Communication, Media and Learning Technologies Design | Mathematics, Science & Technology

Degrees

• Master of Arts

  • Communication and Education

    Master of Arts

    Points/Credits: 32

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    The Communication and Education Master of Arts degree program relies primarily on social science inquiry to understand, interpret, and shape how information, communication technologies and new media influence culture and education, including areas such as literacy, social justice, youth development, and teacher education.

    This program uses a broad range of methods -- including both qualitative and quantitative approaches -- to study the intersections of communication and learning. It asks, in particular, how education and other social systems change under the impact of emerging media. The program encourages students to:

    • Reflect on the historical, cultural and social impact of a wide range of media

    • Leverage relevant research methods and modes of inquiry to better understand how communication and media use shape learning practices

    • Attend closely to both technological artifacts and human activity, reflecting on the diverse ways in which modes of communication condition the meanings actually, and potentially, communicated—particularly through the wide variety of digital means available to us.

    Students graduating from the M.A. degree program in Communication and Education have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:

    • Teaching and research positions in higher education;

    • Working in schools, museums or other educational institutions to leverage new media technologies in effective and empowering ways;

    • Conducting formative and evaluative research on the use of media in/for learning, both within classrooms and beyond;

    • Designing and implementing innovations in the use of new media for educational, social or civic purposes; or

    • Working in government or nonprofit settings to shape the conversation around new media and learning through research and policy work.

    Master of Arts (32 points required)

    To earn the Master of Arts (M.A.), degree students must satisfactorily complete 32 points of coursework and an integrative project. In CMLTD programs, the M.A. degree serves two main functions: a mark of entry-level professional qualifications in the fields covered and a grounding for further, more advanced specialization in the field.

    Students must take coursework totaling at least 32 points. The following are required:

    Core Requirement: (1 point)

    • MSTU 4000 is a requirement for 1 credit in the first semester of study.

    • MSTU 4900 IP Seminar is a requirement for 0 credits in the last semester of study.

    Foundational Knowledge: At least three areas must be represented. (9 points)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Breadth Requirement: (6 points)

    All students (at both master’s and doctoral levels) must complete 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU).

    Additional Requirements: for M.A. students in Communication and Education (TECM)

    • MSTU 4016 The History of Communication

    • 13 points additional MSTU courses

    • Other courses chosen in consultation with an advisor

    Integrative M.A. Project

    Candidates for the M.A. degree are expected to culminate their work with an integrative project. Projects vary but share the common following features:

    • Empirically based and grounded in the research literature

    • Address a problem or phenomenon of the student's interest and area of study

    • Provide a solution to the problem. 

    Some examples include:

    • Design of new learning technologies and media-driven experiences

    • Development of new models, curriculum, and/or lessons integrating technology

    • A thesis or case study analysis of a trend in the field of learning technology

    Specifics of the integrative project are determined through discussions with the students' advisors. In addition, because experientially-grounded learning is invaluable preparation for professional practice, students are strongly advised to take fieldwork or internships as an integral part of their master’s program.

    For students completing only the M.A. degree program, this project should be related to their career goals and should provide tangible evidence of their skills and strengths.

  • Computing in Education - Distance Learning

    Master of Arts

    Points/Credits: 32

    Entry Terms: Spring, Summer, Fall

    Degree Requirements

    Degree Requirements

    Computing in Education - Online (TECD)

    The M.A. program in Computing in Education: Online, is a 32-point degree program where all courses needed to complete the degree are offered online. The degree program represents the wide range of goals presented by its parent Program of Communication, Media, and Learning Technologies Design (CMLTD). It provides a broad foundational view of technology as it relates to learning from cognitive, social, cultural, and applied perspectives. It also provides a deeper view of specific issues around different genres of technology, theories, and practice.

    Students in this program come from a variety of different backgrounds crossing international and cultural borders. Students represent an array of professions, including educational institutions, industry, and non-traditional histories. Many students in this program work full-time and take 1-2 courses a term (part-time) enjoying the flexibility available to complete the requirements. Students of the program have successfully gone on to a variety of roles upon graduation including (but not limited to) working in and with K-12 institutions as teachers, specialists, and leaders, as well as industry positions such as designing instructional and learning experiences. Whether students enter with formal, informal, or non-traditional education/learning related expertise, this program hones one's understanding of how to approach learning with technology, to solve some of the most pressing issues of today.

    The experiences of online coursework in the Computing in Education program are as diverse as the issues explored. Courses are designed by each professor with learning as the driving objective. Students will experience coursework in a variety of formats (e.g., discussion forums, video conferences, real-time chats, blended experiences, etc.). Many courses are project-based, collaborative, with rich and intimate opportunities to interact and engage both with one's peers and professors. Online students participate in the same courses as their face-to-face CMLTD counterparts/peers and are welcome to enroll in traditional on-site, face-to-face classes if opportunities permit.

    Master of Arts (32 points required)

    To earn the Master of Arts (M.A.) degree, students must satisfactorily complete 32 points of coursework and an integrative project. In CMLTD degree programs, the M.A. degree serves two main functions: a mark of entry-level professional qualifications in the fields covered and a grounding for further, more advanced specialization in the field.

    Students must take coursework totaling at least 32 points. The following are required:

    Core Requirement: One programming course must be taken. (3 points)

    • Programming Course

    • MSTU 5003 Theory and Programming of Interactive Media I

    Foundational Knowledge: At least three areas must be represented. (9 points, minimum)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Breadth Requirement: (6-9 points)

    All students must complete a minimum of 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU).

    Additional Requirements: for M.A. students in Computing in Education (TECD)

    • At least 11-14 points of MSTU courses or other courses with the faculty advisor’s approval. In particular, M.A. students in the Computing in Education M.A. degree program through the completely online option have a slightly more constrained set of courses available to meet program requirements and should work closely with their respective advisor.

    Integrative M.A. Project

    Candidates for the M.A. degree are expected to culminate their work with an integrative project. Projects vary but share the common following features:

    • Empirically based and grounded in the research literature;

    • Address a problem or phenomenon of the student's interest and area of study;

    • Provide a solution to the problem.

    Some examples include:

    • A literature review or case study analysis of a trend in the field of learning technology;

    • Design of new learning technologies and media-driven experiences;

    • Development of new models, curriculum, and/or lessons integrating technology;

    • On-site field study and recommendations for teachers.

    Specifics of the integrative project are determined through discussions with students' advisors. In addition, because experientially-grounded learning is invaluable preparation for professional practice, students are strongly advised to take fieldwork or internships as an integral part of their master’s degree program.

    For students completing only the M.A. degree, this project should be related to their career goals and should provide tangible evidence of their skills and strengths.

