Educational Technology M.S.
The educational technology program is an applied curriculum based on a balanced approach of theory (knowledge) and handson (experience). The goal of this approach is for graduate students to develop into educational technology leaders in order to provide leadership and support for teachers and students. They will gain knowledge and experience in the following:
• the instructional design process
• visual design
• visual literacy
• working with a range of software program
• working with a range of interactive delivery systems (video, audio, print, Web, multimedia, animation, iDVD, and podcasting)
• applying design and production skills to various instructional outcomes
• applying assessment rubrics (formative and summative evaluation) to completed instructional-based projects
• troubleshooting technology problems
• technology change management
A unique feature of the educational technology program is that all courses build on one another to provide maximum relevance, linkage, and unity. The master’s program in educational technology underscores the need for competency and mastery for each course to be based on knowledge and performance. Students’ skills and knowledge will be assessed on how well they are applied to course projects. The performance criteria are as follows:
• content design—Does the project content reflect sound instructional strategies?
• visual design—Does the overall look and appearance of the project capture the learners’ attention and interest?
• technical considerations—Are technical decisions such as programming and visual and audio manipulation functional? Does the project work?
• evaluation—Does the program teach? Is there change in behavior?
Program Learning Outcomes:
Students are expected to:
• apply technology skills in the development of instruction;
• understand and apply instructional design process;
• apply production skills in the development of instruction;
• apply evaluation standards to various instructional programs;
• understand and apply the technology integration process;
• understand and apply inquiry skills in educational technology research; and
• demonstrate leadership skills in applying instructional technology in their respective working environments.
Applicants must hold a bachelor’s degree from a regionally accredited institution of higher education. Applicants must also have a minimum undergraduate GPA of 2.70 on a 4.00 point scale (where A is 4.00), or its equivalent, and good standing (3.00 GPA) in all post-baccalaureate course work.
The admissions application, application fee, and official transcripts from each college and university attended (except Central Connecticut State University) must be submitted to the Graduate Recruitment and Admissions Office.
Course and Capstone Requirements:
Core Courses (27 credits):
EDT 500 Instructional Design and Evaluation I
EDT 501 Message Design and Production
EDT 510 Design Tools
EDT 512 Computer-based Instruction
EDT 521 Interactive Multimedia for Instruction I
EDT 522 Instructional Design and Evaluation II
EDT 531 Interactive Multimedia for Instruction II
EDT 532 Distance Learning and Networking I
EDT 533 Distance Learning and Networking II
Professional Education (3 credits):
One of the following:
EDF 500 Contemporary Educational Issues
EDF 516 School and Society
EDF 524 Foundations of Contemporary Theories of Curriculum
EDF 525 History of American Education
EDF 538 The Politics of Education
EDF 583 Sociological Foundations of Education
EDT 514 Integrating Technology in the Classroom Curriculum Research and Capstone Requirements
Plan E: EDT 598, Inquiry in Educational Technology, and EDT 597, Final Project
Plan A (thesis) or Plan E (special project) may be selected in consultation with the advisor.
The purpose of the Masters Final Project (MFP) is to allow graduate students to complete a comprehensive instructional project. The scope of MFP experience is large and is different from a classroom project. It is meant to act as a synthesis of students’ total classroom experiences. It is a culminating experience that allows graduate students to perform their skills in an independent manner. The student must bear the responsibility of the decisions and actions taken at every level of the project. The faculty’s role is one of a sounding board and not to influence or provide further training. Students in the program cannot begin the MFP without submitting a comprehensive proposal. In addition, students must have completed 24 credits of work before enrolling in the summer EDT 597 Final Project course. Computer prerequisite: A valid CCSU BlueNetID (username) and password. Graduate students must also have a personal computer and e-mail account.
Special Service Course (undergraduate and graduate):
EDT 490 Instructional Computing
Note: Students interested in a School Library Media Specialist cross-endorsement should contact the Connecticut State Department of Education Certification Office.