Learning Technologies

Major: Learning Technologies
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Classification of Instructional Programs (CIP) code: 13.0501
Standard Occupational Classification (SOC) code: 25-9031

About the Program

Master of Science Options

  • MS degree with Instructional Technology Specialist, Game based Learning, Instructional Design, or E-Learning Leadership concentration: 45.0 quarter credits
  • MS degree with Instructional Technology Specialist PA Certification (with previous teacher certification): 45.0 quarter credits
  • MS degree with Instructional Technology Specialist PA Certification (without previous teaching certification): 49.5 quarter credits

Scope of the Program


The School of Education offers an MS in Learning Technologies program to prepare graduate students to meet the challenges schools, educational and corporate organizations face related to technology learning needs.

Students can select an instructional technologies specialist concentration, a certificate concentration that prepares for the PA Certification in Instructional Technologies Specialist, or the following concentrations:

The MS in Science and Learning Technologies program provides multiple field experiences, extensive skill development in coaching and mentoring, and a yearlong internship for hands-on experiences in various settings. Each student will develop a unique plan of study in cooperation with a School of Education academic advisor. Students are expected to maintain a continuous registration and will be encouraged to take two courses per term until completion of their program of study.

Courses are offered in an online format. The program also features occasional on-campus events and an annual conference for presentation of program participant research papers and projects, as well as invited keynote speakers, workshops and poster sessions.

Additional Information

For additional information about this program, contact the Program Manager:

Samantha Mercanti-Anthony
Program Manager
School of Education
sm853@drexel.edu
215.895.6894

Admission Requirements

Each candidate to the MS in Science and Learning Technologies will submit the following application materials:

  • Completed application form
  • Appropriate application fee
  • Transcripts (must be provided for every institution attended)
  • Personal essay, providing commitment to program’s unique features
  • Professional resume

Admission to the MS in Learning Technologies program will follow the University standards for admission to graduate study including the receipt of a Bachelor’s degree from an accredited college or university with an earned GPA of 3.0 on a 4.0 scale.

Undergraduates who meet the rigorous requirements for participation in an MS program also may be considered. Ideally, a successful candidate will possess a public school teaching certificate or, in the case of an undergraduate pursuing the BS /MS track, complete teacher certification requirement in conjunction with the MS degree. For additional information, contact the School of Education.

Information about how to apply is available on the Graduate Admissions at Drexel University website.

Degree Requirements

Depending on their goals and interests, students completing the MS in Learning Technologies choose either the Instructional Technology Specialist concentration, the Instructional Technology Specialist PA Certification option, or the Learning in Game-Based Environments concentration.

Required Courses
Core Courses
EDAM 528Research Methodology for Action Research3.0
EDLT 536Learning Sciences and Instructional Design3.0
EDLT 537Technologies for Performance Support3.0
EDLT 538New Media Literacies3.0
Internship/Co-op (2 terms)
EDLT 539EDLT Co-op Seminar Course I1.5
EDLT 540EDLT Co-op Seminar Course II4.5
Additional Required Core Courses ONLY for those pursuing Instructional Technology Specialist Certification w/o prior teaher Certification
EDUC 522Evaluation of Instruction0.0-3.0
EDUC 525Multi-Media Instructional Design0.0-3.0
Concentration Courses *
Concentration areas are selected from the list of areas below. 18.0-28.5
Professional Electives **9.0-1.5
Varies depending on selected Concentration9.0-0
Total Credits54.0
*

Specific courses that comprise the Concentrations Courses are dependent on the concentration selected and range from 18.0 credits to 25.5 credits. See Concentration Options below.

**

The amount of Professional Elective credits needed for the degree vary dependent on the Concentration area selected.

• 1.5 credits of Professional Electives are needed for a candidate who pursues the Instructional Technology Specialist Certification concentration, but who does not possess prior teacher certification.

• 6.0 credits of Professional Electives are required for a candidate who pursues the Instructional Technology Specialist Certification concentration and already holds prior teacher certification.

• 9.0 credits of Professional Electives are required for a candidate who pursues a concentration in: Instructional Design, e-Learning Leadership or Learning in Game-based Environments .

