Master of Education with a Major in Instructional Technology, Media & Design - Instructional Technology
24 months| Credit Hours: 36
The online Master of Education with a Major in Media (Instructional Technology Concentration) degree is designed to prepare progressive, innovative, academically grounded instructional technologists. Graduates of the program apply their skills in P-12 schools, higher education, and corporate, health care, and government organizations. While learning in the program, students collaborate with various stakeholders through an array of technology-based tools and applications. Through professional field experiences and clinical practices, the learning experiences are performance-based and problem-based. Faculty teaching in the program is grounded in theoretical perspectives, instructional design strategies, and practical application of knowledge to ensure candidates can immediately apply what they learn in diverse educational settings.
For more information, please see the Academic Catalog.
The Instructional Technology concentration program consists of 36 semester hours of approved coursework beyond the bachelor's degree. Twenty-seven semester hours are drawn from media and instructional technology courses, and 9 hours are completed in psychology and research. Students must have a bachelor's degree to be admitted to the program. Those entering with T-4 Georgia Certification exit with the M.Ed. degree and S-5 certification in Instructional Technology. Students who do not hold T-4 Georgia certification exit with the M.Ed. degree. Degrees are conferred in May, August and December. The Department of Educational Technology and Foundations website includes a directory of instructors and their credentials, as well as other vital information. Contact: firstname.lastname@example.orgThis is a concentration under the Master of Education with a Major in Media degree program.
Carrollton Campus, Online
Method of Delivery
Coursework is available 100% online.
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 36
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
All required courses for the M.Ed. in Instructional Technology will be offered over two years. For the Instructional Technology Track, courses require no campus visits. Students may begin the program any semester. During the initial advising session, a projected sequence of courses is developed for each student. Any changes in the projected sequence need to be determined jointly between student and advisor in order for the student to be able to complete the program in a timely manner.
Program Sheet [pdf, 94Kb]
This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
This course is a critical study of the design and implementation of curricula in the field of education.
Students will become successful consumers of research through the introduction of principles of qualitative, quantitative, and mixed methods designs. Within these categories of research, students will learn the foundations of action research and single subject research.
A comprehensive final examination, in the form of a portfolio, is administered during the semester immediately preceding graduation to all candidates seeking the M.Ed. in Instructional Technology, Media, and Design (Instructional Technology Concentration) degree or seeking the Post-Baccalaureate Non-Degree Certification in Media (Instructional Technology Concentration). The comprehensive exam will be submitted via CourseDen.
This course prepares candidates to serve as instructional leaders in media in PK-12 schools. Candidates will use a systematic instructional design process and research-based professional learning practices to develop learning experiences that meet the needs of diverse learner populations in both physical and virtual environments.
A study of various internet tools, resources, and issues as related to K-12 education. Strategies for integrating internet into the curriculum will be included.
This course will focus on the application of instructional design principles as they relate to instruction. A systems approach to instructional design which includes information and application of skills and techniques necessary in the analysis, design, development, implementation, and evaluation of instruction will be used.
An exploration of the principles of photography including the elements of light, subject, camera, and composition. Instructional applications of digital photography in the workplace and instructional settings, shooting high-quality digital photographs, and how to enhance digital photographs are covered.
Intermediate level course on design, development and formative evaluation of web-based instructional systems. Web page design strategies based on research on effective practice are emphasized. Students use software development tools to create and evaluate interactive lessons including strategies for assessing learning achievement.
This is a survey course focused on basic elements and technical aspects of multimedia design and development to support teaching and learning in diverse classrooms. Included are selection of hardware and software, design principles, hands-on production, classroom applications, and discussion of issues and useful digital and web-based resources.
An advanced course in the design and production of digital media and instructional materials. Classroom utilization of digital media will be included.
This course is a general introduction to conceptual, theoretical, and practical ideas concerning distance education, including the current status of distance learning and its impact on education. Students will become conversant in the terminology of the field of distance education, review its history, conduct research on specific areas of practice, investigate instructional and learning design strategies, explore the technologies commonly used, and understand the unique roles and responsibilities of the distance learner and the distance instructor.
This course will focus on application of the principles of assessment of student learning as they relate in the context of technology-enhanced instruction and diverse populations. Specific concepts covered include formative and summative assessments, alternative assessment, and standardized testing, especially the use of technology-based instruments. Students will design and develop assessment tools for their content areas and contexts.
Students will examine the educational potential of digital games. Students will evaluate digital games, explore effective ways to integrate digital games for learning, and design and develop digital game-based learning environments.
Global Learning and Collaboration with Technology is a course for preparing education professionals to connect with partners in other countries to support learners in implementing collaborative projects.
This course is an introduction to visual and media literacy principles that support student learning in specific content areas. Students will explore elements of photography and videography that support learner-centered instruction. Instructional applications in the workplace and instructional settings, shooting high-quality digital photographs and video vignettes, how to produce enhance digital-based instructional materials and resources are covered.
This course provides a practical approach to the design, development, facilitation, and improvement of learning units in an online format. Students will become conversant with terms associated with assessment and evaluation of instructional practices delivered in online and distance education settings. This course has been designed specifically for those professionals seeking the UWG Online Teaching Endorsement.
Students will analyze and develop policy related to distance education and e-Learning programs and learn to oversee installation and administration of a learning management system. Course topics include: management theory and practice; leadership roles and styles; and planning and policy development for educational and corporate organizations.
Guidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
- Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.
Program Specific Admittance Guidelines
- Students must hold a bachelor's degree from a regionally accredited institution to be admitted to the program.
- A teaching certificate is not required for this program, but teacher certification is required for students seeking a certificate upgrade for the Georgia Professional Standards Commission.
- GPA of 2.7 on most recent degree
Specific Graduate Admissions Deadlines are available via the Graduate School
* Application, app fee, and document deadline
See The Scoop for more specific deadlines.
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
NOTE: Online students may qualify for a term-by-term exemption to the immunization policy. Contact the Immunization Clerk for more information.
Department of Educational Technology and Foundations
Specific Graduate Admissions Deadlines are available via the Graduate School
* Application, app fee, and document deadline; Dates may vary for Readmit, Transfer, and Transient students.
See The Scoop for more specific deadlines.
- Candidates demonstrate content, pedagogical, and professional knowledge and skills.
- Candidates develop, implement, and evaluate learning opportunities for all students.
- Candidates demonstrate professional dispositions and ethics.
- Candidates demonstrate ability to serve needs of diverse populations including special needs.