  • Computing in Education - Technology Specialist K-12

    Master of Arts | NY State Initial: K-12 Ed. Technology Specialist

    Points/Credits: 38

    Entry Terms: Spring, Summer, Fall

    Certification:

    • NY State Initial: K-12 Ed. Technology Specialist

    Degree Requirements

    Degree Requirements

    Educational Technology Specialist K-12 Certification: For Non-Certified Teachers (TETS-INIT)

    This Master of Arts degree program leads to an initial K-12 teaching certificate in New York State as an Educational Technology Specialist. This degree program is designed for individuals who do not hold any current New York State teaching certifications. Candidates are prepared to take on a variety of roles in schools, including but not limited to: coaching and supporting K-12 teachers in the design and implementation of technology-related curriculum and projects, designing and leading professional development sessions, working directly with students in STEM or STEAM Labs, as well as supporting schools in developing and implementing classes related to coding and computational thinking. Completing the program requires 38 points, and involves two semesters fieldwork/observation (a year-long total of 100 hours) and student teaching (a year-long total of 200 hours or 40 days of student teaching.

    Master of Arts (38 points required)

    The M.A. degree program for Educational Technology Specialist K-12 Certification: TETS Track, is a 38-point program. There are two tracks for the overall degree program: one for students who hold an existing New York teaching certification and one for students who do not. The TETS track is for those who do not hold any current teaching certifications. Students in this track come from a variety of backgrounds. Some may be career changers seeking to work with technology in schools and others may have teaching experience but no teacher certification. This M.A. degree program provides classroom experience: students complete two semesters of “practica,” one spent in elementary classrooms (K-6) and the other spent in secondary grades (7-12).

    The program follows the International Standards for Technology Education (ISTE) Standards for Coaches and offers courses related to teaching and learning with technology through different perspectives: cognitive, social, cultural, and applied practice. Students are also encouraged to take courses related to the learning sciences, educational policy, and use of assistive technologies in special education. Each student’s program is different, depending upon students’ professional goals and interests. Students attend most courses face-to-face, but some of the courses are offered online.

    Students can complete the degree program full-time in two years but have the option to attend part-time, as many students work during the day. In the second year, students register for “practica" during both the fall and spring semesters in the program. Completing the program requires 38 points, and involves two semesters fieldwork/observation (a year-long total of 100 hours) and student teaching (a year-long total of 200 hours or 40 days of student teaching. Students are strongly encouraged to make themselves available full-time for student teaching, but it is possible to complete student teaching part-time. Additional information regarding student teaching requirements are below.

    Students must take coursework totaling 38 points. The following are required:

    Required Courses (18 points)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • Cultural Issues and Technology

    • MSTU 4052 Computers, Problem Solving, and Cooperative Learning

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4029 Managing Educational Technology Resources

    • Programming Course ( 3 points)

    • MSTU 5003 Theory and Programming of Interactive Media 

    Required Courses Outside of Department (9 points)

    • Curriculum Design

    • C&T 4052 Designing Curriculum and Instruction

    • Special Education (choose one for 3 points)

    • HBSE 4000 Introduction to Special Education

    • HBSE 4005 Computer Applications in Special Education

    • Human Development (choose one for 3 points)

    • HUDK 4022 Developmental Psychology: Childhood

    • HUDK 4029 Cognition and Learning

    Required Practica (6 points)

    • MSTU 4700 Student Teaching Practicum in Educational Technology (Elementary)

    • MSTU 4700 Student Teaching Practicum in Educational Technology (Secondary)

    Electives (5 points)

    All elective courses must be approved in consultation with the faculty program advisor. Weekend workshops and skills courses do not meet this requirement.

    Breadth Requirement: (6 points, minimum)

    All students must complete a minimum of 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU). Typically, this requirement is already met when taking required courses outside of the department (see above).

    Student Teaching and Fieldwork Requirements:

    Students are required to complete two semesters of practicum (MSTU 4700) which includes fieldwork and student teaching. Practicum in the fall semesters focus on elementary student teaching (grades K-6), and practicum in the spring semesters focus on secondary student teaching (grades 7-12). Each practicum consists of at least 50 hours of observation and at least 100 hours (or 20 days) of student teaching, for a year-long total of at least 100 hours of fieldwork and at least 200 hours (or 40 days) of observation across the two semesters.

    Fieldwork consists of observing a variety of activities relating to the role of an Educational Technology Specialist: observing students at work using technology, observing technology coordinators providing support to teachers, and observing technology-related professional development sessions. Students may also observe technology integrators planning with teachers, facilitating the use of a makerspace or teaching coding and computational thinking.

    Student Teaching placements will, for the most part, occur in local schools that partner with our Program. Cooperating teachers may be technology coaches, technology integrators, directors of technology, or tech-savvy classroom teachers. Students already working full-time in the role of an Educational Technology Specialist, who would like to use their employment to fulfill student teaching requirements, must receive approval under guidelines set forth by the College and the Office of Teacher Education.

    Additional Requirements for Certification:

    Students may obtain the Educational Technology Specialist K-12 Certification by fulfilling New York State Education Department (NYSED) teacher certification requirements:

    • Successful completion of MA degree program leading to Educational Technology Specialist K-12 Certification

    • Pass the NYSTCE Educating All Students Test (EAS)

    • Pass the NYSTCE Content Speciality Test (CST - Educational Technology Specialist)

    • Complete three workshops: 1) child abuse and identification reporting; 2) school violence prevention and intervention; and 3) Dignity for All Students Act (DASA)

    • Fulfilling Liberal Arts and Sciences Requirement (required for graduation and NYS certification)

    Transcripts will be reviewed as part of the admissions process. When the M.A. degree is awarded; file an Institutional Recommendation Data Form with the Office of Teacher Education.

    Requirements for NYS certification are subject to change. Please check the Office of Teacher Education and NYSED website for additional information.

     

    Integrative M.A. Project

    Candidates for the M.A. degree will prepare a final integrative project. The project may vary considerably from candidate to candidate, depending on her or his particular interests. In general, all projects will share these characteristics:

    • They will be deeply informed by readings and research done throughout the program.

    • They will be informed by candidates’ reflections on their experiences during the program, and what they have learned about students’ use of, and learning with, technologies.

    • They will focus on some aspect of planning for the future, and in this way advance the field by contributing candidates’ ideas on how the use of technology in schools may be improved.

    • They will address the problems and issues involved in using technology fairly and equitably to advance the learning of all children.

  • Design and Development of Digital Games

    Master of Arts

    Points/Credits: 32

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    Design and Development of Digital Games (TEDG)

    The M.A. degree program in Design and Development of Digital Games is a 32-33 point degree program that prepares students to design, develop, implement and evaluate digital games and closely related technologies (such as mobile apps, interactive media, virtual and augmented reality) for learning and social impact in both formal and informal educational settings. This program is unique in that the curriculum is structured to examine game design from a combination of social, cultural, cognitive, and affective perspectives. Students who are studying the design and development of games for education as a concentration need the degree to reflect this area of study, which is not only optimal but necessary for their intended goals.

    Games and closely related technologies are increasingly important for learning and for professional education and training in schools, medicine, business, entertainment, and other domains. Rapid changes in these technologies are reshaping the ways we create, evaluate, reflect, reason, and learn. The interdisciplinary nature of game design has led to more creative approaches in teaching and learning in both informal learning contexts (such as museums and homes) and formal learning contexts (classrooms, schools, and workplaces).

