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MS - Technology for Educators

This online Master of Science (MS) in Education concentration prepares educators and related professionals to use a broad range of technologies in their multiple roles as teacher, mentor, facilitator, researcher, change agent, and leader. The program is aligned with National Education Technology Standards for educational technology from the International Society for Technology in Education (ISTE), as well as learning theories from the National Academies of Science's initiatives on the new science of learning. The knowledge base within the Technology for Educators 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 instructional leadership, instructional and assistive technologies, systems change, data driven decision-making, and Universal Design for Learning.

Program Plan

Number of Credits Required: 36

Beginning in the Fall, all new Technology for Educators MS students will be required to register for ED.893.508 Technology and the Science of Learning as one of their first courses.

Core Requirements (9 credits)

893.601 Evaluation and Research in Digital Age Learning
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.
893.701 Advanced Seminar in Digital Age Learning
The seminar is the capstone course in the Digital Age Learning and Educational Technology master's 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/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.
893.850 Advanced Applications in Digital Age Learning
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 students' 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.

Concentration Requirements

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. (2-3 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.
893.508 Technology and the Science of Learning
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.
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.
893.550 Emerging Issues in Digital Age Learning
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. ( 3 credits)
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
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.
893.645 Designing and Delivering Online and Blended 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.

Admissions Requirements

  • Completion of online application
  • Submission of application fee
  • Official transcripts from all post-secondary institutions attended (Cumulative GPA must be 3.0 or better)
  • Essay
  • A current resume or CV
  • Two letters of recommendation
  • Selected applicants who meet the entrance requirements may be invited to interview

For more information on the application process, please view the SOE Admissions page.

Note: Students enrolled in the Master of Science in Education: Technology for Educators program may not simultaneously enroll in, nor are they eligible to earn, the Graduate Certificates in Data-Based DecisionMaking and Organizational Improvement or Leadership in Technology Integration.

If you are interested in a certificate, you may want to consider:

Leadership in Technology Integration

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.

Data-based Decision Making and Organizational Improvement

This advanced 15-credit certificate program provides school leaders and leaders of other organizations with knowledge and skills to explore and apply basic concepts supporting data-driven decision-making and performance accountability.

State-specific Information for Online Students

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


Contact Us

Faculty Contact
Dr. Wendy Drexler

Academic Coordinator
Kyuanna Napper