Master of Arts in Education: Concentration in Instructional Technologies
Graduate Advisors: Benton, Donohue, Merchant
The Department of Equity, Leadership Studies, and Instructional Technologies offers the Master of Arts in Education with a concentration in Instructional Technologies, and a certificate in training systems development. The program provides three areas for graduate study: e-learning design and development, including multimedia development, training design and development, and technology integration for teachers. In addition, the program offers a supplementary authorization in instructional computing for K - 12 teachers who complete 12 units of course work in that area.
The department offers most of its courses in blended learning environments with flexibility for students to choose between attending class in person or online using a combination of online technologies. Content in some courses require solely online or solely in-person attendance. Many courses are offered outside of the semester offerings, including Winter and Summer Sessions
The program prepares students for careers as instructional designers and learning technologists in a variety of environments. Students may become trainers in corporations and public service agencies, instructional multimedia designers and producers, specialists in instructional computing and instructional software design, or computer-resource teachers, for example. Graduates of the program cross a wide breadth of fields and positions, including the following: instructional designers, corporate and industry trainers, consultants, instructional materials designers, computer specialists and instructors, multimedia developers, software developers, video producers, educators and classroom/laboratory computing teachers. The program emphasizes the instructional systems design approach and provides development in the following: instructional message design, applied design experience, instructional and emerging pedagogies, technical skills, and advanced project-based instruction. During their studies, students develop a career portfolio. For further information, contact the ITEC program coordinator at firstname.lastname@example.org.
Admission to the Program
Admission to the program in is a two-step process that should be completed simultaneously:
- Apply to the University: Complete the on-line CSU Mentor application. Follow all other requirements for admission to the University by accessing http://grad.sfsu.edu/.
- Meet department requirements as noted:
Applicants must schedule an interview with the program coordinator to go over the applicant’s interest and preparation in the field. In addition, two letters of recommendation and a two-page (500 - 1,000 word) Statement of Purpose are also required. Letters of recommendation should come from professionals who can attest to the applicant’s promise as a graduate student and professional educator. The statement of purpose should clearly explain the applicant’s educational and career goals and how the M.A. degree will help achieve those goals. The statement of purpose should represent the quality of an applicant’s English-language writing ability.
Applicants must demonstrate basic computer literacy, whether through academic preparation or practical experience.
Written English Proficiency Requirement
Applicants must submit a writing sample in the form of a two-page (500 - 1,000 word) statement of purpose that will be evaluated by the department admissions committee. Students who receive an unsatisfactory evaluation of their written application materials may be admitted conditionally and required to earn a B or better in an English skills development course within the first two semesters. The course will be selected in consultation with an advisor.
Continuing Enrollment Requirement
Students admitted fall 2013 and beyond must meet the University’s continuous enrollment requirement that stipulates students be enrolled during the semester of anticipated graduation. Students must maintain enrollment every semester after they have registered in the ITEC 894 or ITEC 895, the culminating experience courses. Students may miss one semester of enrollment in the middle of the program (before registering in the culminating experience course). Two consecutive semesters of absence will automatically drop the student from the program.
For more information, please contact the department or the Credential and Graduate Services Center (BH 244).
Core requirements consist of 15 units of study. During the first year of study, students are advised to take ITEC 800 and ITEC 801. Students are also encouraged, though not required, to enroll in ITEC 700 for an overview of the instructional design field and career options. Based on their interests, students must also take one of the following courses before completing the program:
- ITEC 830 for their third core requirement, or
- ITEC 850 for their third core requirement, or
- ITEC 816 for their third core requirement.
- Students must receive a grade of B or higher in each of the required core courses in order to advance to candidacy.
- Completion of core requirements includes taking ISED 797 and ITEC 894 or ITEC 895.
Students choose 15 units of electives within the department or in related disciplines. Electives cross several lines of specialization that include the following:
- Multimedia Design and Development,
- Training Design and Development,
- Technology Integration for Teachers, and
- Instructional Product Design.
Students should select electives in consultation with an advisor.
Education (M.A.): Concentration in Instructional Technologies — 30 units
Core Requirements (6 units)
|ITEC 800||Theoretical Foundations of Instructional Technologies||3|
|ITEC 801||Instructional Systems Design||3|
Research Requirements (6 units)
|ISED 797||Seminar in Educational Research||3|
|Select 3 units chosen from the following seminars:||3|
|Computer Resource Specialist|
|Design of Learning Environments with Emerging Technologies|
|Design and Management of Training Projects|
Electives (15 units)
Culminating Experience Requirement (3 units)
(See below for portfolio submission)
|ITEC 894||Creative Work||3|
|ITEC 895||Field Study||3|
The minimal requirement for graduation is 30 units. Based on individual student needs, background, and interests, the department may require some students to complete more than 30 units to attain the degree.
Elective Group One: E-Learning and Multimedia Design and Development
|ITEC 715||Foundations of Instructional Multimedia||3|
|ITEC 740||Computer Design of Instructional Graphics I||3|
|ITEC 745||Instructional Web Authoring I||3|
|ITEC 770||Instructional Videography I (may be repeated twice for credit)||3|
|ITEC 823||Instructional Multimedia Tools: Flash I||3|
|ITEC 830||Design of Learning Environments with Emerging Technologies||3|
|ITEC 835||Instructional Multimedia Tools: FLASH II||3|
|ITEC 840||Computer Design of Instructional Graphics II||3|
|ITEC 845||Instructional Internet Authoring II||3|
|ITEC 860||Distance Education||3|
|ITEC 865||E-Learning Design and Development||3|
Elective Group Two: Training Design and Development
|ITEC 700||Strategic Approaches for Instructional Technologies (may be required for some students)||3|
|ITEC 720||Fieldwork in Educational Technology||3-5|
|ITEC 805||Contemporary Developments in Instructional Technologies (topic)||3|
|ITEC 825||Formative Evaluation and Usability Testing||3|
|ITEC 850||Design and Management of Training Projects||3|
|ITEC 852||Instructional Technologies in Organizations||3|
Elective Group Three: Technology Integration for Teachers
|ITEC 815||Integration of Instructional Computing||3|
|ITEC 816||Computer Resource Specialist||3|
|ITEC 842||Cognition, Mind, and Learning for Educators||3|
Before undertaking a culminating experience, students must submit, for departmental review and approval, a portfolio of three instructional projects that demonstrate their technical skill and instructional design competencies.
Creative Work Project Requirements
In order to complete a creative work, students must design, develop, and produce an instructional product. The instructional unit may be in any medium -- print, video, multimedia, or web-based. The instructional design process must be documented in writing and include a review of the instructional significance of the product, description of the design and production process, and product usability review. Students must provide a CD-ROM that contains the instructional product and the design documents.
In order to complete the field study, students must design, develop, and produce an instructional design project, using the instructional systems process, from needs analysis to formative evaluation. The instructional unit may be in any medium -- print, video, multimedia, or web-based. The instructional design process must be described in writing and include a review of the instructional need and significance of the project, research review, description of the design process, formative evaluation, and conclusions. Students must provide a CD-ROM that contains the instructional unit and the design documents.