Information on program logistics from Dr. Walter Kimball, Professor of Special Education at the University of Southern Maine
|Available 100% online||Credit Hours||Tuition||Application Deadline||Test Requirements|
|Yes||33 credits||$429/cr. in-state and $536/cr. out-of-state||Rolling Admission||GRE/MAT (waived if undergraduate GPA is 3.0 or higher)|
Program Requirements (33 credits)
Endorsement: After satisfactorily completing specified courses, students may earn the Maine Department of Education 680 (Computer Teacher) endorsement.
Scheduling: It is possible to complete the program in six semesters. All courses are offered in a fully online format.
Curriculum: We do not have a strict sequence of classes, but students typically take Digital Age Teaching and Learning Methods first. Subsequent courses are determined in conjunction with student’s advisor.
Instructional Technology Core (21 Credits):
- EDT 520: Digital Age Teaching and Learning Methods
- EDT 531: Studio in Computing for Learning
- EDT 540: Instructional Design and Project Management
- EHD 510: Introduction to Educational Research
- Technology for All Learners (speak with advisor for options)
- EDT 559: Leadership for Educational Technology
- Capstone 1 of the following
- EDT 657: Educational Practicum
- EDT 693: Educational Internship
- EDT 543: Practicum in Instructional Design
Instructional Technology Electives (12 Credits)
- EDT 528: Designing Networks to Optimize Learning
- EDT 537: Introduction to Flipped, Blended, and Online Learning
- EDT 541: Advanced Instructional Design
- EDT 542: Supporting Technology Integration through Professional Development and Coaching
- EDT 543: Practicum in Instructional Design
- EDT 545: Information Security K-12 Environment
- EDT 562: Technology for Young Learners
- EDT 560: Assessment in the 21st Century Classroom
- EDT 561: Technology Supported Inquiry-Based Teaching and Learning
- EDT 580: Educational Technology Summer Institute
- EDT 598: Special Topics
Electives are planned in conversation with program advisor. It may be possible to take electives from outside the M.Ed. in IT with prior approval for Plan of Study.
Semester hours for this program may include up to 6 hours of approved transfer coursework from a fully accredited college or university which would be acceptable at that institution in partial fulfillment of its requirements for a graduate degree, or up to 12 hours of approved transfer coursework from the University of Maine. All work for the M.Ed. program must be completed within six years of matriculation.
General Overview of the M.Ed. in Instructional Technology
A collaborative degree between the University of Maine, the University of Maine Farmington, and the University of Southern Maine
The University of Maine Master’s program in Instructional Technology is designed to help our masters students become leaders in effective and innovative uses of current and emerging technology. The required coursework, research, and clinical experiences are designed for educators working in a variety of contexts. Students will engage in inquiry-based curriculum and build capacity to continually assess their local context; implement technology to enhance teaching, learning and assessment; build professional learning networks to support ongoing professional development; and develop expertise in current and emerging instructional technologies. Essential to this program is a commitment to local community, advocacy for accessibility, and social justice, especially in the context of the potential for new technology to influence educational settings.
The Master’s in Instructional Technology is designed to investigate the following central questions:
- Learning Environments: How do educators leverage technology to create environments that support the development of diverse skills, and emphasize challenging learning experiences?
- Teaching and Learning: How can technology enhance teaching and learning partnerships that support and promote innovative models of deeper learning?
- Digital Citizenship: How can educators promote an understanding of the social, ethical and legal issues and responsibilities related to a globally connected society?
- Professional Practice: How can educators develop and model pedagogical and andragogical principles of learning to promote professional growth and practice in a globally connected society?
- Leadership: How can educators align vision, implementation, and practice to foster learning enhanced by technology?
What can I do with an M.Ed. in Instructional Technology?
Instructional technology is fast becoming a challenging and rewarding career move for educators at all levels. Education technology is becoming a mainstay for educational programs across ages and classroom settings. Earning a M.Ed. in Instructional Technology places you at the center of this emerging field.
Students who complete this program will be prepared for careers as
- Facilitators or directors in education settings as resources for implementing technology in the classroom
- Instructional designers inside or outside the classroom
- Developers of instructional materials across a variety of media
- Curriculum development designers who utilize education technology
- Education consulting
The Bureau of Labor statistics projects an increase of 13% for instructional technologists in education between 2012 and 2022.
What students have to say about the MEd in IT degree
“As a teacher with a busy family, the MEd program meets my needs in so many ways. I am able to take engaging online classes with instructors who know how to create class communities in the virtual environment. I am also able to develop valuable skills that I can apply immediately in my teaching practice. Finally, the MEd program instructors and support staff genuinely care about the success of the students. I really couldn’t have asked for a better program!” – Jessica Ludders
How will your story go?
Online and Engaged
All programs offered through the collaborative Masters in Instructional Technology are 100% online. As a faculty team we have designed the courses to expect a high level of interaction and participation in an on-going format. Many of our courses utilize synchronous video-conferencing sessions to encourage collaboration, discussion, and peer-networking. We value the diverse backgrounds of the students in the program and encourage dynamic discussion and peer feedback from these various perspectives to enrich the learning experience. We expect consistent engagement with current research, course readings and online materials, and clear communication with the faculty member.