Educational Technology, Master of Education

In addition to University Requirements:

• Complete individual plan requirements.

Minimum Units for Completion	30
Additional Admission Requirements	Individual program admission requirements over and above admission to NAU are required.
Emphasis, Minor, or Certificate Required	An emphasis, minor, or certificate is required for this major.
Some online/blended coursework	Required
Progression Plan Link	View Program of Study

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).
 
Visionary Leadership: Technology directors inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Upon completion of the program:

• Shared Vision: Candidates lead the development, communication, and implementation of a shared vision for the comprehensive use of technology, initiating and sustaining technology innovations and change to support a digital-age education for all students.
• Strategic Planning: Candidates lead the design, development, implementation, communication, and evaluation of technology-infused strategic plans (including policies, procedures, budget and funding strategies) aligned with the shared vision.
• Advocacy: Candidates participate in advocacy networks to validate and influence policies, procedures, programs, and funding strategies to create a technology infrastructure and professional development and instructional programs necessary to support a digital-age education for all students.

 
Digital-Age Learning Culture: Technology directors create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Upon completion of the program:

• Digital Tools and Resources: Candidates assist district and school leaders to identify, evaluate, and select exemplary digital tools and resources that support learning goals, incorporate research-based instructional design principles, and are compatible with the school technology infrastructure.
• Research-Based Learning Strategies: Candidates locate, develop, and disseminate models of face-to-face, blended, and online instruction that illustrate how technology can support standards-aligned, research-based instruction and meet the needs and preferences of digital-age learners.
• Assessment and Differentiation: Candidates assist educators in identifying and implementing technology resources to support research-based differentiation and assessment practices that meet the identified needs of all students.
• Student Technology Standards: Candidates ensure that technology standards for students and computer science/ICT coursework are implemented, assessed, and supported by a scope and sequence and curriculum alignments.
• Learning Communities: Candidates locate, develop, and disseminate models of local and global learning communities and support implementation through local infrastructure and policies.

 
Excellence in Professional Practice: Technology directors promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Upon completion of the program:

• Professional Learning Programs: Candidates design, implement, and evaluate professional learning programs (face-to-face, blended, and online) that help educators integrate technology effectively into all instructional and business practices—including assisting program directors in infusing technology into all professional learning initiatives.
• Information and Communication Infrastructure: Candidates ensure a robust information and communication infrastructure to support learning communities and assist educators in using this infrastructure for professional learning.
• Communication and Collaboration: Candidates provide technologies to support effective communication and collaboration and model their use among colleagues, parents, students, and the community.
• Current Research and Emerging Technologies: Candidates maintain in-depth knowledge of current educational research and emerging technologies and evaluate potential benefits and implementation requirements (purchase cost, training, human resources, installation, maintenance, compatibility).

 
Systemic Improvement: Technology directors provide digital-age leadership and management to continually improve the organization through the effective use of information and technology resources. Upon completion of the program:

• Innovation and Change: Candidates collaborate with school personnel to lead purposeful change by identifying teacher and student learning needs and implementing technology innovations to address those needs.
• Program Evaluation: Candidates conduct evaluations on professional development programs, technology infrastructure, and instructional technology interventions by establishing metrics, collecting and analyzing data, interpreting results, and sharing findings to improve staff performance and student learning.
• Human Resource Management: Candidates hire, organize, supervise, evaluate, and retain highly qualified technology staff to advance and maintain the technology infrastructure and promote academic and operational goals.
• Partnerships: Candidates establish partnerships to support the technology infrastructure and provide technology resources for the effective integration of technology to advance district programs and goals.
• Technology Infrastructure: Based on a comprehensive technology plan, candidates acquire and leverage resources to advance and sustain a robust technology infrastructure and continually evaluate its effectiveness at supporting learning, teaching, management, and operations.

 
Digital Citizenship: Technology directors model and facilitate understanding of social, ethical, and legal issues and responsibilities related to an evolving digital culture. Upon completion of the program:

• Digital Equity: Candidates facilitate equitable access to digital tools and resources, including adaptive and assistive technologies, to support the diverse needs of all learners.
• Policies for Safe, Healthy, Legal, and Ethical Use: Candidates lead district in the collaborative development, dissemination, and evaluation of district policies and procedures designed to guide, in the least restrictive manner possible, the safe, legal, and ethical use of digital information and technology resources among all stakeholders.
• Programs for Safe, Healthy, Legal, and Ethical Use: Candidates develop and implement programs to educate all stakeholders about the safe, legal, and ethical use of information and technology resources, including district policies and procedures regarding filtering, netiquette, cyberbullying, acceptable use, and fair-use guidelines for online resources.
• Diversity, Cultural Understanding, and Global Awareness: Candidates model and promote diversity, cultural understanding, and global awareness by providing and supporting digital-age communication and collaboration tools for students and faculty to engage in cross-cultural, collaborative projects addressing global issues in the context of curricular goals and objectives.

 
Content Knowledge and Professional Growth: Technology directors demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning, leadership, and management and are continually deepening their knowledge and expertise. Upon completion of the program:

• Content and Pedagogical Knowledge: Candidates demonstrate content and pedagogical knowledge, skills, and dispositions in technology integration and current and emerging technologies necessary to effectively implement the NETS•S, NETS•T, and NETS•A.
• Technical Knowledge: Candidates demonstrate knowledge, skills, and dispositions in all the technical areas necessary to ensure a sound technology infrastructure, including industry standards, data analysis/warehousing, and safety and security of data.
• Leadership and Management Knowledge: Candidates demonstrate knowledge, skills, and dispositions in leadership and management areas including leadership theory and practice, organizational change, project management, and budget and contract management.
• Continuous Learning: Candidates engage in continuous learning to deepen their content, technical, and leadership and management knowledge, skills, and dispositions.
• Reflection: Candidates regularly evaluate, reflect on, and synthesize their work and research to improve and strengthen their professional practice.

Additional Admission Requirements

• Individual program admission requirements over and above admission to NAU are required.

• The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
  
  Admission requirements include the following:

  • Transcripts.
  • Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

  
  Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
  
  Ready to apply? Begin your application now.

  International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.

• • A letter of recommendation

• • Resume or Curriculum Vitae

• • Letter of application

Master's Requirements

• Take the following 30 units:
  
  Core requirements (18 units)
  
  Educational Technology

  • ETC 547, ETC 645, ETC 655 (9 units)

  Educational Research
  Select one course from (3 units):

  • CTE 691
  • EDR 610, EDR 611
  • EPS 525
  Educational Foundations
  Select one course from (3 units):
  • EDF 500, EDF 670, EDF 671, EDF 672, EDF 673, EDF 677
  • CCHE 580, CCHE 680
  Curriculum
  Select one course from (3 units):
  • CCHE 640
  • CTE 592, CTE 670
  • ECI 649, ECI 666, ECI 675, ECI 696

• Emphasis Requirements (12 units)
  Select one:
  
  K-12 Teacher Emphasis

  • ETC 567, ETC 585, ETC 625, ETC 635 (12 units)
  Adult Learning and Training Emphasis
  • ETC 556, CCHE 590, CCHE 687, CCHE 688 (12 units)

  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 successfully complete. For prerequisite information, click on the course or see your advisor.

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