Define the digital classroom for your students.
Join the first program in America to be recognized by the International Society for Technology in Education (ISTE). The M.Ed. in Educational Technology at American College of Education prepares you to support learning through technology, including a seat in Articulate 360. Whether in the K-12 classroom or in other educational environments, learn to evaluate and implement technology for teaching, learning, and assessment.
#4
in the nation for most master's degrees awarded in education*.
How you'll get there.
- You’ll take a total of twelve courses (most students take one at a time) that center around digital learning and teaching. In your coursework, you’ll explore digital tools and evaluate strategies to support learning, including blended techniques. One of the courses will be in research methods and another will cover diverse learning needs. Each course is five weeks long.
- Your chosen focus of study comprises three courses to align with your goals. Choose from either Digital Learning and Teaching or Educational Technology. Alternatively, you can customize a General Track by selecting courses from both tracks.
- At the end of the program, you’ll complete a capstone course to demonstrate and document the impact of the knowledge you’ve gained throughout the program.
What you can expect along the way.
-
Quality instruction
ACE is accredited by the Higher Learning Commission, and the M.Ed. in Educational Technology has been recognized by ISTE.
-
Flexible class format
Our asynchronous online classes enable you to plan your coursework around your life. Each course is 5 weeks long with outlined expectations each week.
-
Technology-driven coursework
By earning your educational technology degree in an educational technology environment, you will experience a digital classroom from a learner’s perspective as well as an educator’s.
-
Customizable curriculum
Choose your focus of study: Digital Learning and Teaching, Educational Technology, or create a General Track of the courses that interest you most.
What it costs
Our tuition and fees have nothing to hide. The total cost you see is your all-in price, without hidden fees, add-ons, and even textbooks. See if you can say the same about other institutions. Go ahead — we’ll wait.
Total Tuition
34 semester credits
x
$235 per credit
Fees
$50 Application Fee
$1,360 Technology & Library Fee
($40 per credit)
$100 Program Conferral Fee
On average, see how ACE compares to other online universities.
Based on information on each institution’s website as of April 9, 2020. Totals include tuition only for M.Ed. in Curriculum & Instruction or comparable programs provided and do not include fees or associated expenses.
Learn how we cut costs.
Partnerships save you more.
ACE has more than 1,750 education partners that provide a discounted rate and other partner benefits.
Learn about ACE partnerships.
Meet your department chair.
Cathy McKay, Ed.D.
Administrative Faculty and Chair,
Department of Professional Educational Studies
Read Bio
Courses
M.Ed. in Educational Technology
Explore the classes you'll take to fulfill this program's 34 semester
credit requirement. For more information, a complete list of requirements, and course options, see the
College Catalog.
Choose your focus of study.
Nine of your semester credits will specialize in a focus area of your choice. View the College Catalog for full descriptions.
You also have the option of customizing this program by selecting a General Track and choosing the three courses that best fit your needs.
- Digital Learning and Teaching
- Educational Technology Core
Research Courses
(3 semester credits)
3 semester credits
This course enables students to become informed consumers of research and to develop skills to prepare them to carry out action research in their professional organizations. An emphasis is placed on providing students with knowledge they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. The course places action research within the context of various types of research and examines research in terms of basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for professional practice.
Education and Teaching Core Courses
(3 semester credits)
3 semester credits
This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.
Digital Learning and Teaching/Technology Courses
(19 semester credits)
3 semester credits
In this course, learners investigate and use existing and emerging technologies to support content and instructional delivery, student learning and engagement, collaboration, and communication in online and blended environments. They demonstrate the ability to use a variety of tools, including those for information access and retrieval, to promote student learning and classroom/professional research and evaluation. Learners also analyze technological tools in their own workplaces, identify areas of need, and make recommendations for improvement based on costs and benefits. Learners demonstrate knowledge of the principles of Universal Design for Learning (UDL) and adaptive and assistive technologies to support effective virtual instruction for diverse student populations, including those with exceptionalities and English learners.
3 semester credits
In this course, learners apply fundamental concepts related to learning and assessment in online and blended environments, including continuous evaluation, formative and summative assessment, and alignment of assessment to student learning outcomes. Learners use and evaluate current and emerging technologies to improve learning and assessment in ways that ensure validity, reliability, and the security of student data. They are introduced to and use a variety of tools offering opportunities for the collection, tracking, and analysis of student achievement data. Learners then evaluate the ability of the technologies to support authentic and performance-based assessment in written assignments, simulations and games, individual and collaborative projects, and portfolios. Finally, learners link learning and assessment by developing a standards-based unit plan demonstrating the ability to clearly communicate assessment criteria, provide prompt and personalized feedback, monitor student progress, inform instruction, guide student management of coursework and resources, and develop interventions.
3 semester credits
Using principles, theories, and models of curriculum design, learners build a school wide, standards-based technology curriculum that supports and enhances existing subject and content curriculum. Using the results of a current practices analysis, learners construct a measurable curriculum plan that promotes the integration and application of technology skills into the learning process, demonstrates the ability to differentiate instruction, and supports the needs of a diverse student population. Additionally, learners prepare an implementation timeline and presentation to introduce the curriculum which identify the supportive role of the educational technology leader in helping students to achieve technology standards. Learners also demonstrate understanding of digital equity issues and strategies for resolving differing levels of access to technology resources.
