Educational Technology, Master of Education
- Available Emphasis Areas:
- Adult Learning and Training - Emphasis
- Assistive Technology - Emphasis
- K-12 Teacher - Emphasis
Globalization demands new skills from PK-20 teachers; critical thinking, problem solving, communication, creativity, and innovation are skills that the US citizenry need to acquire to be able to compete in the global market. Come and acquire, update, and hone these skills to improve your marketability as a Technology Director.
Through the Educational Technology program, you will be equipped to plan and design online and in-person instruction, organize, teach, and direct effective uses of technology in educational settings, being these in-person or online. Based on the standards for Administrators Technology Director (NETS-D) set by the International Society for Technology in Education (ISTE), you will learn concepts, skills, and attitudes for applying technology on the job.
We designed this plan for graduates who are educators and would like to become educational technology leaders within their school, district, or other professional setting. Our goals are to help you develop expertise and skill integrating educational technologies within any learning environment: from pre-kindergarten to college and from in-person classes to distant-learning ones.
Candidates in this program of study move from educational technology facilitators to educational technology leaders. To successfully complete this master program of study, candidates must demonstrate their understandings of content, pedagogy, and professional knowledge and skills through their performance on key assessments-which are embedded in all ETC courses and presented within the Capstone Portfolio.
This program is nationally recognized by the International Society for Technology in Education (ISTE).
This program is accredited by the International Society for Technology in Education (ISTE).
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Career Accordion Open
With further education, one of these paths is possible:
- School/District technology coordinator
- Educational technology consultant
- Military/Corporate professional developer
- Community college instructor
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University Requirements
To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)
You must additionally complete:- All requirements for your specific academic plan(s). This may include a thesis.
- All graduate work with a cumulative grade point average of at least 3.0.
- All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
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Overview
In addition to University Requirements:
- Complete individual plan requirements.
| Minimum Units for Completion | 30 |
| Additional Admission Requirements | Admission requirements over and above admission to NAU are required. |
| Emphasis, Minor, Certificate | Emphasis, minor, and/or certificate are required. |
| Some online/blended coursework | Required |
| Progression Plan Link | View Program of Study |
Student Learning Outcomes
Purpose Statement
The purpose of the Master of Education in Education Technology is to provide students with the expertise and skills to integrate technology into their own teaching, model effective use of current technologies in diverse learning environments, and assist instructors in designing technology-enhanced learning experiences.
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the International Society for Technology in Education (ISTE), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
For learning outcomes, see the International Society for Technology Education Standards for Administrators
K-12 Teacher Emphasis
For student learning outcomes for this emphasis, see the International Society for Technical Education Standards for Administrators
Adult Learning & Training Emphasis
- Students will develop foundational knowledge related to adult learning theory & methods such as coaching, training, professional development, performance improvement, online and mobile learning.
- Students will stay abreast of educational research and emerging trends regarding effective use of technology in adult education settings.
- Students will learn how to plan, facilitate, and participate in learning communities that stimulate, nurture, support and coach adult educators in the study and use of technology related to adult learning methods.
- Students will describe characteristics, based on research, of effective teaching and learning.
- Students will create a syllabus for a class to be taught that includes learning objectives, appropriate instructional activities and methods, and assessment.
- Students will discover key concepts about learning in higher education from diverse information resources.
- Students will identify compelling issues in college teaching and learning.
- Students will develop a teaching and learning philosophy.
- Students will describe and discuss applications of best practice and ethical practice within the field of assistive technology.
- Students will be able to address individual needs for assistive technology, through assessment and implementation, using a professionally recognized assistive technology framework with a collaborative team approach.
- Students will be prepared to consider all persons with disabilities as potential candidates for assistive technology assessment.
- Students will be prepared to address the individual assistive technology needs of persons with disabilities through dynamic, ongoing, responsive, and data driven assessment, system procurement, and system implementation using collaborative team approaches.
- Students will be prepared to compare, contrast, and identify necessary features of assistive technology tools and strategies to meet the individual needs of consumers considering a progression of assistive technology from light technology to high technology.
- Students will be prepared to demonstrate professional leadership, specialty area knowledge, and serve as a resource within their individual professional discipline in the area of assistive technology.
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Details
Additional Admission Requirements
- Admission requirements over and above admission to NAU are required.
- NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
- Undergraduate degree from a regionally accredited institution
- Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent.
- Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
- Transcripts
- For details on graduate admission policies, please visit the Graduate Admissions Policy
- International applicants have additional admission requirements. Please see the International Graduate Admissions Policy
Individual program admission requirements include:
- Resume or curriculum vitae
- Letter of application
Master's Requirements
Take the following 30 units:
Core requirements (12 units)
Educational Technology (9 units)Educational Research (3 units)
Select one course from:
Emphasis Requirements (Select One):
K-12 Teacher Emphasis (18 units)
Adult Learning and Training Emphasis (18 units)- ETC 556, (CCHE 590 or ETC 625), CCHE 687, CCHE 688 (12 units)
- Educational Foundations (3 units):
- Select one course from:
- EDF 500, EDF 670, EDF 671, EDF 672, EDF 673, EDF 677
- CCHE 580, CCHE 680
- DIS 505
- Select one course from:
- Curriculum (3 units)
- Select one course from:
- CCHE 640
- CTE 592, CTE 670
- ECI 649, ECI 666, ECI 675, ECI 696
- DIS 524
- Select one course from:
Assistive Technology Emphasis (18 units)
- DIS 505, DIS 521, DIS 689 (9 units)
- DIS 524 or DIS 525 (3 units)
- DIS 526 or DIS 527 (3 units)
- ETC 556 or ETC 567 (3 units)
You may not pursue the Assistive Technology Certificate in conjunction with this degree.