    The skills involved in designing, developing and studying games are relevant to a wide variety of careers, for instance: instructional design, coding, web and app development, project management, user experience (UX) design, illustration, 3D modeling, and so on. Whether pursuing a career specifically in games (commercial or educational game design) or intending to use games as a means to other endeavors, this program is an exciting and modern platform for a future career journey.

    Courses in the M.A. degree program provide a solid foundation in both theoretical and practical aspects to the design of educational technology (of which games are a part), which are very relevant to the design of games that target learning—often called educational games. Similarly, the development of educational (or other) games depends upon the ability to program such games, or, at the very least, to have enough programming knowledge to be able to communicate appropriately with programmers who will develop games based on design specifications.

    Therefore, courses on game development, for example, complement the required programming course sequences that teach programming skills that may be applied to games.

    Minimum Point Requirement

    A minimum of 32 points of coursework is required for completion of the degree. Course credits from previous, non-Teachers College work cannot be transferred in to count toward the 32 points required for the M.A. degree.

    Required Core Courses (10 points)

    • Required courses:

    • MSTU 4000: Core Seminar (1 point), taken in first semester

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology (3 points)

    • MSTU 4083: Instructional Design of Educational Technology (3 points)

    • MSTU 4900: Integrative Project Seminar (0 or 1 point), taken in final semester

    • For the remaining points, choose between:

    • MSTU 4020: Social and Communicative Aspects of ICTs (3 points)

    • MSTU 4005: Equity, Ethics and Social Issues (3 points)

    OR

    • MSTU 4504: Ethical Issues in Technology Design (3 points)

    Requirements in the Major Area (15 points)

    • 6 points selected from any three programming courses:

    • MSTU 5003: Theory and Programming of Interactive Media I (3 points), MSTU 5013: Theory and Programming of Interactive Media II (3 points), or 5007: Development of XR and Games

    • Other programming courses approved by academic adviser

    • For the remaining 9 points, choose any combination of the following courses:

    • MSTU 4039: Game Design Fundamentals: Theory and Practice of Game Design (3 points)

    • MSTU 4040: Mobile Learning (3 points)

    • MSTU 5000: Virtual, Augmented, Mixed Reality and Games as Learning Tools (3 points)

    • MSTU 5015: Research/Programming in Serious Games (3 points)

    • MSTU 6000: Advanced Design of Educational Games (3 points)

    Elective Courses (1-3 points)

    1-3 points of additional MSTU courses.

    Breadth Requirement: (6-9 points)

    All students must complete a minimum of 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU).

    Integrative M.A. Project

    Candidates for the M.A. degree are expected to culminate their work with an integrative project. Projects vary but share the common following features:

    • Empirically based and grounded in the research literature

    • Address a problem or phenomenon of the student's interest and area of study

    • Provide a solution to the problem

    Some examples include:

    • Design of a new game, app, virtual reality experience or other form of interactive media

    • Case study analysis of a trend in the field of game-based learning

    • Development of new models, curriculum, and/or lessons integrating technology

    • On-site field study and recommendations for teachers

    Specifics of the integrative project are determined through discussions with the students' advisors.

    For students completing only the M.A. degree, this project should be related to their career goals and should provide tangible evidence of their skills and strengths.

  • Instructional Technology and Media

    Master of Arts

    Points/Credits: 32

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    Instructional Technology and Media (TEIT)

    The Instructional Technology and Media degree programs examine the relationship between the design of technology, digital media, cultural context, social interaction, and learning. Courses provide extensive exposure to theories of cognition and design, as well as deep dives into applications of these theories in practice.

    Consequently, while students will encounter a wide range of cognitive, social, and design theories, students are encouraged to consider the power, equity, and ethical implications of context and culture in their application across learning spaces and environments. Faculty and students’ current areas of exploration include state of the art technologies such as virtual and augmented reality, the design of toys and digital games, maker education and digital fabrication, robotics and social pedagogical agents, artificial intelligence and computational literacy.

    Students graduating from the program in Instructional Technology and Media have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:

    • Teaching, and research positions in higher education;

    • Administrative and teaching positions in elementary, middle, and high schools;

    • Creating educational technology startups and joining established industry leaders such as PBS, Nickelodeon, Google, Amazon, Sesame Workshop;

    • Research and design positions in informal learning contexts such as museums and non-profit organizations to leverage new media technologies in effective and empowering ways;

    • Research positions and design of technology-based training in corporations;

    • Conducting formative and evaluative research on the use of media in/for learning, both within classrooms and beyond;

    • Designing and implementing innovations in the use of new media for educational, social or civic purposes; or

    • Working in government or nonprofit settings to shape the conversation and policy around new media and learning through research and policy work.

    Participants in all CMLTD Program areas share a basic conviction that good design in educative matters starts with careful attention to the needs and characteristics of the individuals that the design will serve. For example, the ability to understand the individual through empirical research and empathic engagement will make the design of instructional technology not only technically proficient but educationally valuable as well. In all, this attention to the individual in society and culture defines the technological humanism we seek through all components of the degree programs in CMLTD—a humanism that combines the use of sophisticated technology with humane commitments for guiding purposes.

    Master of Arts (32 points required)

    To earn the Master of Arts (M.A.) degree, students must satisfactorily complete 32 points of coursework and an integrative project. In CMLTD programs, the M.A. degree serves two main functions: a mark of entry-level professional qualifications in the fields covered and a grounding for further, more advanced specialization in the field.

    Students must take coursework totaling at least 32 points. The following are required:

    Core Requirement: (1 point)

    • MSTU 4000 is a requirement for 1 credit in the first semester of study.

    • MSTU 4900 IP Seminar is a requirement for 0 credits in the last semester of study.

    Foundational Knowledge: At least three areas must be represented. (9 points, minimum)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Breadth Requirement: (6 points)

    All students (at both master’s and doctoral levels) must complete a minimum of 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU).

    Additional Requirements: for M.A. students in Instructional Technology and Media (TEIT)

    • MSTU 4083 Instructional Design of Educational Technology

    • Counts toward the Foundational Knowledge area

    • Two programming courses must be taken. This requirement can be met by taking the two-course Interactive Media programming sequence.

    • MSTU 5003 and 5013 Theory and Programming of Interactive Media I & II

    • 10 points of additional MSTU courses

    • Other courses chosen in consultation with an advisor

    Integrative M.A. Project

    Candidates for the M.A. degree are expected to culminate their work with an integrative project. Projects vary but share the common following features:

    • Empirically based and grounded in the research literature;

    • Address a problem or phenomenon of the student's interest and area of study;

    • Provide a solution to the problem. 

    Some examples include:

    • Design of new learning technologies and media-driven experiences;

    • Development of new models, curriculum, and/or lessons integrating technology;

    • A thesis or case study analysis of a trend in the field of learning technology.

    Specifics of the integrative project are determined through discussions with the students' advisors. In addition, because experientially-grounded learning is invaluable preparation for professional practice, students are strongly advised to take fieldwork or internships as an integral part of their master’s program.