3 semester credits
Applying principles of instructional design and adult learning, learners demonstrate a broad understanding of their professional environment by developing products to support continuous professional growth within the organization. Learners identify and evaluate technologies to facilitate and improve collaboration, productivity, communication, and instruction for all organizational stakeholders. They also design a professional development plan based on best practices and emphasizing legal and ethical guidelines specific to blended and online learning environments. Within the context of professional environments, academic integrity and dishonesty, personal and professional learning networks, and digital citizenship are major topics.
3 semester credits
This course prepares learners to plan and deliver individualized, rich, and meaningful virtual instruction using best practices and evidence supported models. Through a variety of products, learners apply knowledge of the structure and components of virtual instruction, planning and implementing appropriate activities and assignments for diverse students. Learners demonstrate the ability to use technology resources effectively, seek alternative funding sources, and prepare a grant application to support the planning and delivery of a curriculum unit. Within the curricular unit, learners emphasize technology integration, the role of feedback in student achievement, the monitoring of curricular effectiveness, and the modification of curriculum and instruction to meet diverse student needs.
3 semester credits
Learners will become proficient in researching and evaluating networks, hardware and software commonly used in educational settings. Learners will investigate and share issues related to planning, purchasing, and integrating new systems and supporting existing systems. Operating systems maintenance and trouble-shooting strategies will be explored in the context of developing an instructional manual and training for a technology management team. Security concerns related to identity protection and filtering will also be explored.
1 semester credit
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of this Educational Technology the program. It does this by having candidates provide specific artifacts produced along with or as a result of their courses' application assignments. Candidates align their work with the National Educational Technology Standards (NETS) for Educational Technology Facilitators as established by the International Society for Technology in Education (ISTE) in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). Opportunities to use technology in synthesizing and reflecting upon their learning and future are also provided, culminating in students' construction of their own online electronic portfolio to provide a highly personalized framework for their planning and professional documentation beyond graduation.
Focus of Study
Customize this degree by choosing a three - course
Focus of Study to fulfill the remaining
nine
semester credits.
Digital Learning and Teaching
3 semester credits
This course examines the impact of technology on learning as well as how today's student navigates a media-rich world. Topics include the human-computer interface, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on society.
3 semester credits
This course uses a project-based approach in studying technology in education, best practices for classroom teachers, and strategies for professional development in light of emerging technologies. The course addresses 21st century standards for education, educators' digital presence, cloud computing, and digital ethics.
3 semester credits
This course draws from multiple disciplines to explore design and strategies for computer- and web-based learning. Special attention is paid to collaborative learning, interactivity, assessment, and best use of technology tools.
Educational Technology
3 semester credits
Embracing the value of assessment and evaluation is the first step in improving learner outcomes through datadriven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.
3 semester credits
Learners attain a broad overview of best practices in online learning processes, including an exploration of major theories and concepts, paradigm shifts, current trends, and issues in online and blended learning and virtual instruction. They consider diverse perspectives related to technological change and acquire best practices for connecting with students and their families and promoting student engagement, independence, and self-assessment. From the perspective of preparing students to be critical consumers of information and producers of knowledge, learners increase their knowledge of 21st century information literacy skills and strategies to prepare their students for participation in the global community. Ethical and legal practices, including those related to intellectual freedom, privacy, and adaptive and assistive services, are explored and applied in various contexts. Learners use their knowledge to design appropriate learning experiences, assess student readiness, provide opportunities for student self-assessment, and create and communicate learning objectives.
3 semester credits
Learners apply psychological theories and instructional design models and principles to a continuum of learning environments, including face-to-face, blended, and online. They demonstrate the ability to manage and adapt learning experiences and instruction to each environment by emphasizing inclusion and collaboration, identifying and analyzing learners and learning tasks, goals, objectives, and assessments. Learners develop products in which they establish learning expectations, promote student-instructor and student-instructor interactions, determine instructional strategies and appropriate materials, and design formative and summative evaluations. Cybersecurity and cyberbullying are addressed within the context of effective learning environments.
General Track (9 semester credits)
Any three of courses
from the courses above.
Admission Requirements
M.Ed. in Educational Technology
ACE General Admission Requirements
-
Complete and submit all application components including the admission application, the enrollment agreement, and the payment agreement.
- Submit the nonrefundable application fee.*
- Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**
*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.
Program Admission Requirements
- Bachelor's or Highest Post-Baccalaureate degree earned
- Minimum Grade Point Average 2.75 on a 4.0 Scale for full admission
- Minimum Cumulative Grade Point Average of 2.50 on a 4.0 Scale for Provisional Admission*
- Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview
*Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program
A Note About Licensure:
While this program provides a comprehensive understanding of the intended program outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.
1This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours or program pathway credit hours, the pace and satisfactory completion of the selected program or program pathway credit hours, receipt of, or eligibility for, institutional or non-institutional scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.
State of California Student Tuition Recovery Fund (STRF)
It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment fifty cents ($0.50) per one thousand dollars ($1,000) of institutional charges, rounded to the nearest thousand dollars, for the California Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.
For information on international transcript requirements, see the Admissions Information section of the College Catalog.
For English as a second language applicant information, see the Admissions Information section of the College Catalog.
