Learning Technologies

Major: Learning Technologies
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 45.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.0501
Standard Occupational Classification (SOC) code: 25-9031

About the Program

The School of Education offers an MS in Learning Technologies program of study to prepare future knowledge leaders to meet the challenges facing schools, higher education, corporate, non-profit, military and government organizations using advanced technologies for learning. This program can articulate to a Drexel doctoral program with a focus on content and research in Leaning Technologies.

Learn to lead the strategy, creation, and implementation of learning design and development systems using emerging educational technologies based on research and practice in the learning sciences, learning engineering, and learning experience design. This program prepares students to create learning solutions for a dynamic and interconnected world. The curriculum is built on a framework of national education standards, digital literacy, design thinking, instructional design approaches, learning sciences, and assessment all tempered by social justice perspectives. In a world that depends on instant information, the learning technologies graduate program is the ideal preparation for a broad range of careers in education and business settings guided by outstanding research and practitioner faculty. 

The Learning Technologies leadership preparation program also embeds several elective online Graduate Certificates including Instructional Design for e-Learning, Lifelong Learning, Learning Analytics, and Learning in Game-Based Environments. This enables students to develop a specialized foundation in the field, along with another elective certificates in cognate areas including Creativity Tools & Techniques for Classroom or Workplace, Mind, Brain Learning, and Higher Education Leadership. If you choose to complete one or two of these certificates prior to enrolling in the MS degree in Learning Technologies, up to 18 credit hours may be transferred to the Learning Technologies Master's degree upon admission.  

Courses are offered in a convenient leading-edge online format, although blended learning enhancements are integrated into the program. Coursework is enriched and supplemented by hands-on learning activities leading to the creation of a product portfolio, built upon regular and substantive interactions between faculty, students, and practitioners through direct interaction and social media channels. We promote connections with employers and opportunities for collaborative research and writing. The program features the presentation of student research papers and projects, as well as invited keynote speakers, workshops, and webinars. 

Drexel also offers supplemental Continuing Education courses and programs in Learning Technologies and other relevant areas of study leading to badges and micro-credentials through the School of Education's Office of Lifelong Learning. 

Additional Information

For more information about this program, please visit the School of Education MS in Learning Technologies webpage.

Admission Requirements

Each candidate interested in the MS in Learning Technologies will submit the following application materials:

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

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 or better on a 4.0 scale.

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

Degree Requirements

Students pursuing the MS in Learning Technologies will complete the following course requirements:

Education Core Courses9.0
Using and Integrating Learning Technologies
Diversity, Equity, and Social Justice in Education
Evidence-Based Evaluation
Learning Engineering9.0
Learning Experience Design
The Learning Sciences
Learning Engineering
Choose one PBC from the list below:9.0
Instructional Design for e-Learning PBC
Instructional Design Methods
Instructional Design: Project Management
Teaching and Learning Issues in E-Learning
Lifelong Learning PBC
Learning through the Lifespan
Lifelong Learning Models & Best Practices
Principles of Adult Learning
Learning Analytics PBC
Learning Analytics: Lenses on students, teaching, and curriculum enactment
Information Enabled Change in Educational Organizations
Using Data to Understand Educational Systems
Learning in Game-Based Environments PBC
Foundations of Game-Based Learning
Play & Learning in a Participatory Culture
Integrating Games & Pedagogical Content Knowledge
Choose one PBC from the list below:9.0
Creativity Tools & Techniques for the Classroom and Workplace PBC
Tools and Techniques in Creativity
Creativity in the Workplace
Neuroscience, Creativity and Innovation
Current Trends in Creativity & Innovation
Higher Education Leadership PBC
Choose 3 of the following:
Foundations of Higher Education and Governance
Student Development Theory and Application
Legal Issues & Ethics in Higher Education
Institutional Assessment, Accreditation and Effectiveness
Mind, Brain & Learning PBC
Mind, Brain and Learning
Choose two of the following:
Neuropedagogy and Assessment
Neurodiversity in Education and Workforce
Neuroscience, Creativity and Innovation
U.S. Education Policy PBC
Education Policy: Concepts, Issues, and Applications
American Educational Policy and U.S. Competitiveness
Access & Equity in Educational Policy Making
Capstone Courses9.0-10.5
Capstone Research
Students have the option to select from the Practitioner or Thesis Capstone tracks:
Practitioner Capstone Course I
Thesis Capstone Course I
Practitioner Capstone Course II
Thesis Capstone Course II
Total Credits45.0-46.5

Sample Plan of Study

Note: Second Year Summer may be less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid would not be disbursed to students this term.