    For students completing only the M.A. degree, this project should be related to their career goals and should provide tangible evidence of their skills and strengths.

  • Technology Specialist for Teachers

    Master of Arts | NY State Initial: K-12 Ed. Technology Specialist

    Points/Credits: 38

    Entry Terms: Spring, Summer, Fall

    Certification:

    • NY State Initial: K-12 Ed. Technology Specialist

    Degree Requirements

    Degree Requirements

    Educational Technology Specialist K-12 Certification: For Certified Teachers (TETT-INIT)

    The M.A. degree program for Educational Technology Specialist K-12 Certification: TETT Track, is a 38-point program. There are two tracks for the overall degree program: one for students who hold an existing New York State teaching certification and one for students who do not (TETS). The TETT track is designed for certified teachers and places more emphasis on leadership and research as it relates to the use of technology in schools. Candidates are prepared to take on a variety of roles in schools, including but not limited to: individuals who want to work with technology in the classroom, technology coaches who support K-12 teachers in the design and implementation of technology-related curriculum and projects, technology directors, and professional developers. Some candidates also return to teaching positions where they work directly with students in Science, Technology, Engineering, Math (STEM) or Science, Technology, Engineering, Arts, Math (STEAM) Labs, and also support schools in developing and implementing classes related to coding and computational thinking. Completing the program requires 38 points, as well as 50 hours of fieldwork/observation and 100 hours (or 20 days) of student teaching.

    Master of Arts (38 points required)

    The M.A. degree program for Educational Technology Specialist K-12 Certification: TETT Track for certified teachers is a 38-point program. There are two tracks for this program, depending upon if the student holds an existing teaching certification. This specific track (TETT) is designed for individuals who hold a current teaching certification. Students in this track enter at various points in their teaching career. Some hold initial certification in a different content area (such as mathematics or history) and complete the program to obtain professional certification in their first content area while also adding an initial certificate as an Educational Technology Specialist. Others are veteran teachers holding professional certification in a different content area and are seeking an additional certificate to teach courses related to technology or eventually become technology leaders. This M.A. degree program requires students to complete one semester of practica, with at least 50 hours of observation and at least 100 hours of student teaching. Credit for student teaching can be earned while teaching in one’s current position under certain circumstances and can be discussed with the program advisor.

    The program follows the International Society for Technology Education (ISTE) Standards for Coaches and offers courses related to teaching and learning with technology through different perspectives: cognitive, social, cultural and applied practice. Each student’s program is different, depending upon students’ professional goals and interests. Students are encouraged to take courses related to the learning sciences, leadership and educational policy, staff development, and the use of assistive technologies. Students attend most courses face-to-face, but some of the courses are offered online.

    Students can complete the degree program full-time in two years but have the option to attend part-time, as many of the students teach full-time during the day. Students register for practica during both the fall and spring semesters in the second year of the program. Over the course of the second year, students complete 50 hours of observation in schools, in addition to a minimum of 20 days (or 100 hours) of student teaching. Students in this track typically complete student teaching on a part-time schedule. Additional information regarding student teaching requirements are below.

    Students must take coursework totaling 38 points. The following are required:

    Required Courses (18 points)

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • Cultural Issues and Technology

    • MSTU 4052 Computers, Problem Solving, and Cooperative Learning

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4029 Managing Educational Technology Resources

    • Policy and Leadership (choose one for 3 points)

    • MSTU 5033 Educational Technology Policy: Challenges & Opportunities

    • MSTU 5029 Technology Leadership and Schools

    • Research (choose one for 3 points)

    • MSTU 5001 Assessing the Impact of Technology

    • MSTU 5025 Researching Technology in Educational Environments

    Additional Core Courses (choose two courses for 6 points)

    • MSTU 4020 Social Aspects of the Internet and ICTs

    • MSTU 4049 Technologies and Literacies

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 5002 Culture, Media, and Education

    • MSTU 5005 Case-Based Teaching in Electronic Environments

    Required Courses Outside of Department (8 points)

    • Adult Learning

    • C&T 5053 Staff development Processes and Procedures

    • Leadership

    • ORLA 4044 Transforming Schools and Transforming Education

    • Curriculum Design

    • C&T 4052 Designing Curriculum and Instruction

    • Special Education (choose one)

    • HBSE 4000 Introduction to Special Education

    • HBSE 4005- Computer Applications in Special Education

    • Human Development (choose one for 3 points)

    • HUDK 4022 Developmental Psychology: Childhood

    • HUDK 4029 Cognition and Learning

    Required Practica (6 points)

    • MSTU 4700 Student Teaching Practicum in Educational Technology (Elementary)

    • MSTU 4700 Student Teaching Practicum in Educational Technology (Secondary)

    Breadth Requirement: (6 points, minimum)

    All students must complete a minimum of 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU). This requirement is typically already met when taking required courses outside of the department (see above).

    Student Teaching and Fieldwork Requirements:

    Students are required to complete two semesters of practicum (MSTU 4700). Practicum in the fall semesters focus on elementary grades (grades K-6), and practicum in the spring semesters focus on secondary grades (grades 7-12). The program requires at least 50 hours of observation and at least 100 hours (or 20 days) of student teaching across two semesters. The grade level of the student’s current teaching certification will determine which grade the student will be placed in for student teaching. For example, if the student currently holds an initial teaching certificate for a secondary content area, the student will be placed in an elementary setting for student teaching as the Educational Technology Specialist certificate covers grades K-12.

    Fieldwork consists of observing a variety of activities relating to the role of an Educational Technology Specialist: observing technology coordinators and directors provide support to teachers, observing students at work using technology, and observing technology-related professional development workshops. Students may also observe technology integrators planning with teachers, facilitating the use of a makerspace or teaching coding and computational thinking.

    Student teaching placements will, for the most part, occur in local schools that are our Program’s partners. Cooperating teachers may be technology coaches, technology integrators, directors of technology, or tech-savvy classroom teachers. Students already working full-time in the role of an Educational Technology Specialist who would like to use their employment to fulfill student teaching requirements, must receive approval under guidelines set forth by the College and the Office of Teacher Education. Depending upon availability, summer student teaching placements may also be arranged in consultation with the program advisor.

    Additional Requirements for Certification:

    Students may obtain the Educational Technology Specialist K-12 Certification by fulfilling New York State Education Department (NYSED) teacher certification requirements, many of which may already be fulfilled from holding an existing teacher certification:

    • Successful completion of MA degree program leading to NYSED Educational Technology Specialist K-12 Certification

    • Pass the NYSTCE Educating All Students Test (EAS)

    • Pass the NYSTCE Content Speciality Test (CST - Educational Technology Specialist)

    • Complete three workshops: 1) child abuse and identification reporting; 2) school violence prevention and intervention; and 3) Dignity for All Students Act (DASA)

    • Fulfilling Liberal Arts and Sciences Requirement (required for graduation and NYS certification)

    Transcripts will be reviewed as part of the admissions process. When the M.A. degree is awarded; file an Institutional Recommendation Data Form with the Office of Teacher Education.