Concentration Options:

Instructional Technology Concentration

18.0 Credits

The Instructional Technology Specialist Concentration program is designed for students interested in specializing in the area of instructional technology while not choosing to pursue PA Specialist Certification.

Concentration Courses
EDLT 511Computer Skills for Teachers3.0
or INFO 688 Instructional Role for the Information Specialist
EDLT 532Designing Virtual Communities for Staff Development - Non-Field Experience3.0
EDLT 534Developing Educational Leaders Using Technology3.0
EDLT 535Researching & Evaluating Instructional Technology3.0
INFO 520Social Context of Information Professions3.0
INFO 640Managing Information Organizations3.0
Total Credits18.0

Instructional Technology Specialist Certificate Concentration

28.5 - 34.5 Credits

The Instructional Technology Specialist Certificate Concentration was designed to address the dramatically increasing need in public education for certified Instructional Technology Specialists at every level of K-12 schooling.

Students pursuing the Instructional Technology Specialist PA Certification require a "B" or better in all certification coursework. Applicants for Instructional Technology Specialist Certification should ideally possess valid Pennsylvania Instructional I or II Teaching Certification. (Visit the School of Education for additional information.) If a student seeks the Instructional Technology Specialist PA Certification without a previous held teaching certificate, he or she will need to complete EDUC 522 and EDUC 525 as reflected in the Core Course List, above.

Concentration Courses
EDLT 533Designing Virtual Communities3.0
EDLT 534Developing Educational Leaders Using Technology3.0
EDLT 535Researching & Evaluating Instructional Technology3.0
EDEX 542Fundamentals of Special Education3.0
EDEX 544The Inclusive Classroom3.0
EDEX 552Integrating Technology for Learning & Achievement4.5
EDUC 565Foundations in Instructing English Language Learners3.0
INFO 520Social Context of Information Professions3.0
INFO 640Managing Information Organizations3.0
For students without prior teaching certification
Two additional courses are required for candidates without prior teacher certification to complete the PA Instructional Technology Specialist Certification
EDUC 522Evaluation of Instruction0.0-3.0
EDUC 525Multi-Media Instructional Design0.0-3.0
Total Credits28.5-34.5

E-Learning Leadership Concentration

18.0 Credits

The E-Learning Leadership concentration provides an in-depth understanding of online and distance learning theories.

ELL 501The Purpose and Business of E-Learning3.0
ELL 502E-Learning Technologies3.0
ELL 503Teaching and Learning Issues in E-Learning3.0
ELL 504Learning Technologies & Disabilities3.0
ELL 604Design & Delivery of E-Learning I3.0
ELL 605Design & Delivery of E-Learning II3.0
Total Credits18.0

Learning in Game-Based Environments Concentration

18.0 Credits

The Learning in Game-based Environments Concentration prepares graduates to effectively use educational games in and out of the classroom and training center, provides an overview of game development processes, enables participants to build basic games, and most importantly, examines how to assess and evaluate the learning experience as it relates to educational games.

EDLT 541Foundations of Game-Based Learning3.0
EDLT 542Research in Motivation & Game-based Learning3.0
EDLT 543Play & Learning in a Participatory Culture3.0
EDLT 544Integrating Games & Pedagogical Content Knowledge3.0
EDLT 545Design & Development of Learning Games I3.0
EDLT 535Researching & Evaluating Instructional Technology3.0
Total Credits18.0

 Instructional Design Concentration

18.0 Credits

This concentration is designed to prepare teachers, instructors, practitioners and others to use instructional design for K-20 education, adult education, and workplace training that addresses the needs of thee millennial learner and collaborative networked communities.

Required Courses
EDLT 550Introduction to Instructional Design3.0
EDLT 554Learning with Social Media and Mobiles3.0
ELL 502E-Learning Technologies3.0
EDLT 811Designing and Developing Multimedia Applications For Learning3.0
Select two electives from the following:6.0
Multi-Media Instructional Design
Designing Virtual Communities
Foundations of Game-Based Learning
Play & Learning in a Participatory Culture
Total Credits18.0

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
D. Brent Edwards, PhD (University of Maryland). Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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