Master’s in Instructional Technology
What is Instructional Technology?
Master’s in instructional technology graduates are able to integrate technology into daily classroom work, as well as into teacher training. As a technology specialist in schools, graduates of this master’s program lead the vision for how technology can be used in schools and help to make purchasing decisions based on those goals. In addition, they are prepared to support the day-to-day use and integration of technology in teaching and troubleshoot problems that may arise.
The Master of Science (MS) in Instructional Technology from GCU prepares teaching professionals to increase their involvement with technology. Graduates are prepared to become technology specialists and coaches. Some graduates of this master’s in instructional technology program choose to remain in the classroom and effectively incorporate technology into their teaching.
Earn your Master’s in Instructional Technology Online
The GCU master’s degree in of instructional technology can be completed online. This allows teachers who are already working in classrooms to continue with their day jobs and attend school with flexibility. The GCU Master of Science in Instructional Technology faculty and staff have experience with:
- Technology-based instructional models
- Digital literacy methodology
- Technology integration
- Technology for assessment
- Multimedia instruction
- Distance learning
While taking classes online for the instructional design master’s degree, GCU students will study both theoretical and practical applications for technology in schools. A cornerstone of the master’s in instructional technology is brain research about how technology connects to teaching, learning, and memory. Graduates also learn about:
- Current practices and legal standards related to technology in schools
- Tech-based assessment systems
- Technology learning theories
- Multimedia teaching resources
- Curriculum development for distance education
- School-based technology and media leadership
The MS in instructional technology degree program at GCU culminates with the creation of a professional development plan in which students outline how they intend to integrate technology at their school sites.
What Can I Do With a Master’s in Educational Technology?
The Master of Science in Instructional Technology online degree program from GCU prepares graduates to work as technology specialists and coaches. With the knowledge and leadership skills embedded in the course, some GCU grads have gone on to work as:
- Instructional coordinators
- Distance education specialists
- District-level technology specialists
- Technology class teachers
Bring your school into the 21st century with a tailored technology implementation plan. Join other future technology specialists in the Master of Science in Instructional Technology degree program at GCU. See you online!
Program Core Courses
This course is designed to prepare students for the graduate learning experience at Grand Canyon University. Students have opportunities to develop and strengthen the skills necessary to succeed as graduate students in the College of Education. Emphasis is placed on utilizing the tools for graduate success.
This course focuses on brain research (from neuroscience to the behavioral and cognitive sciences) that relates to teaching and learning and suggests ways that brain research can be translated into what teachers do in schools and classrooms. Teacher candidates will examine the inner workings of the brain and the effect on student learning, memory, and transfer. Specifically, the course explores the body of knowledge that represents the application of brain research to classroom practice, and how knowledge about the human brain can affect the curricular, instructional, and assessment decisions that teachers make every day. Practicum/field experience hours: None. Fingerprint clearance not required.
This course provides an introduction to applied research in education across the major quantitative, qualitative, and action research traditions. Coursework focuses on understanding the research process and its integrated components and evaluating published research reports from the perspective of a critical consumer. Scientific reasoning and research design are also explored.
This course introduces students to technology standards for students and teachers; digital citizenship and responsibility; legal and ethical use guidelines; and transitioning instruction to integrate technology. Technology dispositions, expectations, and guidelines are emphasized. Candidates apply an understanding of design principles in visual communication theory. They incorporate multiple intelligences and constructivist theories into an interactive environment. Attention is given to instructional technology tools and resources.
This course focuses on the organization and integration of media in school curricula. Candidates identify instructional purposes and define roles for technology and media in learning and teaching. An emphasis is placed on the processes for selecting and implementing meaningful technologies, electronic learning resources, and the development of digital literacies in teaching and learning. Practicum/Field experience hours: 10. Fingerprint clearance required.
This course provides candidates with current educational practices and policies related to technology integration in schools so they may determine what level of support these policies provide regardless of student population. Candidates will also examine legal standards for fair use of materials, digital citizenship, and authenticating sources. Emphasis is placed on the critical examination of social and cultural implications of information technologies and media, issues of cultural bias, equity, and international applications and implications of information technologies. Practicum/Field experience hours: 10. Fingerprint clearance required.
This course focuses on various technology-based assessment tools used for formative and summative assessments. Candidates use tools to make data-driven decisions to drive curriculum and differentiate instruction. The content of this course includes use of digital media for progress monitoring or as assessment tools and creating and using alternative assessments. An emphasis is placed on understanding assistive technology and application in instructional programs and assessment for individuals with exceptionalities. Practicum/Field experience hours: 10. Fingerprint clearance required.
This course provides candidates with instructional strategies using learning theories. Focus is on developing knowledge and skills to create multiple types of Web-based assignments and units for K-12 students using Web authoring software. Candidates learn to select and evaluate appropriate multimedia resources, and examine steps for planning, creating, and managing curriculum using software and tools for a variety of platforms. Emphasis is placed on project based learning. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: TEC-536.
This course expands candidates’ knowledge of lesson preparation and activities, as well as basic curriculum development and design principles for distance education. The course explores distance education and online instruction, including history, theories, and practical applications. A variety of online facilitation techniques are explored in this course. An emphasis is placed on understanding distance education development and delivery, exploring the complexities of designing instruction in various distance contexts and applying these concepts in a real-world context through online facilitation. Practicum/Field experience hours: 10. Fingerprint clearance required.
This course examines the role of leadership as it relates to the implementation of educational technologies and media. An emphasis is placed on knowledge, and skills necessary to use, evaluate, plan, manage, and implement technologies effectively. Candidates will learn and apply professional development techniques to include andragogy, coaching, improving teacher practices, school culture, and effective communication. Practicum/field experience hours: 10. Fingerprint clearance required.
This course is the culminating course in the Masters of Science in Instructional Technology program. Candidates will conduct a professional development needs assessment and create a year-long professional development plan to integrate technology in their school. Candidates will deliver, evaluate, and revise a professional development presentation, and incorporate peer and faculty feedback to ensure timeliness and relevance. Experience will culminate in an electronic portfolio. Practicum/field experience hours: 60. Fingerprint clearance required. Prerequisite: TEC-544.