Please note that at least 15 units must be numbered at the 600-level or above.
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
Educational Technology - K-12 Teacher Emphasis, Master of Education
Begin or enhance a career in the rapidly growing field of educational technology. After completing this degree, you will be a Technology Director recognized by the International Society for Technology in Education (ISTE).A Technology Director works at the district, state, or regional level to design, model, and implement educational technology in any learning environment, including:- pre-kindergarten to high school and junior college
- distance learning and in-person or hybrid classes
- one-computer setting or multi-device setting
Required materials
Petition to Transfer Credit
Fast Track
It’s now possible to complete the MEd in Educational Technology faster so you can start applying your knowledge of technologies into learning environments after only a year. Educational Technology graduate courses last only eight weeks. There are two eight-week sessions during the sixteen-week traditional semester.For those who prefer the faster track, you can take two courses each eight-week session, completing four courses per semester and finishing the entire master’s program in only one year.Beginning in the Fall... Accordion Closed
Fall
- 1st eight-week session
- ETC 547
- ETC 567
- 2nd eight-week session
- ETC 585
- ETC 625
Spring
- 1st eight-week session
- ETC 635
- ETC 645
- 2nd eight-week session
- ETC 655
- (Non-ETC Core)
Summer I
- Five-week session
- (Non-ETC Core?)
Summer II
- Five-week session
- (Non-ETC Core?)
Beginning in the Spring... Accordion Closed
Spring
- 1st eight-week session
- ETC 547
- ETC 567
- 2nd eight-week session
- ETC 585
- ETC 625
Summer I
- Five-week session
- (Non-ETC Core)
Summer II
- Five-week session
- (Non-ETC Core?)
Fall
- 1st eight-week session
- ETC 635
- ETC 645
- 2nd eight-week session
- ETC 655
- (Non-ETC Core)
Beginning in the Summer... Accordion Closed
Summer I
- Five-week session
- ETC 547
- ETC 567
Summer II
- Five-week session
- ETC 585
Fall
- 1st eight-week session
- ETC 635
- ETC 645
- 2nd eight-week session
- ETC 625
- ETC 655
Spring
- 1st eight-week session
- (Non-ETC Core)
- (Non-ETC Core)
- 2nd eight-week session
- (Non-ETC Core)
Educational Technology - Adult Learning and Training Emphasis, Master of Education
This emphasis is designed for individuals who have already earned a bachelor’s degree and are working in organizations that will benefit from, or require, adult training. The goal is to help students develop expertise in adult learning theories and skills in integrating technologies in adult learning settings, such as Community Colleges, Non-Profit Organizations, Corporations, etc.Candidates in this program of study learn how to efficiently and effectively implement and integrate technologies to train or retool adults. To successfully complete this master’s program of study, candidates must demonstrate their understandings of content, pedagogy, and professional knowledge and skills through their performance in all program courses.Educational Technology Curriculum (ETC) graduate courses will be scheduled for two eight-week sessions per semester. You will be able to concentrate on only one or two classes at a time and complete them faster.Required materials
Petition to Transfer Credit
If you are planning to transfer credits from previous institutions, please read this pertinent information.Fast Track
It is possible to complete the MEd Educational Technology quickly, so you can start applying your knowledge of technologies into learning environments after only a year. There are two eight-week sessions during the sixteen-week traditional semester. For those who prefer the faster track, you can take two courses each eight-week session, completing four courses per semester and finishing the entire master’s program in only one year.Beginning in the Fall... Accordion Closed
Fall
- 1st eight-week session
- ETC 547
- CCHE 580
- 2nd eight-week session
- ETC 556
- CCHE 640
Spring
- 1st eight-week session
- CTE 691 (16 weeks)
- ETC 645
- 2nd eight-week session
- CTE 691 continued (16 weeks)
- ETC 655
- CCHE 687
Summer I
- Five-week session
- CCHE 688
Summer II
- Five-week session
- CCHE 590
Beginning in the Spring... Accordion Closed
Spring
- 1st eight-week session
- ETC 547
- CCHE 580
- CTE 691 (16 weeks)
- 2nd eight-week session
- ETC 556
- CTE 691 continued (16 weeks)
Summer I
- No courses
Summer II
- Five-week session
- CCHE 590
- CTE 670
Fall
- 1st eight-week session
- CCHE 688
- ETC 645
- 2nd eight-week session
- CCHE 687
- ETC 655
Beginning in the Summer... Accordion Closed
Summer I
- Five-week session
- ETC 547
Summer II
- Five-week session
- CCHE 590
Fall
- 1st eight-week session
- CCHE 688
- CCHE 580
- 2nd eight-week session
- ETC 556
- CCHE 640
Spring
- 1st eight-week session
- ETC 645
- CTE 691 (16 weeks)
- 2nd eight-week session
- ETC 655
- CCHE 687
- CTE 691 continued (16 weeks)