MEd in Curriculum & Instruction: Educational Technology Leadership

The fully online MEd in Curriculum and Instruction: Educational Technology Leadership concentration from Concordia University – Portland prepares candidates for leadership roles implementing education technologies in K-12 classrooms and community college settings.

This program does more than deepen specific technology knowledge – candidates also gain the insights and skills to lead research on technology adaptation and best-use cases supporting curriculum enhancement, with an end goal of improved teaching and learning.

The Educational Technology Leadership coursework also emphasizes the ability to think pedagogically about technology and develop sustainable proficiency in its use. Program graduates will also have the leadership skills to conduct training at the school or district levels, write community grants, and develop scaled implementation plans.

The Next Start Date is March 20th

MEd in Curriculum & Instruction: Educational Technology Leadership Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Educational Technology Leadership online degree program, successful candidates will also demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon's Common Core State Standards and specific district standards
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students
  • An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity
  • A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results
 

Course Descriptions

Students enrolled in the Educational Technology Leadership program must complete:

  • Four core courses required for the Curriculum & Instruction degree
  • Four concentration courses
  • Two Research courses

MEd in Curriculum & Instruction - Educational Technology Leadership
12 credits
EDCI 567 (3)
Contemplating a Mindset for Educational Technology

This course is designed to provide candidates with the knowledge and skills necessary to effectively integrate technology into the K-12 classroom. In addition, attention is given to the importance of using technology to meet the needs of modern learners.

EDCI 568 (3)
Current and Emerging Trends in Educational Technology

This course will provide candidates with the opportunity to expand on their knowledge of and practice with current and emerging educational technology within the K-12 classroom.

EDCI 569 (3)
Research in Educational Technology

This course is designed to prepare candidates to implement and support educators as they select current research-based best practices in educational technology and incorporate those practices into their educational practice.

EDCI 570 (3)
Project-Based Learning with Educational Technology

This course is designed to offer candidates the opportunity to demonstrate their ability to develop a real-world educational technology project while integrating their prior knowledge.

Research Courses
3 credits
EDGR 601 (3)
Educational Research

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with one of three additional research courses:

The Master of Education culminates with one of three additional research courses
3 credits
EDGR 696 (3)
Practitioner Inquiry

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

EDGR 698 (3)
Action Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

EDGR 699 (3)
Thesis

The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.

Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

Earning Your Curriculum & Instruction: Educational Technology Leadership Master's Degree Online

The Master of Education in Curriculum and Instruction: Educational Technology Leadership program is fully online. The online format uses cutting-edge curriculum and easy-to-use online learning tools to provide students with a convenient yet challenging educational experience. Online classes are 5 weeks in length and can be accessed via Internet.

 

Career Opportunities

  • Academic Technology Specialist
  • District Technology Coordinator
  • Educational Technology Integration Leader
  • Director of Innovation
  • Computer Learning Lab Coordinator
  • Computer Mediated Learning Metrics Manager
  • Course Developer/Designer
  • Distance Learning Director
  • Educational Software Consultant
  • Flipped Classroom Developer
  • Instructional Designer
  • Online Learning Specialist
  • Online Teacher, Mentor, or Trainer
  • Web-based Learning Manager

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