appropriate metrics to identify the impact of technology in the teaching-learning process. Students use empirical methods to describe, explore, and/or explain the relationships between technology and program and/or individual outcomes.
893.850 ADVANCED APPLICATIONS OF INSTRUCTIONAL TECHNOLOGY (Core)
Note: Should be taken at the end.
The advanced applications course provides students the opportunity to individualize their program experience, to sharpen existing skills, to gain new skills, and to pursue their educational technology interests related to curriculum and professional development in support of technology-based programs. Students work with their advisor to create a professional, customized learning experience that stretches the student through his/her participation in the development, design, implementation, or evaluation of high-quality technology products, projects, or services. The activities in this course are aligned to individual student’s schedules and can include collaborative opportunities with public and private sector organizations and agencies that have local, regional, national, or international interests. This course supports the development of leadership expertise in an area designated by the student as a set of skills needed to advance the individual in their chosen area of study and professional practice.
893.701 ADVANCED SEMINAR IN 21ST CENTURY SKILLS (Core)
Note: Should be taken at the end.
The graduate seminar is the capstone course in the program and reflects students’ individual mastery for leveraging technology with diverse learning populations. The seminar focuses on examining the constructs of educational technology topics and culminates in the student creation of his or her online portfolio. The portfolio showcases the products and skills developed by learners during the core courses throughout the term of their academic studies. The goals of the seminar are to engage and support participants in understanding the historical, cognitive, technical, political, and sociological issues involved in the effective use of technology in education and particularly in the integration of technology into instruction.
Required Courses (9 credits)
880.623 INSTRUCTIONAL DESIGN FOR ONLINE LEARNING
This course will guide participants through a process of designing online instruction for adult learners, applicable for a variety of content areas and settings. Building upon a research-based instructional design model, participants will plan online learning experiences that combine pedagogy, organization, design, and technology. Participants will be able to design media-enhanced, engaging online activities and assess learning.
893.645 DESIGNING AND DELIVERING E-LEARNING ENVIRONMENTS
This course explores how educators use online collaborative technology tools in the classroom and in professional development so that all learners achieve at higher levels. Online collaborative tools provide a new set of technologies that focus on the social collaborative aspect of the Internet. These tools include, but are not limited to: learning management systems, wikis, webinars, image repositories, document sharing, and other tools. In addition, the infusion of online collaborative technologies into professional development allows educators the opportunity to utilize methods and strategies for effective collaboration beyond the walls of the classroom.
893.628 GAMING AND MEDIA DESIGN FOR LEARNING
This course provides an overview of the learning theories, best practices, and classroom application models involved with incorporating educational games and simulations into a learning environment. The use of current and emerging technologies found in the gaming arena will be explored and documented for classroom application. This course brings together cultural, business, government, and technical perspectives on developing and integrating electronic gaming techniques and technologies to enhance and enrich learning. Course participants will develop an understanding of the current trends (technical and sociological) in computer and console gaming, and what can be learned and applied from the world of gaming to positively affect teaching and learning. They will also experience an authentic creative process when they explore the game design process.
893.632 DATA DRIVEN DECISION-MAKING FOR SCHOOLS AND ORGANIZATIONS
The increasing impact of a knowledge economy and globalization has been a catalyst to the fields of knowledge management and organizational decision-making. This course is designed to introduce knowledge management concepts into an educational context and to provide an in depth focus on data-driven decision making in educational organizations and institutions. Participants investigate how decisions and strategies are developed and how tacit or explicit knowledge can be identified, captured, structured, valued and shared for effective use. Course topics include leadership and strategic management relative to organizational decision-making, managerial and organizational structures, organizational learning, and decision support systems. A related intent is to develop an understanding of data mining metrics that can be used to create predictive models that support systemic change in schools. Opportunities are provided for participants to use online and electronic tools that can assist in facilitating meaningful conversations about instruction and learning among their school’s faculty and staff.
893.634 TECHNOLOGY LEADERSHIP FOR SCHOOL IMPROVEMENT
Education leaders need to understand the use of technology for teaching, learning, and managing their school environment. These skills include schoolwide technology planning and leadership that incorporate instructional design, curriculum integration with standards, logistics of technology implementation, professional development, and evaluation. Students will develop an understanding of how to create and support technological change through a systems approach. Topics include sources of resistance to change, tools for planning, decision making and change, creating and supporting a culture for learning and change, and managing and institutionalizing change systems.
893.545 INTEGRATING MEDIA INTO STANDARDS-BASED CURRICULUM
Participants explore the possible ways technology can be integrated with core content standards. Technology enhanced progress tracking, evaluation and measurement tools are explored from both a hardware and software perspective. Online resources utilized to enhance curriculum and classroom learning are investigated, evaluated and discussed in an open forum. Students explore untapped technology resources and work collaboratively to design and develop learning opportunities aligned with their professional context.
Elective (3 credits)
This course can be taken in place of one (1) of the required courses. Electives taken from other programs must be approved by the advisor.
893.546 INCLUSIVE TECHNOLOGY FOR ALL LEARNERS
This online course is designed to prepare education professionals to address a major contemporary concern – the access and use of inclusive technologies to meet the needs of diverse learners. Course participants will investigate the role of adaptive and assistive technologies in learning. Course participants will develop the knowledge and skills necessary to select and use inclusive technologies and enabling applications to enhance, augment, and ultimately maximize learning experiences for learners of all abilities. Participants will examine existing inclusive technologies and investigate the potential of emerging technologies to determine how these may contribute to the continuum of technology-based applications for all learners in classroom or workplace settings and across all societal sectors.
PLEASE 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.
- Chadia Abras Ph.D., Associate Dean Accreditation, Assessment, and Technology, Johns Hopkins University
- Cathy Cavanagh, Ph.D., Head of Digital Transformation: Leadership, Learning, and Research, Catholic Education Western Australia
- Wendy Drexler, Ph.D., Educational Technology Consultant, former Faculty Lead of the Digital Age Learning and Educational Technology program
- Kathryn Kennedy, Ph.D., Director, Michigan Virtual Learning Research Institute
- Mike Lawrence, CEO, CUE (California ISTE Affiliate)
- Stephen Pape, Ph.D., Director of the Doctor of Education Program, Johns Hopkins University
- George Siemens, Ph.D., Executive Director, LINK Research Lab, University of Texas Arlington
- Carolyn Sykora, Senior Director of ISTE Standards, ISTE
Note: 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:
This 15-credit online certificate program prepares master teachers to become proficient at integrating technology into standards-based curriculum to improve student learning. Candidates become technology leaders in the classroom, school, and district.
State-specific Information for Online Students
Students should be aware of additional state-specific information for online programs.