    Requirements for NYS certification are subject to change, please check the Office of Teacher Education and NYSED website for additional information.

    Integrative M.A. Project

    Candidates for the M.A. degree will prepare a final integrative project. The project may vary considerably from candidate to candidate, depending on her or his particular interests. In general, all projects will share these characteristics:

    • They will be deeply informed by readings and research done throughout the program.

    • They will be informed by candidates’ reflections on their experiences during the program, and what they have learned about students’ use of and learning with technologies.

    • They will focus on some aspect of planning for the future, and in this way advance the field by contributing candidates’ ideas on how the use of technology in schools may be improved.

    • They will address the problems and issues involved in using technology fairly and equitably to advance the learning of all children.

• Master of Education

  • Communication and Education

    Master of Education

    Points/Credits: 60

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    Communication and Education (TECM)

    The Communication and Education degree program relies primarily on social science inquiry to understand, interpret, and shape how information, communication technologies and new media influence culture and education, including areas such as literacy, social justice, youth development, and teacher education.

    This degree program uses a broad range of methods -- including both qualitative and quantitative approaches -- to study the intersections of communication and learning. It asks, in particular, how education and other social systems change under the impact of emerging media. The program encourages students to:

    • Reflect on the historical, cultural and social impact of a wide range of media;

    • Leverage relevant research methods and modes of inquiry to better understand how communication and media use shape learning practices;

    • Attend closely to both technological artifacts and human activity, reflecting on the diverse ways in which modes of communication condition the meanings actually, and potentially, communicated—particularly through the wide variety of digital means available to us.

    Students graduating from the Ed.M. degree program in Communication and Education have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:

    • Teaching and research positions in higher education;

    • Working in schools, museums or other educational institutions to leverage new media technologies in effective and empowering ways;

    • Conducting formative and evaluative research on the use of media in/for learning, both within classrooms and beyond;

    • Designing and implementing innovations in the use of new media for educational, social or civic purposes; or

    • Working in government or nonprofit settings to shape the conversation around new media and learning through research and policy work.

    Master of Education (60 points required)

    An Ed.M. degree represents roughly the equivalent of two years of full-time study. It serves for some to mark progress toward a doctorate and for others to initiate intermediate professional qualifications for students who have previously completed a master’s degree at Teachers College or another institution. Up to 30 points of graduate credit earned elsewhere may be counted toward the minimum point requirement. Ed.M. candidates who have completed an M.A. in CMLTD or an equivalent program should select further courses to broaden and deepen their mastery of the field. Those who are transferring a significant number of points from a different specialty toward the Ed.M. should include a selection of CMLTD core program courses in their remaining coursework. In addition to completing the minimum course requirements and developing a skill specialization, candidates for the Ed.M. degree culminate their work through a research or development project submitted to the faculty.

    Master of Education (Ed.M.) degree programs are offered in Communication and Instructional Technology and Media. In each of these Ed.M. programs, students must take coursework totaling at least 60 points. The following are required of all Ed.M. students:

    Core Requirement: (1 point)

    • MSTU 4000 is a requirement for 1 credit in the first semester of study.

    • MSTU 4900 IP Seminar is a requirement for 0 credits in the last semester of study.

    Foundational Knowledge: At least three areas must be represented. (9 points)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Research Methods and Design: (3 points)

    Students must complete one research method or research design course offered either in or outside the CMLTD program. Suggested courses include the following:

    • HUDM 4122 Probability and Statistical Inference

    • ITSF 5000 Methods of inquiry: Ethnography and Participant Observation

    • MSTU 5025 Researching Technology in Educational Environments

    • MSTU 5001 Assessing the Impact of Technology In Schools

    Breadth Requirement: (6 points)

    All students must complete 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU). Suggested: HUDM 4120 Basic concepts in statistics; ITSF 5000 Methods of inquiry-Ethnography and participant observation; and/or other basic research/inquiry courses without an MSTU prefix.

    Additional Requirements: for Ed.M. students in Communication and Education (TECM)

    • MSTU 4016 The History of Communication

    • MSTU 5606 Readings in Communication Theory and Social Thought I

    • 35 points of additional MSTU courses

    • Other courses chosen in consultation with an advisor

    Integrative Ed.M. Project

    The Integrative Ed.M. Project is a research or development project that should result from independent effort equivalent to that of a 3-point course. Like the M.A. integrative project, it should provide tangible evidence of a student’s skills and strengths and should represent the student’s interests, as well as display the specialized skills developed for the degree.

    Students accepted for a doctoral program should earn the Ed.M. as an integral part of their doctoral work. However, the Ed.M. can be far more than a stepping stone to a doctorate. It allows for great flexibility, and students can use it to lay a strong foundation for significant positions of leadership that demand high levels of skill but do not require doctoral-level academic certification. For instance, students can put together a very effective 60-point degree program dealing with “school media for curriculum innovation.” In a similar way, one can develop a very strong grounding in educational software development through the Ed.M. degree. It can serve many purposes. One needs to think through one’s aspirations and use the scope of the Ed.M. program to build academic and experiential foundations in accordance with one’s achievement goals.

  • Instructional Technology and Media

    Master of Education

    Points/Credits: 60

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    Instructional Technology and Media (TEIT)

    The Instructional Technology and Media degree programs examine the relationship between the design of technology, digital media, cultural context, social interaction, and learning. Courses provide extensive exposure to theories of cognition and design, as well deep dives into applications of these theories in practice.

    Consequently, while students will encounter a wide range of cognitive, social, and design theories, students are encouraged to consider the power, equity, and ethical implications of context and culture in their application across learning spaces and environments. Faculty and students’ current areas of exploration include state of the art technologies such as virtual and augmented reality, the design of toys and digital games, maker education and digital fabrication, robotics and social pedagogical agents, artificial intelligence and computational literacy.

    Students graduating from the program in Instructional Technology and Media have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:

    • Teaching, and research positions in higher education;

    • Administrative and teaching positions in elementary, middle, and high schools;

    • Creating educational technology startups and joining established industry leaders such as PBS, Nickelodeon, Google, Amazon, Sesame Workshop;

    • Research and design positions in informal learning contexts such as museums and non-profit organizations to leverage new media technologies in effective and empowering ways;

    • Research positions and design of technology-based training in corporations;

    • Conducting formative and evaluative research on the use of media in/for learning, both within classrooms and beyond;

    • Designing and implementing innovations in the use of new media for educational, social or civic purposes; or

    • Working in government or nonprofit settings to shape the conversation and policy around new media and learning through research and policy work.

    Participants in all CMLTD Program areas share a basic conviction that good design in educative matters starts with careful attention to the needs and characteristics of the individuals that the design will serve. For example, the ability to understand the individual through empirical research and empathic engagement will make the design of instructional technology not only technically proficient but educationally valuable as well. In all, this attention to the individual in society and culture defines the technological humanism we seek through all components of the degree programs in CMLTD—a humanism that combines the use of sophisticated technology with humane commitments for guiding purposes.

