Lecturers—Cole, Ferenz, Richards, Roderick, Schmidt, Scott, Shaffner, Chuang, Kelly
M.A. in Education: Concentration in Instructional Technologies
Certificate in Training Systems Development
The Department of Instructional Technologies offers the Master of Arts in Education with Concentration in Instructional Technologies and the Certificate in Training Systems Development. The program provides three areas for graduate study: E-Learning Design and Development, including Multimedia Development; Training Design and Development; and Technology Integration for Teachers. In addition, the program offers a Supplementary Authorization in Instructional Computing for K-12 teachers who complete ten to twelve units of course work in that area.
The department offers most of its courses in a hybrid format, which includes a combination of classroom sessions along with an online component.
The program prepares students for careers as instructional designers, trainers in corporations and public service agencies, instructional multimedia designers and producers, specialists in instructional computing and instructional software design, and computer-resource teachers. Graduates of the program include corporate trainers, training consultants, instructional materials designers, computer instructors, multimedia developers, instructional software developers, video producers, and classroom and laboratory computing teachers. The program emphasizes the instructional systems approach, instructional message design, practical design experience, technical skills development, and project-based instruction. During their studies, students develop portfolios that may include computer-based instruction, print-based, video and e-learning, or mobile technology-based instructional programs. For further information, contact the department chair.
Admission to the program in is a two-step process that should be completed simultaneously:
The department requires that applicants to the program schedule an interview with the department chair in order to review the applicant’s interest and preparation in the field. In addition, applicants must submit two letters of recommendation, and a statement of purpose. Letters of recommendation should come from professionals who can attest to the applicant’s promise as a graduate student and professional educator. The statement of purpose should clearly explain the applicant’s educational and career goals, and how the MA degree will help achieve those goals. The statement of purpose should be a representative sample of the quality of an applicant’s English-language writing ability.
In order for students to be considered for admission to the program, they must demonstrate that they have basic computer literacy, whether through academic preparation or practical experience. If they do not, then a prerequisite course must be taken. The prerequisite course will be selected with the consultation of an academic advisor.
Students must demonstrate written English proficiency to the satisfaction of the department at Level One, which must be met by submitting a writing sample in the form of a statement of purpose that is evaluated satisfactorily by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials will be required to take and pass an additional course in English skills development with at least a grade of B before filing a Advancement to Candidacy (ATC). The course will be selected with the advice of an adviser.
Students who were admitted to the MA program before Fall 2008 are required to be enrolled in the university during the semester of anticipated graduation. To meet this requirement, many students choose to enroll in a zero-unit designated College of Extended Learning course established for this purpose.
Students admitted Fall 2008 and beyond have the semester they enroll in the Culminating Experience and the following semester to complete their degree requirements. Those who need additional time beyond the two semesters to complete their Culminating Experience must enroll in a zero-unit designated College of Extended Learning course every subsequent semester until the Culminating Experience is completed.
For more information, please contact the department or the College of Education Graduate Office (BH 240).
During the first year of study, students must take ITEC 700, Strategic Approaches for Instructional Technologies (may be waived based on experience); ITEC 800 Theoretical Foundations of Instructional Technologies; and ITEC 801 Instructional Systems Design. Based on their interests, students must also take one of the following courses before completion of the program:
Students choose fifteen units of electives within the department or in related disciplines. For help in selection, electives are divided into three groups, E-Learning and Multimedia Design and Development, Training Design and Development, and Technology Integration for Teachers. Students should select electives in consultation with an adviser.
Courses are 3 units unless otherwise indicated. Online course descriptions are available.
| Core Requirements | Units | |
| ITEC 800 | Theoretical Foundations of Instructional Technologies | 3 |
| ITEC 801 | Instructional Systems Design | 3 |
| Research Requirement | ||
| ISED 797 | Seminar in Educational Research | 3 |
| Units chosen from the following seminars: | 3 | |
| ITEC 830 | Design of Learning Environment with Emerging Technologies | |
| ITEC 850 | Design and Management of Training Projects | |
| ITEC 816 | Computer Resource Specialist | |
| Electives (see below) | 15 | |
| Culminating Experience Requirement (see below for portfolio submission) | ||
| ITEC 894 or ITEC 895 |
Creative Work Field Study |
3 |
| Minimum total | 30 | |
The minimal requirement for graduation is 30 units. Based on individual student needs, background, and interest, the department may require some students to complete more than 30 units for the attainment of the degree.
