Jul 01, 2022
This Masters in Learning Technologies professional degree prepares digital educators to design and facilitate inclusive online and blended learning environments for K-12 students, adult learners, and life-long learning in a variety of contexts. Students of all varieties need to be able to thrive, advance, and contribute in an interconnected and constantly changing society. Educators interested in meeting these needs will gain the digital age skills and pedagogical strategies in order to be successful in the many roles they play as teachers and learners. In addition, digital educators prepared in this program will be able to leverage the technologies available to them in order to succeed in the rapidly changing 21st-century classroom. Program participants intending to support educational technology in higher education, non-profit, or corporate learning environments will be prepared to provide personalized digital learning for a variety of learners and contexts. Program participants with K-12 teaching certification may add the North American Division of Seventh-day Adventist Teacher Certification Endorsement for Educational Technology.
Graduates of this program may serve as classroom teachers, curriculum specialists, teacher educators, educational/instructional technology specialists, directors of digital learning, instructional technology consultants, and researchers. The program consists of 30 credits, with an expected time to completion of 2 years.
See the Graduate Academic Policies for transfering credits earned at Andrews prior to acceptance to the program or credits earned at other institutions.
Delivery: This program is offered in an interactive online format. Most of the courses are offered in a synchronous dual format. The technology courses are offered in the interactive online format (see School of Distance Education Definitions). This online degree does not require any on-campus time.
Admission decisions are based on the overall profile of each applicant. The applicant profile consists of information that indicates personal “fit” with the Learning Technologies program and potential for success in the program. The program accepts applications on a rolling basis, with students being able to begin their course of study during any semester. In addition to application materials required of all graduate school applicants, the following items are of particular importance:
- A 600-word statement of purpose explaining how your professional goals fit with the mission of the Learning Technologies program. Identify whether you will focus on K-12 students or other educational technology contexts (e.g., corporate training, digital outreach, higher education). Describe your skill level with technology and include links to your digital footprint.
- Recommendation forms and letters from professionals. Do not submit recommendations from relatives or current students.
- A completed Professional Experience form.
- A current resumé or curriculum vita (CV).
- Official transcripts from all schools where undergraduate or graduate courses were taken.
- Documentation of English proficiency (see University Graduate Programs General Admission Requirements for details).
Please consult the School of Graduate Studies section of the bulletin for complete information regarding admissions requirements.
- Nine (9) semester credits of education courses, including an undergraduate (or graduate equivalent) course in educational psychology. GDPC 514 - Psychology of Learning (3 credits) will be required for those who do not meet the above prerequisite.
- Persons who seek admission to the MA without the prerequisites may be required to include additional courses, such as EDTE 508 - Principles of Teaching and Learning , in their course plan.
- Six (6) semester credits of educational technology courses must be taken prior to the start of the program.
- These prerequisites add to the total number of credits needed to complete the degree.
Student Learning Outcomes
Graduates of this program will:
- Continually improve their practice in their content area by learning from and with others, using evidence and research to reflect on and evaluate their practice.
- Seek appropriate leadership roles and opportunities to support student empowerment and success and to improve teaching and learning.
- Use understanding of difference and diversity to ensure inclusive learning environments that inspire students to positively participate in the digital world.
- Collaborate with colleagues, students, families, and agencies to improve practice, discover and share resources and ideas, and solve problems.
- Design authentic, learner-driven activities and inclusive environments that recognize and accommodate learner variability and maximize active, deep learning.
- Facilitate learning adapted to diverse students in digital platforms, hands-on makerspaces, in the field, and in the classroom.
- Use methods of assessment, data collection, and research to drive their instruction, engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.