Applied Technology in Education

Master of Education

Program Purpose

The Master of Education in Applied Technology in Education program is designed for individuals who want to advance their knowledge and skills related to current information and communication technologies. Candidates study research-based practices to acquire the knowledge and skills needed to create digital-rich learning environments that enhance student learning and engagement. The program addresses topics related to creativity and innovation, digital-age learning experiences and assessments, digital citizenship, and professional growth and leadership.

Program Competencies

The standards and program competencies adopted for the Master of Education in Applied Technology in Education degree program are aligned with the ISTE Standards for Educators (2017) issued by the International Society for Technology in Education (ISTE). 

The M.Ed. in Applied Technology in Education degree program is designed to enable candidates to demonstrate their knowledge and skills in the following program competency standards: 

Program Competency Standard 1. Learner 

Candidates continually improve their professional practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Candidates engage in ongoing professional learning, reflect on research and evidence-based practices, and set professional growth goals to enhance their effectiveness as technology-enabled educators. 

Program Competency Standard 2. Leader 

Candidates seek opportunities for leadership to support student empowerment and improved learning outcomes. They advocate for equitable access to educational technology, model a shared vision for technology integration, and actively contribute to the advancement of effective digital learning practices within their schools and professional communities. 

Program Competency Standard 3. Citizen 

Candidates inspire students to positively contribute to and responsibly participate in the digital world. They model and promote safe, ethical, and legal technology use; foster digital literacy and media fluency; and cultivate culturally responsive and globally aware learning environments. 

Program Competency Standard 4. Collaborator 

Candidates dedicate time to collaborate with colleagues and students to improve practice, discover and share resources and ideas, and solve problems. They use collaborative technologies to expand authentic learning experiences and connect with local and global communities to enrich student learning. 

Program Competency Standard 5. Designer 

Candidates design authentic, learner-driven activities and environments that recognize and accommodate learner variability. They use instructional design principles and digital tools to create personalized, competency-based learning experiences aligned to content standards and meaningful assessment practices. 

Program Competency Standard 6. Facilitator 

Candidates facilitate learning with technology to support student achievement of the ISTE Standards for Students. They manage and support active learning environments, foster student ownership of learning goals, and guide students in using technology to think critically, solve problems, and create innovative solutions. 

Program Competency Standard 7. Analyst 

Candidates understand and use data to drive instruction and support students in achieving their learning goals. They use formative and summative assessment data, including digital assessment tools, to inform instructional decisions, provide timely feedback, and personalize learning experiences. 

Outcomes Assessment

Multiple assessments are used to determine candidate growth toward achievement of the knowledge and skills described in the Master of Education: Applied Technology in Education degree program competencies and the university-wide graduation competencies. Performance-based assessments are used to evaluate individual and collaborative projects, research endeavors, and assignments. Goals, learning outcomes and activities, external assignments, and assessment strategies are linked directly to program and graduation competencies as stated on each course syllabus. Other assessment strategies may include mentoring sessions and observations of performance-based projects in virtual or authentic settings. A standards web-based presentation portfolio completed during the program will show the candidate’s level of expertise in acquiring the knowledge, skills, and experiences described by the ISTE Standards for Educators (2017) issued by the International Society for Technology in Education (ISTE).

Program Design

This 33-credit degree program consists of 15 credit hours of technology courses, 9 credit hours of teaching and learning courses, and 9 credit hours of elective courses. Technology courses (EDT prefixes) must be taken in a numerical sequence, beginning with EDT 6005 and ending with EDT 6045. The program requires candidates to work / be employed in an educational setting or a training center to complete the program competency assignments. There is a non-credit E-Folio course requirement.

Course Requirements

Foundation Courses (9 credits)

MED 7712 Curriculum Development

MED 7808 Assessment and Evaluation

MED 7809 Instructional Design

Elective Courses (9 credits)

MED 7404 Brain-Based Research Instructional Strategies

MED 7704 Education for Equity and Social Justice

MED 7807 Creativity and Critical Thinking

MED 7810 Psychology of Learning

MED 7812 Culture and Learning Environments

MED 7813 Differentiated Instruction

MED 7814 Problem-Based Learning

MED 7815 Innovations in Teaching

MED 7817 Professional Studies

MED 7818 Personalization in Education

MED 7819 Design, Build, and Test

Technology Courses (15 credits)

Note: Courses must be taken in sequence.

*The sequence begins in the fall block 1 and spring block 1.  All EDT courses are offered online.

MED 6102 E-Folio

EDT 6005 Applications in Educational Technology

EDT 6010 Instructional Applications of Technology

EDT 6020 Emerging Trends in Educational Technology

EDT 6035 Ethical, Legal, and Social Issues in Educational Technology

EDT 6045 Special Topics in Educational Technology

This information applies to students who enter this degree program during the 2026-2027 Academic Year. If you entered this degree program before the Fall 202 semester, please refer to the academic catalog for the year you began your degree program.