| Elective Group One: E-Learning and Multimedia Design and Development | |
| ITEC 715 | Foundations of Instructional Multimedia |
| ITEC 740 | Computer Design of Instructional Graphics I |
| ITEC 745 | Instructional Web Authoring I |
| ITEC 770 | Instructional Videography I |
| ITEC 823 | Instructional Multimedia Tools: Flash I |
| ITEC 830 | Design of Learning Environment with Emerging Technologies |
| ITEC 835 | Instructional Multimedia Tools: Flash II |
| ITEC 840 | Computer Design of Instructional Graphics II |
| ITEC 845 | Instructional Internet Authoring II |
| ITEC 860 | Distance Education |
| ITEC 865 | E-Learning Design and Development |
| ITEC 870 | Instructional Videography II |
| Elective Group Two: Training Design and Development | |
| ITEC 700 | Strategic Approaches for Instructional Technologies (may be required for some students) |
| ITEC 720 | Fieldwork in Educational Technology (3-5) |
| ITEC 805 | Needs Assessment in Training Design |
| ITEC 825 | Formative Evaluation and Usability Testing |
| ITEC 850 | Design and Management of Training Projects |
| ITEC 852 | Instructional Technologies in Organizations |
| Elective Group Three: Technology Integration for Teachers | |
| ITEC 815 | Integration of Instructional Computing |
| ITEC 816 | Computer Resource Specialist |
| ITEC 842 | Cognition, Mind, and Learning for Educators |
Portfolio Submission. Before undertaking a culminating experience, students must submit, for departmental review and approval, a portfolio of three instructional projects that demonstrate their technical skill and instructional design competencies.
The culminating experience may be completed by one of two options: ITEC 894, Creative Work Project; or ITEC 895, Field Study.
Creative Work Project Requirements. In order to complete the creative work, students must design, develop, and produce an instructional product or work. The instructional unit may be in any medium—print, video, multimedia, or web-based. The instructional design process must be documented in writing, and include a review of the instructional significance of the product, description of the design and production process, and product usability review. Students must provide a CD-ROM which contains the instructional product and the design documents.
Field Study Requirements. In order to complete the field study, students must design, develop, and produce an instructional design project, using the instructional systems process, from needs analysis to formative evaluation. The instructional unit may be in any medium—print, video, multimedia, or web-based. The instructional design process must be described in writing and include a review of the instructional need and significance of the project, research review, description of the design process, formative evaluation, and conclusions. Students must provide a CD-ROM which contains the instructional unit and the design documents.
This 18 unit program is designed for students who do not wish to earn a masters degree, or for those who have already earned a master's degree in a related field. The purpose of the graduate certificate is to develop and update skills and knowledge in the training design and development area in order for students to advance to new positions in corporate or public agency training departments. It offers professional training program developers an opportunity to strengthen and augment their skills. This program is especially useful to students who already hold a masters degree in a related field, such as industrial psychology, radio and television, or human resource development, or for those who need documentation in training competencies to meet governmental requirements.
Applicants to the program must meet the university requirements for all graduate majors. In addition, the department requires that applicants to the program schedule an interview, either in person or by telephone, with the department chair in order to review the applicant's interest and preparation in the field. In order for students to advance to this status, they must indicate that they have the following academic preparation or practical experience. Applicants must also submit a statement of purpose. The statement of purpose should clearly explain the applicant’s career goals, and how the certificate will help achieve those goals. The statement of purpose should be a representative sample of the quality of an applicant’s English-language writing ability.
Students should have foundation competency in computer skills. If students are not computer literate, they may be required to take a computer fundamentals course, such as ITEC 711 or 712 (equivalent courses). This course cannot be applied toward the certificate.
Students must indicate written English proficiency to the satisfaction of the department at Level One, which must be met by submitting a writing sample in the form of a statement of purpose that is evaluated satisfactorily by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials will be required to take and pass an additional course in English skills development with at least a grade of B. The course will be selected with the advice of an adviser.
Students are required to take nine units of core requirements and nine units of electives. The selection of electives is based on student interest and needs and done with the advice of an adviser.
During the first year of study, all students must take ITEC 800, Theoretical Foundations of Instructional Technologies; ITEC 801, Instructional Systems Design; and ITEC 850, Design and Management of Training Programs.
Students choose nine units of electives. Since the certificate is focused on training design and development, it is strongly suggested that students choose from that group. However, the choice of electives will depend on the students' interests, needs, and backgrounds.
| Core Requirements | Units | |
| ITEC 800 | Theoretical Foundations of Instructional Technologies | 3 |
| ITEC 801 | Instructional Systems Design | 3 |
| ITEC 850 | Design and Management of Training Projects | 3 |
| Electives Units chosen from the following: |
9 | |
| ITEC 805 | Needs Assessment in Training Design | |
| ITEC 825 | Formative Evaluation and Usability Testing | |
| ITEC 830 | Design of Learning Environment with Emerging Technologies | |
| ITEC 852 | Training and Learning in Organizations | |
| ITEC 860 | Distance Education | |
| ITEC 865 | Emerging Technologies in Instruction | |
| Minimum total | 18 | |
The minimal requirement for completion is eighteen units. Based on individual student needs, background, and interests, the department may require some students to complete more than eighteen units for the award of the certificate.
When all requirements have been met, each student may request the certificate from the chair of Instructional Technologies. At the time of the request, the student must provide the chair with transcripts indicating satisfactory completion of all certificate requirements. The chair will then initiate issuance of a certificate. The certificate will be signed by the chair and the dean of the Division of Graduate Studies. Award of the certificate will be entered on the student's transcript.
Teachers who have earned a Single or Multiple Subject Credential can receive a Supplementary Authorization in Instructional Computing by completing ten to twelve graduate units in appropriate courses in the department. The supplementary authorization can be used to verify competencies as a computer laboratory manager or for computer-based teaching. For further information, contact the department.