eLearning / Technology Education

Online Master of Education Degree with an E-Learning – Technology Education Concentration Video

Learn about Concordia University-Portland’s Online Master of Education in E-Learning – Technology Education concentration video.

The eLearning and Technology program is designed for K-12 teachers who recognize the sense of urgency and the high demand for effective, transformative online teachers in K-12 education. Distance (online) education is also a viable educational alternative that can prevent students from dropping out of high school as a result of failure in their often large, impersonal high schools. According to a recent U.S. Department of Education finding, 30 percent of the nation’s high school students are not graduating – 7,000 each school day or 1.2 million each year. The U.S. Department of Education proposes that education should be made “safe and relevant” and has included “high quality online learning programs” as part of this solution.

Program Objectives for the Master of Education in Curriculum and Instruction: eLearning / Technology

In addition to meeting the objectives for all Concordia’s M.Ed. programs, successful candidates in the M.Ed. in Curriculum & Instruction: eLearning and Technology, will demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress.
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results.
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students.

All courses are based on ISTE (International Society for Technology Education), iNACOL (International Association for K-12 Online Learning) recommendations, and the National Standards of Quality for Online Courses.

eLearning and Technology Courses

In addition to the four core courses that lay the foundation for a degree in Curriculum and Instruction, students enrolled in the eLearning/Technology Education program must also take the following specialized courses:

M.Ed. in Curriculum and Instruction - eLearning/Technology Education
15 credits
EDCI 571 (3)
Teaching in an Online Curriculum
This hands-on, project-based course is designed to foster a demonstrated understanding of a constructivist approach to teaching with appropriate uses of technology for elementary and middle school teachers. Topics will include how technologies foster learning, understanding issues and concerns important when implementing technology resources in schools and classrooms, current best practices for project-based learning with technology, strategies for authentic assessment, electronic portfolios, criteria for selecting appropriate educational software, participating in virtual learning communities, and awareness of the international ISTE Educational Technology Standards for Teachers and Students.
EDCI 588 (3)
Ethical and Social Issues for Online Teachers
This course addresses the social and legal issues challenging the online teacher. The social issues will focus on the history of educational movements, history of distance education and will explore the culture of the online course room, issues of academic integrity, the business of online education, and distance education as an agent of change. The legal issues addressed in the course will include copyright, e-mail privacy, and access and security issues. The common goal of the various forms of distance education has been to provide educational opportunities to people unable to participate in traditional learning institutions. Educators must be aware of the new challenges and social and legal issues inherent in distance education if they are to become participants in and advocates for distance education.
EDCI 532 (3)
Instructional Strategies for the Online Teacher
This course focuses on specific actions that online instructors can take to be more effective and better serve their learning populations. While there are many differences between traditional, face-to-face classroom teaching and teaching online, there are just as many similarities - solid instructional practices that have been applied and tested over time are effective in a variety of learning settings. This course encourages active reflection on teaching practices that address a broad range of instructional issues:
  1. How to create and foster an online community of practice
  2. Ways to establish clear expectations
  3. The importance of tone and feedback as it relates to student motivation
  4. Methods to enhance online communication
  5. Strategies for managing time, work, and students
  6. Ways to address diverse learners
  7. Tools for grading and assessment (formative and summative)
  8. Approaches to encourage reflection and higher order (critical) thinking skills
  9. The need for ongoing professional development and collaboration with colleagues
EDCI 552 (3)
Assessment for Online Learning
This course addresses the quality online program evaluation as outlined by accreditation procedures and standards. The focus of this course will be the use of evaluation to assure quality programs at all levels of school operation. As online schools and programs become ever more the norm in the educational community it becomes increasingly important that every aspect of a learning organization - individuals, classrooms, schools, the district, and the community - be dedicated to continual analysis, assessment, and reflection on system practices (Costa and Kallick,1995). Students who are interested in any aspect of online schooling should be familiar with standards and methods of measurement essential in providing a quality online learning experience.
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 and conduct 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 two courses: either EDGR 698-Action Research (3), or EDGR 699-Thesis (3). Either option provides 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.

The Master of Education culminates with one of two courses
3 credits
EDGR 698 (3)
Action Research (CAPSTONE)
Action Research is the capstone project for the Master of Education program. During this five-week course, candidates will complete final edits of the Literature Review, obtain appropriate permissions, implement Action Research, collect and analyze data from the Action Research implementation, and complete the Action Research Documentation Form.
Prerequisite: Successful completion of EDGR 601 Educational Research.
EDGR 699 (3)
Thesis (CAPSTONE)
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 educational research instructor, will explore relevant literature and present a Thesis following the procedure established by the College of Education.
Prerequisite: Successful completion of EDGR 601 Educational Research.

Getting Your Master’s Degree Online

The Master’s in eLearning / Technology is fully online. This online format uses cutting edge curriculum delivered on easy to use online learning technology to provide students with a challenging educational experience. Each online course is 5 weeks in length.

Ready to enroll?  Speak with an enrollment specialist: 1 (877) 251-4405 OR start your application here.

What do Concordia’s graduates think?

Hear what proud graduates of this program have to say about our online M.Ed. instruction.

How did the specific program help you achieve your goals?

I worked hard and produced what I thought was a meaningful and engaging online learning experience and it was wonderful to have my instructor validate my efforts.

- Lynda Bradford, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

Each [instructor] brought unique styles and methodologies to the classroom that I hope to one day successfully emulate and incorporate into my online classroom.

- Lynda Bradford, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

… I try hard to make my classes reflect the currently technology that my students are using, and because I want to be the best instructor possible, I wanted the chance to learn about the newest and most useful tools available to me.

- Wendy Dwyer, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

This new [educational] environment was embracing the Internet--anything I was going to do in the future was going to involve online activity.

- Paige Garwood, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

I was especially proud to have one of my instructors ask to use my online course as a model going forward for her other classes.

- Lynda Bradford, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

Not only did I have the chance to try out new and emerging technologies, programs, and tools in an atmosphere that allowed questions and exploration, I had a chance to experience them through the eyes of my cohorts, too--many of whom were seasoned educators.

- Wendy Dwyer, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

The fact that [the program] is in the area of e-learning fits perfectly in my vision for my teaching life moving forward. I want to develop an online music education environment aimed at the homeschooling world.

- Paige Garwood, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

I enjoyed learning about the different learning modalities, character development in the classroom, and how to respect differences and engage culturally diverse students.

- Lynda Bradford, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

[I enjoyed] exploring the tools available on the Web.

- Paige Garwood, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

I work at a college that is very progressive and forward-thinking, and many of our course offerings are being offered in an online environment.

- Wendy Dwyer, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

The Master's program was not an additional [weight] in my busy life as a teacher, but instead became a vital part of my homeschooling teaching world.

- Paige Garwood, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

I really enjoyed creating my own online course… seeing curriculum I developed displayed in an engaging online format that helped others to learn.

- Lynda Bradford, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

I want to develop a full-blown music education online experience for the homeschooled world.

- Paige Garwood, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

… because of my concentration in eLearning and Technology [Education], my employer is interested in having me teach others how to access and use some of the tremendous skills I learned through the program.

- Wendy Dwyer, M.Ed., July 2013 
eLearning/Technology Education

How did the specific program help you achieve your goals?

I enjoyed having a chance to try out new programs and Internet tools, and I felt that it was a chance for me to build my toolbox and prepare me for being a better and more well-rounded teacher.

- Wendy Dwyer, M.Ed., July 2013 
eLearning/Technology Education

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