    Master of Education (60 points required)

    An Ed.M. degree represents roughly the equivalent of two years of full-time study. It serves for some to mark progress toward a doctorate and for others to initiate intermediate professional qualifications for students who have previously completed a master’s degree at Teachers College or another institution. Up to 30 points of graduate credit earned elsewhere may be counted toward the minimum 60-point requirement. Ed.M. candidates who have completed an M.A. in CMLTD or an equivalent program should select further courses to broaden and deepen their mastery of the field. Those who are transferring a significant number of points from a different specialty toward the Ed.M. should include a selection of CMLTD core program courses in their remaining coursework. In addition to completing the minimum course requirements and developing a skill specialization, candidates for the Ed.M. degree culminate their work through a research or development project submitted to the faculty.

    Master of Education (Ed.M.) degree programs are offered in Communication and Instructional Technology and Media. In each of these Ed.M. programs, students must take coursework totaling at least 60 points. The following are required of all Ed.M. students:

    Core Requirement: (1 point)

    • MSTU 4000 is a requirement for 1 credit in the first semester of study.

    • MSTU 4900 IP Seminar is a requirement for 0 credits in the last semester of study.

    Foundational Knowledge: At least three areas must be represented. (9 points)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Research Methods and Design: (3 points)

    Students must complete one research method or research design course offered either in or outside the CMLTD program. Suggested courses include the following:

    • HUDM 4122 Probability and Statistical Inference

    • ITSF 5000 Methods of inquiry: Ethnography and Participant Observation

    • MSTU 5025 Researching Technology in Educational Environments

    • MSTU 5001 Assessing the Impact of Technology In Schools

    Breadth Requirement: (6 points)

    All students must complete 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU). Suggested: HUDM 4120 Basic concepts in statistics; ITSF 5000 Methods of inquiry-Ethnography and participant observation; and/or other basic research/inquiry courses without an MSTU prefix.

    Additional Requirements: for Ed.M. students in Instructional Technology and Media (TEIT)

    • MSTU 4083 Instructional Design of Educational Technology

    • Counts toward the Foundational Knowledge area

    • Two programming courses must be taken. This requirement can be met by taking the two-course Interactive Media programming sequence.

    • MSTU 5003 and 5013 Theory and Programming of Interactive Media I & II

    • 5 points of additional MSTU courses

    • Other courses chosen in consultation with an advisor

    Integrative Ed.M. Project

    The Integrative Ed.M. Project is a research or development project that should result from independent effort equivalent to that of a 3-point course. Like the M.A. integrative project, it should provide tangible evidence of a student’s skills and strengths and should represent the student’s interests, as well as display the specialized skills developed for the degree.

    Students accepted for a doctoral degree program should earn the Ed.M. as an integral part of their doctoral work. However, the Ed.M. degree can be far more than a stepping stone to a doctorate. It allows for great flexibility, and students can use it to lay a strong foundation for significant positions of leadership that demand high levels of skill but do not require doctoral-level academic certification. For instance, students can put together a very effective 60-point program dealing with “school media for curriculum innovation.” In a similar way, one can develop a very strong grounding in educational software development through the Ed.M. degree. It can serve many purposes. One needs to think through one’s aspirations and use the scope of the Ed.M. degree program to build academic and experiential foundations in accordance with one’s achievement goals.

• Doctor of Education

  • Communication and Education

    Doctor of Education

    Points/Credits: 75

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    Communication and Education (TECM)

    Communication, as a field, has changed dramatically over the past few decades. These shifts have been brought on by evolution in communication technologies, increased portability of digital devices, and new modes of communication and representation that include rapidly changing interactive platforms and increased capacity for the consumption, production, and circulation of media.

    The Communication and Education degree programs provide students with a strong foundation in the interdisciplinary theories and pedagogical approaches that reflect these unfolding changes in the field, particularly as they impact education in all forms. Our program relies primarily on social science inquiry to understand, interpret, and shape how information, communication technologies and new media influence culture and education, including areas such as literacy, social justice, youth development, and teacher education.

    This degree program encourages the use of a broad range of methods -- including both qualitative and quantitative approaches -- to study the intersections of communication and education across a variety of contexts. It asks, in particular, how education -- including schooling and other social systems -- change under the impact of emerging media. The program encourages students to:

    • Reflect on the historical, cultural and social impact of a wide range of media;

    • Leverage relevant research methods and modes of inquiry to better understand how communication and media use shape learning practices;

    • Attend closely to both technological artifacts and human activity, reflecting on the diverse ways in which modes of communication condition the meanings actually, and potentially, communicated—particularly through the wide variety of digital means available to us.

    Students graduating from the Ed.D. degree program in Communication and Education have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:

    • Teaching and research positions in higher education;

    • Working in schools, museums or other educational institutions to leverage new media technologies in effective and empowering ways;

    • Conducting formative and evaluative research on the use of media in/for learning, both within classrooms and beyond;

    • Designing and implementing innovations in the use of new media for educational, social or civic purposes; or

    • Working in government or nonprofit settings to shape the conversation around new media, communication, and learning through research and policy work.

    Doctor of Education

    Doctor of Education (Ed.D.) degree candidates should read Requirements for the Degree of Doctor of Education, which can be obtained from the Teachers College Office of Doctoral Studies (ODS). It states the formal requirements for the degree and lays out the steps leading to it.

    The Communication, Media, and Learning Technologies Design (CMLTD) Ed.D. degree program follows these requirements, while providing doctoral students with a customizable experience based on core and specialized courses, skill concentrations, and independent research. These experiences have been designed to ensure that students master different modes of inquiry; contribute professionally to the field through conference presentations and publications; and participate actively in CMLTD research centers, events and initiatives.

    Doctor of Education (Ed.D.) degree programs are offered in both Communication and in Instructional Technology and Media. In each of these Ed.D. programs, students must take coursework totaling at least 90 points. Degree programs are planned individually in consultation with the student’s faculty advisor. Doctoral candidates should develop a systematic plan for study early in their program, encouraging sustained consideration of a dissertation topic and tailoring course selection to support dissertation work.

    The following are required of all Ed.D. students:

    Core Seminar: MSTU 4000 and Doctoral Colloquium: MSTU 6600 (3 points total)

    • One-point registration for MSTU 4000. After MSTU 4000, Ed.D. students must take MSTU 6600 for a total of two points, and then continue to register for MSTU 6600 for zero points each semester until graduation.

    Foundational Knowledge: All four areas must be represented. (12 points, minimum)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Research Methods and Design: (12 points, minimum)

    The following are examples of available courses. Students should familiarize themselves with the full range of courses that are offered and choose a class that is relevant to their dissertation work, in consultation with their faculty advisor.

    • Introductory Quantitative Methods Course (3 points)

    • HUDM 4122 Probability and Statistical Inference

    • Note: HUDM 4120 Basic Concepts in Statistics, does not meet this requirement.

