Master’s in Instructional Technology Degree
A Master of Science in Instructional Technology degree from Grand Canyon University (GCU) focuses on the design, development and implementation of technology-based learning solutions. This graduate-level program aims to train professionals who can create effective instructional materials and training programs using technology.
MS in Instructional Technology Degree Overview
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, instructional technology master’s degree graduates may lead the vision for how technology can be used in schools and help to make purchasing decisions based on those goals. In addition, you are prepared to support the day-to-day use and integration of technology in teaching and troubleshoot problems that may arise.
The instructional technology master’s degree from GCU prepares teaching professionals to increase their involvement with technology. Some MS in Instructional Technology degree graduates choose to remain in the classroom and effectively incorporate technology into their teaching.
This instructional technology degree program is designed for professionals who already hold a teaching license. It may include many of the same courses as a licensure program but does not have the same student teaching or internship requirements. A program that leads to licensure is ideal for students who are looking to earn their initial teaching license and may already have a bachelor’s degree in a non-teaching field.
What Will I Learn in the Instructional Technology Master’s Degree?
A cornerstone of the master’s in instructional technology is brain research about how technology connects to teaching, learning and memory. Master’s in instructional technology degree 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
Instructional Technology Master’s Degree FAQs
This section provides answers to some frequently asked questions related to pursuing a Master's degree in instructional technology from GCU. Whether you're a current educator or looking to transition into the field of instructional design.
The master in instructional technology degree requires a total of 32 credits for completion. Most of the MS instructional technology classes are six weeks in length. Fill out the form on this page to speak to an admissions counselor to better understand how long it takes to earn your instructional technology master’s degree.
As technology continues to transform the education landscape, a master's degree in instructional technology can equip educators with the necessary skills to create engaging and effective learning experiences using technology. Pursuing a master's in instructional technology can offer several benefits, including how to integrate cutting-edge technologies into your teaching practices, how to create engaging and dynamic learning experiences for your students, networking and a deeper understanding of how technology can enhance the learning experience.
Instructional design and instructional technology are related fields that are often used interchangeably, but they have distinct differences. Instructional design is the process of creating effective and efficient learning experiences by identifying learning needs, developing learning objectives, designing instructional materials and evaluating the effectiveness of the learning experience. Instructional technology, on the other hand, focuses on the selection, implementation and integration of various technologies to enhance the learning experience, specifically related to K-12 environments.
While instructional design may involve the use of technology, it also encompasses non-technological approaches to create effective learning experiences. Instructional technology is primarily concerned with the use of technology to support learning.
A master’s in instructional technology degree can provide a competitive edge in the job market. The instructional technology field is diverse, with opportunities for professionals to work in various settings, such as K-12 education, higher education, government agencies, non-profit organizations and corporate training. As an interdisciplinary field, skills such as instructional design, instructional technology, multimedia development and project management make this an engaging and dynamic field for professionals who enjoy continuous learning and growth. Furthermore, while the BLS does not provide specific job growth information for instructional technologists in particular, instructional coordinator is a common career path for aspiring instructional technology professionals. As of September 2021, 15,000 new jobs are estimated to open for instructional coordinators from 2021 to 2031.1
1 COVID-19 has adversely affected the global economy and data from 2020 and 2021 may be atypical compared to prior years. The pandemic may impact the predicted future workforce outcomes indicated by the U.S. Bureau of Labor Statistics as well. Accordingly, data shown is effective September 2022, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Instructional Coordinators, retrieved on March 1, 2023.
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint/background clearance is required.
Core Courses
Course Description
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.
Course Description
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 instructional practices within organizational settings. Candidates will examine the inner workings of the brain and the effect on learning, memory, and transfer. Specifically, the course explores the body of knowledge that represents the application of brain research to instructional practice, and how knowledge about the human brain can affect the curricular, instructional, and assessment decisions that the candidates make every day. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
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.
Course Description
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.
Course Description
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, virtual tools and other electronic learning resources, and the development of digital literacies in teaching and learning. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: TEC-516.
Course Description
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.
Course Description
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.
Course Description
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.
Course Description
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.
Course Description
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.
Course Description
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.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.
* Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
* Please refer to the Academic Catalog for more information. Programs or courses subject to change.