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MEd in Curriculum & Instruction: Educational Technology Leadership

Why is EdTech savvy so important for educators today? Technology in the classroom has been shown to help students retain more details, access more information, and better share their ideas. Tablets lead to higher test scores. Students improve their focus and boost their self-esteem by using tech at school. All of this is why enhancing the curriculum at your school to appropriately incorporate technology isn’t just a good idea; it’s one of the smartest decisions you could make for your students. Get the know-how you need to move forward with Concordia’s MEd in Curriculum & Instruction: Educational Technology Leadership concentration.

Our fully online program prepares candidates for leadership roles implementing education technologies in PreK–12 classrooms. You’ll 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.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework — paired with realistic deadlines and the ability to immediately apply what you learn in your classroom — makes our programs ideal for busy lifestyles. And the potential career benefits — from higher pay to promotions — are second only to the reward of having an everlasting impact on the lives of your students.

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September 23rd
Program Length 1 Year
Credits 30 Credit Hours
Accreditation NWCCU
SCHOLARSHIPS* Up to $3,000
100% online
100% online (no in-person field work required)
One year
Earn your MEd in one year, one class at a time, with built-in breaks
Updated curriculum
Curriculum is up-to-date and relevant
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
20,000-strong alumni
20,000-strong alumni network
93% of our online MEd grads say they are satisfied with their overall academic program experience

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 Evaluating Progress

Expertise in Evaluating Progress

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

Effective Instructional Skills

Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students

Classroom Diversity Skills

Classroom Diversity Skills

An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity

Moral Leadership

Moral Leadership

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


The MEd in Curriculum & Instruction: Educational Technology Leadership program requires 30 credit hours

MEd in Curriculum & Instruction - Core Courses
12 credits

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.

Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st-century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.


Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - Educational Technology Leadership
12 credits

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

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

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.

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.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

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 the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. 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.


Research Course 2
3 credits   Select one of the following:

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

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.

Prerequisite: Successful completion of EDGR 601.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.


In addition to fully online, Concordia offers several Master of Education programs in an on-campus or hybrid format. See the options here.

Is the MEd in Educational Technology Leadership concentration right for me?

Consider choosing this path if:

  • You want to develop your ability to think pedagogically about technology
  • You’re interested in conducting training at the school or district levels
  • You want to immediately incorporate technology in your classroom in new and appropriate ways

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.

Child Learning
The extensive hours I put into both my career and my education will certainly be rewarding. I truly am blessed that Concordia gave me this opportunity to achieve my goal of becoming a curriculum specialist. I am very happy to be a Cavalier!
MARILYN ALEMAN, MEd in Curriculum &amp Instruction:
Educational Technology Leadership '18

MORE ON THE TOPIC OF Educational Technology

What makes this program so relevant today

SAMR (Substitution, Augmentation, Modification, and Redefinition) is a framework created by Dr Ruben Puentedura (2006) to help teachers integrate technology into classroom learning in meaningful ways, beyond merely substituting old tools for technical methods.

Check out the The Padagogy Wheel by Allan Carrington (licensed under a Creative Commons Attribution 3.0 Unported License). Based on a work at http://tinyurl.com/bloomsblog.


This occurs when users utilize new technology tools to replace old ones — like writing on a laptop instead of writing in a notebook. This is the most surface-level integration of technology.


This happens when a technology tool not only substitutes an old tool, but utilizes some of its unique capabilities. For example, using a laptop to replace a notebook, but also consulting grammar websites to help write an essay.


This is when learning starts to transform. At this level, technology is used to engage in new modes of learning and not just replace old ones. For example, using a laptop to write an essay with Google Docs so that a group of students can work collaboratively to do peer editing and share their work with peers.


Redefinition means that learners are engaged in new learning tasks, previously unavailable to them before the technology was present. For example, video chatting with a primary source in France and engaging in a group chat to embed new essay quotes.

  1. An Educause survey notes that students actually prefer using technology to learn and that 54% of students often use at least two devices simultaneously for school work.
    — Educause Learning Environment Preferences
  2. Using technology prepares students for 21st-century careers, builds critical skills, and trains learners for college and the job market.
  3. Using technology in the classroom makes learning less teacher-centered and more student-centered, allowing students to be more independent and drive their own learning.  
  4. Technology can boost engagement by allowing learners to use tools familiar to a digital-native generation.
  5. The National Math and Science Initiative published an article stating that blended learning styles keep students focused over long periods of time.
  6. Technology makes it possible to connect learning to the real world, allowing teachers and students to tap into experts’ knowledge for any lesson.
  7. Classroom technology helps diversify sources of information and provides multiple perspectives on any area of study. Students don’t need to rely on a teacher to disseminate information. A PBS LearningMedia study reports that 74% of surveyed teachers believe that technology helps reinforce lessons.
  8. Content becomes more accessible to students with varying learning styles.
  9. Technology assists students with disabilities by offering differentiated modalities for learning.
  10. Students learn about digital citizenship and build a healthy understanding of responsible technology usage.
  11. Integration of technology can create new pathways and modalities for learning previously unavailable in paper-and-pen classrooms.
  12. Technology enables access to instant information, making research possible from anywhere. Students learn to pursue knowledge, satisfy their curiosity and dig deeper for information.

As you can see, technology transforms the learning experience. Students have access to an incredible amount of new opportunities—from learning how to program, to better collaborating with teams and with their instructors. Technology enables creativity and connectedness for students and teachers alike.

The “lean back” vs “lean forward” model was created by Danish acadaemic Jakob Nielsen in 2008. It considers the physical position of people when using technology and how that impacts the cognitive function of individuals.

For example, with a laptop, we tend to sit up at a desk. With a phone or iPad, we’re more likely to recline.

With “lean-forward” devices, we might see more brain activity and more active searching and skimming, but “lean back” devices can encourage deeper reading and thinking.

In our Educational Technology Leadership concentration, you’ll be prepared for leadership roles integrating education technologies into K–12 classrooms and community college settings. You’ll learn:

  • Knowledge and best practices about managing current and emerging educational technologies
  • How to identify, review, and analyze major trends and issues impacting state and national education initiatives
  • How to work in a diversified environment and develop strategies to build camaraderie


See where an MEd focused on educational tech leadership could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • 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

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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