    • Introductory Qualitative Methods Course: taken from the following or similar (3 points)

    • C&T 5502 Introduction to Qualitative Research in Curriculum and Teaching

    • ITSF 5000 Methods of Inquiry: Ethnography and Participant Observation

    • ITSF 5001 Ethnography and Participant Observation: Fieldwork, Analysis, Reporting

    • Specialized Research Design (3 points)

    • MSTU 5001 Assessing the Impact of Technology in Schools

    • MSTU 5025 Research Technology in Educational Environment

    • Additional non-introductory research methodology class (3 points)

    The following are examples of available courses. Students should familiarize themselves with the full range of courses that are offered and choose a class that is relevant to their dissertation work, in consultation with their faculty advisor.

    • A&HE 6151 Narrative Research in English Education

    • A&HL 4104 Discourse Analysis

    • HUDM 5122 Applied Regression Analysis

    • HUDM 5123 Linear Models and Experimental Design

    • ORL 6500 Qualitative Research Methods in Organizations: Design and data collection

    • ORL 6501 Qualitative Research Methods in Organizations: Data analysis and reporting

    Breadth Requirement: (6 points, minimum)

    Students must complete a minimum of three Teachers College courses, each for at least 2 credits, outside of the Communication, Media and Learning Technologies Design Program (i.e., courses with a prefix other than MSTU).

    Complete the doctoral certification process (see explanation later in this section).

    Successfully propose, complete, and defend the doctoral dissertation.

    • Register for the Dissertation Seminar (MSTU 7501 or 7503, 1 point) when presenting the Dissertation Proposal. See also the regulations for MSTU 8900 and the section in the Academic Catalog on continuous registration.

    Additional Requirements for Ed.D. students in Communication and Education (TECM)

    • MSTU 4016 The History of Communication

    • MSTU 5606 Readings in Communication Theory and Social Thought

    • One programming course

    • MSTU 5003 Theory and Programming of Interactive Media I

    • At least 15 points of MSTU courses

    • Other courses chosen in consultation with an advisor

    Doctoral Certification Process

    The CMLTD program has designed its candidate certification requirements to help prepare students for dissertation work and document that preparedness. The Doctoral Certification Process for CMLTD students has three steps. (Students’ names are not sent forward to the Office of Doctoral Studies to be certified until all three of the following requirements have been successfully completed.)

    1. An Integrative Question that the student answers in writing during the regular certification examination session that the Office of Doctoral Studies schedules each semester.
       This question is about some currently prominent educational technology topic that students answer by pulling material from CMLTD courses, course-related, as well as independent readings. The best way to prepare for this question is to think of currently important educational technology topics related to your area of interest and try to think of how you would integrate content covered in different courses to address these topics. Please note: The CMLTD certification written examination will be a take-home exam (exam questions will be distributed on a Friday, written exam collected the following Monday). The written integrative question part of the certification process is not available during the summer.

    2. A Literature Review or critical assessment of scholarship (a paper of around 30 pages, double-spaced) related to the student’s dissertation plans. This represents a head start on the literature review chapter of the dissertation.This paper is approved by the faculty advisor. Approved papers may be posted and generally available to others for future reference.

    3. A Certification Pilot Project that would be a smaller scale version of what might be done in the dissertation or a project or pilot study that leads to the dissertation project. Generally, this certification project has three steps, but students should consult with their advisor for specific instructions:

    1. Write a short project proposal, which the faculty advisor must approve.

    2. Complete the project;

    3. Write a project report (around 30 pages), which is approved by the advisor.

    When the faculty advisor verifies that the student has completed the Integrative Question portion, the Literature Review paper, and the Certification Pilot Project, the student is recommended for certification. To receive full certification for doctoral work, students must also meet certain College-wide requirements, as explained in the Degree Requirements section of this bulletin.

    Policies on the Written Examination Portion of the CMLTD Certification Process: The exam question is constructed broadly so that it can be addressed by people from different perspectives and program strands within CMLTD. CMLTD students may refer to resources (books, journal articles, notes, etc.) while responding to the take-home exam question. References to people and articles are expected in the body of the response and work must not be mischaracterized. Please include a formal reference list at the end of the response. Past questions are available for students upon request. Please contact the program secretary to see the past exams on file.

    Students can attempt to successfully complete the written response portion of the certification process no more than two times.

    Evaluation Procedures

    Each response is evaluated by the CMLTD faculty, who meet as a group to read students’ examinations. Students’ names are removed from their examinations and the examinations are then circulated during the meeting of the faculty. The examination is read and discussed and a decision is made about its grade.

    Basic Evaluation Criteria

    All responses are evaluated with regard to the following questions:

    1. Does the response address the question asked?

    2. Does the response integrate material (using several references and sources) from each of three different core courses or from various perspectives or theories?

    3. Does the response present a coherent and meaningful discussion?

  • Instructional Technology and Media

    Doctor of Education

    Points/Credits: 75

    Entry Terms: Fall

    Degree Requirements

    Degree Requirements

    Instructional Technology and Media (TEIT)

    The Instructional Technology and Media degree programs examine the relationship between the design of technology, digital media, cultural context, social interaction, and learning. Courses provide extensive exposure to theories of cognition and design, and deep dives into applications of these theories in practice.

    Consequently, while students will encounter a wide range of cognitive, social, and design theories, students are encouraged to consider the power, equity, and ethical implications of context and culture in their application across learning spaces and environments. Faculty and students’ current areas of exploration include state of the art technologies such as virtual and augmented reality, the design of toys and digital games, maker education and digital fabrication, robotics and social pedagogical agents, artificial intelligence and computational literacy.

    Students graduating from the program in Instructional Technology and Media have pursued a wide variety of career paths, in accordance with their goals and interests. Some of these include:

    • Faculty, teaching, and research positions in higher education;

    • Administrative and teaching positions in elementary, middle, and high schools;

    • Creating educational technology startups and joining established industry leaders such as PBS, Nickelodeon, Google, Amazon, Sesame Workshop;

    • Research and design positions in informal learning contexts such as museums and non-profit organizations to leverage new media technologies in effective and empowering ways;

    • Research positions and design of technology-based training in corporations;

    • Conducting formative and evaluative research on the use of media in/for learning, both within classrooms and beyond;

    • Designing and implementing innovations in the use of new media for educational, social or civic purposes; or

    • Working in government or nonprofit settings to shape the conversation and policy around new media and learning through research and policy work.

    Participants in all CMLTD Program areas share a basic conviction that good design in educative matters starts with careful attention to the needs and characteristics of the individuals that the design will serve. For example, the ability to understand the individual through empirical research and empathic engagement will make the design of instructional technology not only technically proficient but educationally valuable as well. In all, this attention to the individual in society and culture defines the technological humanism we seek through all components of the programs in CMLTD—a humanism that combines the use of sophisticated technology with humane commitments for guiding purposes.

    Doctor of Education

    Doctor of Education (Ed.D.) degree candidates should read Requirements for the Degree of Doctor of Education, which can be obtained from the Teachers College Office of Doctoral Studies (ODS). It states the formal requirements for the degree and lays out the steps leading to it. Communication, Media and Learning Technologies Design requirements provide experiences through basic courses, skill concentrations, and independent projects, all leading to the certification examination and the dissertation. These experiences have been designed to ensure that students develop skills in one or more modes of inquiry; contribute professionally to the field through conferences, presentations, or publications; and participate actively in CMLTD functions outside of class work.