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDCR 5123.0EDCR 5143.0EDCR 5183.0PBC Course 13.0
EDLT 5043.0EDLT 5033.0EDLT 5023.0PBC Course 23.0
 6 6 6 6
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
PBC Course 33.0EDU 7803.0EDUP 780 or EDUT 7803.0EDUP 781 or EDUT 7813.0-4.5
PBC Course 43.0PBC Course 53.0PBC Course 63.0 
 6 6 6 3-4.5
Total Credits 45-46.5

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 ). Associate 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.
Eric Brewe, PhD (Arizona State University). Associate Professor. Physics Education Research, introductory course reform, network analysis in learning, neuromechanisms of learning.
Stephanie Smith Budhai, PhD (Drexel University). Associate Clinical Professor. Teacher and higher education, culturally responsive teaching, equity and social justice, online learning, community engagement and service-learning, family involvement and partnerships, and learning technologies.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh) Associate Department Head. Associate Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Founding Clinical Core 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.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). 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 Dean for Academic Affairs and Graduate Studies. Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Rajashi Ghosh, PhD (University of Louisville, Kentucky) Department Chair for Policy, Organization & Leadership. Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Dominic F. Gullo, PhD (Indiana University). 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.
H. Bernard Hall, PhD (Temple University). Assistant Professor. Hip-hop Pedagogy, English Education, Urban Teacher Education.
Penny Hammrich, PhD (University of Minnesota) Dean. Distinguished University 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.
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.
Deanna Hill, JD, PhD (University of Pittsburgh). Associate Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Senior Vice Provost for Faculty 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 Dean of Research. Associate Professor. Educational administration, leadership development, survey & instrument design.
Larry Keiser, PhD (Drexel University). Assistant Clinical Professor. Education and corporate/business leaders’ creativity and entrepreneurial mindsets; creative school/work environments; neuroscience of creativity; everyday creativity for teachers and educators.
Kristy Kelly, PhD (University of Wisconsin, Madison). Associate Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Cameron Kiosoglous, PhD (Virginia Tech University) Program Director. Assistant Clinical Professor. Coached on the USRowing National Team staff since 2002, including the 2004, 2008, 2012, and 2016 Olympic Games; coaching development; measuring coaching quality; self-insight and reflective practices; coaching leadership; conference presenter; published author.
Valerie Klein, PhD (Amherst College). Associate 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.
Peggy Kong, PhD (Harvard University). Associate Clinical Professor. Comparative and international education, equity in education, family and community, Chinese education and society, sociology of education
Michael G. Kozak, Ed.D. (Rowan University). Assistant Clinical Professor. Leadership, STEAM, online and blended learning environments, systems thinking, experiential learning, K-12 education, and facilitating change
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
Vera Lee, EdD (University of Pennsylvania) Department Chair for Teaching, Learning & Curriculum. Associate 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). Associate Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). 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). 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
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration.
Harriette Rasmussen, EdD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and change.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). 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.
Janet Sloand, EdD (Duquesne University) Department Chair for Teaching, Learning & Curriculum. Associate Clinical Professor. Special Education Leadership, Trauma-informed care, Parent engagement in special education service delivery.
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
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Clinical Professor. Designing effective and efficient community-based interventions, Severe behavior disorders, Functional behavior assessment
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.

Emeritus Faculty

Mary Jo Grdina, PhD (Case Western Reserve University). Clinical Professor. Undergraduate studies, science education, curriculum design.
Joyce Pittman, PhD (Iowa State University of Science and Technology). 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
Fredricka K. Reisman, PhD (Syracuse University) School of Education, Founder, Drexel School of Education. Professor Emerita. Director, Freddie Reisman Center for Translational Research in Creativity and Motivation, Creator and Former Director-Creativity and Innovation Programs, Co-Director- Drexel/Torrance Center for Creativity and Innovation, Drexel University Named Recognition- Freddie Reisman Faculty Scholarly and Creative Activity Awards
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