Skip to Main Content
MAED: Educational Technology
Students who complete this degree are also eligible to take an accelerated path to earning a second MAEd in Educational Technology with only 5 additional courses.
Note: No units may be transferred into the Educational Technology program from another institution of higher education.
This course will examine the role of educators in transforming teaching and learning through the integration of technology. The culture of change will be explored through interaction with various members of the school community, developing the leadership qualities necessary for making changes in education, and connecting with educational technology leaders in the local and national communities. In addition, this course will provide an introduction to the Common Core State Standards as a case study in change processes and technology integration.
This course operates on the assumption that graduate students have prior knowledge in the process of curriculum design and assessment. The course will both begin and end by asking students to compose a definition of curriculum and assessment that reflects their own personal philosophy of education both for what it has been and then for what it should be. Students will explore the Common Core Standards, examine global and economic forces driving education policy and reform, and discuss how advancements in research and technology both for teaching and learning should be applied in the context of their own learning organization.
The 'typical' learner in today's American classrooms represents a wide range of learning styles, abilities, and backgrounds. This course will prepare students to integrate a variety of technology-based strategies into classroom instruction and assessment in order to meet the diverse needs of students, whether or not they are diagnosed with disabilities. Students will be introduced to teaching styles, strategies, and technology that will give all learners access to successful learning opportunities. Topics will include differentiated instruction, Universal Design for Learning, and assistive technologies.
In this age of rapid technological advancement and digital immersion, it is imperative that educators become aware of new technologies and related pedagogies. More than that, educators need to continually assess and reflect on the impact of the integration of such tools on the learning process. Students will be challenged to evaluate new technologies, creatively apply them to classroom experiences, and actively seek to stay informed about future trends and innovations.
This course will provide an overview of online educational delivery models, strategies, and platforms. Concepts learned and practices will be applicable to the design of a wide range of eLearning environments including traditional classrooms, blended or flipped classrooms, and fully online courses.
There has been significant growth in the recognition of the value of collaborative activity in the learning process, as well as the development of technology to support such collaboration. This course will describe and demonstrate how professional learning communities and technology intersect. Students will gain insights into the ethical and appropriate application of social learning concepts to learning in their classrooms and to their own continuous professional growth process.
This course is designed to provide experienced teachers with the latest research in brain-based learning and instructional theory and its practical applications to the classroom. Topics will include the structures and functions of the brain, how the brain processes information, lateralization specialization, memory, retention and transfer theory, and the role of emotion in learning. The purpose of this course is to equip educators with an understanding of research-based body/brain/mind principles and how they are applied in teaching and learning.
This course equips teachers to be knowledgeable about educational technology and current tools available to further student engagement. Course activities are heavily influenced and directed by the standards of the International Society for Technology in Education (ISTE).
This course will provide students with an introduction to educational research by exploring problems or issues in education, qualitative research methods, and analyzing research articles. Students will learn the essentials needed to carry out the research process and begin their capstone project, which will be completed in 605.
During this course, students work to finalize their capstone project. Students will triangulate data using critical self-reflections, credible literature, and observations as a method to respond to an educational problem. Upon completion of the written project, students will orally present their capstone in class. Graduation Application Fee: $185. Prerequisite: EDUT 580 (concurrent enrollment allowed; must be taken in different parts of term).