    Programs are planned individually in consultation with a faculty advisor. Doctoral candidates should develop a systematic plan of study early in their program, encouraging sustained consideration of a dissertation area and tailoring course selection to support dissertation work. The doctorate represents the highest level of educational preparation achievable in the field. To complete it well, students should meet all requirements in an intellectual spirit consonant with this status.

    Doctor of Education (Ed.D.) programs are offered in both Communication and in Instructional Technology and Media. In each of these Ed.D. programs, students must take coursework totaling at least 90 points. The following are required of all Ed.D. students:

    Core Seminar: MSTU 4000 and Doctoral Colloquium: MSTU 6600 (3 points total)

    • One-point registration for MSTU 4000. After MSTU 4000, Ed.D. students must take MSTU 6600 for a total of two points, and then continue to register for MSTU 6600 for zero points each semester until graduation.

    Foundational Knowledge: All four areas must be represented. (12 points, minimum)

    • Cognitive Issues and Technology

    • MSTU 4133 Cognition and Computers

    • MSTU 4088 Introduction to Learning Sciences and Educational Technology

    • Social Issues and Technology

    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology

    • MSTU 4020 Social and Communicative Aspects of the Internet

    • Cultural Issues and Technology

    • MSTU 4028 Technology and Culture

    • MSTU 5002 Culture, Media, and Education

    • Educational Practice and Design

    • MSTU 4001 Technology and School Change

    • MSTU 4050 Online Schools and Online Schooling K-12

    • MSTU 4083 Instructional Design of Educational Technology

    Research Methods and Design: (12 points, minimum)

    • Introductory Quantitative Methods Course (3 points)

    • HUDM 4122 Probability and Statistical Inference

    • Note: HUDM 4120 Basic Concepts in Statistics, does not meet this requirement.

    • Introductory Qualitative Methods Course: taken from the following or similar (3 points)

    • C&T 5502 Introduction to Qualitative Research in Curriculum andTeaching

    • ITSF 5000 Methods of Inquiry: Ethnography and Participant Observation

    • ITSF 5001 Ethnography and Participant Observation: Fieldwork, Analysis, Reporting

    • Research/Research Design Applied to Technology (3 points)

    • MSTU 5001 Assessing the Impact of Technology in Schools

    • MSTU 5025 Research Technology in Educational Environment

    • Additional, non-introductory quantitative, qualitative, or other non- introductory research methodology class (3 points)

    The following are examples of what is available. Students should familiarize themselves with the full range of courses that are offered and choose a class that is relevant to their dissertation work in consultation with their faculty advisor.

    • A&HE 6151 Narrative Research in English Education

    • A&HL 4104 Discourse Analysis

    • HUDM 5122 Applied Regression Analysis

    • HUDM 5123 Linear Models and Experimental Design

    • ORL 6500 Qualitative Research Methods in Organizations: Design and data collection

    • ORL 6501 Qualitative Research Methods in Organizations: Data analysis and reporting

    Breadth Requirement: (6 points, minimum)

    All students must complete a minimum of three courses, each for at least 2 credits at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU).

    Complete the doctoral certification process (see explanation later in this section).

    Successfully propose, complete, and defend the doctoral dissertation.

    • Register for the Dissertation Seminar (MSTU 7501 or 7503, 1 point) when presenting the Dissertation Proposal. See also the regulations for MSTU 8900 and the section in the Academic Catalog on continuous registration.

    Additional Requirements: for Ed.D. students in Instructional Technology and Media (TEIT)

    • MSTU 4083 Instructional Design of Educational Technology

    • Counts toward the Foundational Knowledge area

    • Two programming courses must be taken. This requirement can be met by taking the two-course Interactive Media programming sequence.

    • MSTU 5003 and 5013 Theory and Programming of Interactive Media I & II

    • At least 15 points of additional MSTU courses

    • Other courses chosen in consultation with an advisor

    Doctoral Certification Process

    The Doctoral Certification Process for CMLTD students has three steps. Students’ names are not sent forward to the Office of Doctoral Studies to be certified until all three of the following requirements have been successfully completed.

    1. An Integrative Question that the student answers in writing during the regular certification examination session that the Office of Doctoral Studies schedules each semester.

    This question is about some currently prominent educational technology topic that students answer by pulling material from CMLTD courses and course-related as well as independent readings. The best way to prepare for this question is to think of currently important educational technology topics related to your area of interest and try to think of how you would integrate content covered in different courses to address these topics. Please note: The CMLTD certification written examination will be a take-home exam (exam question will be distributed on a Friday, the written exam is then collected on the following Monday). The written integrative question part of the certification process is not available during the summer.

    2. A Literature Review or critical assessment of scholarship (a paper of around 30 pages, double-spaced) related to what is planned for the dissertation. This gives a head start on the literature review section of the dissertation. This paper is graded by the faculty advisor. Approved papers may be posted and generally available to others for future reference.

    3. A Certification Pilot Project that would be a smaller scale version of what might be done in the dissertation or a project or pilot study that leads to the dissertation project. This certification project has three steps:

    1. Write a short proposal (five or fewer double spaced pages) of the planned project, which the faculty advisor must approve. The nature of the project would vary depending on the student’s interests;

    2. Complete the project;

    3. Write a project report (around 30 pages), which is graded by the advisor.

    When the faculty advisor verifies that the student has completed the Integrative Question portion, the Literature Review paper, and the Certification Pilot Project, the student is recommended for certification. The CMLTD Program has designed its certification requirements to help prepare students for work on their dissertations and to document that preparedness. To receive full certification for doctoral work, students must also meet certain College-wide requirements, as explained in the Degree Requirements section of this bulletin.

    Policies on the Written Examination Portion of the CMLTD Certification Process:

    The exam question is constructed broadly so that it can be addressed by people from different perspectives and Program strands within CMLTD. CMLTD students may refer to resources (books, journal articles, notes, etc.) while responding to the take-home exam question. References to people and articles are expected in the body of the response and work must not be mischaracterized. Please include a formal reference list at the end of the response. Past questions are available for students upon request. Please contact the Program Secretary to see the past exams on file.

    Students may attempt to successfully complete the written response portion of the certification process no more than two times.

    Evaluation Procedures

    Each response is evaluated by the CMLTD faculty, who meet as a group to read students’ examinations. Students’ names are removed from their examinations and the examinations are then circulated during the meeting of the faculty. The examination is read and discussed and a decision is made about its grade.

    Basic Evaluation Criteria

    All responses are evaluated with regard to the following four questions:

    1. Does the response address the question asked?

    2. Does the response integrate material (using several references and sources) from each of three different core courses or from various perspectives or theories?

    3. Does the response present a coherent and meaningful discussion?

    4. Is the response substantive enough to convince the reader that the student has an advanced, graduate-level grasp of the field?