Learning Design and Technology

 

Master of Education or Master of Science | Learning Design and Technology

Program Format:   
Entrance Exam: Not required

The master's programs in Learning Design and Technology prepare education professionals to lead digital learning programs, design digital learning environments, and inquire into digital learning solutions to continuously refine instruction and improve student learning. Students choose one strand for emphasis during their studies (digital leadership, design, or inquiry), but take some courses from all three strands. 

Graduates commonly work as classroom teachers, K-12 school- or system-level digital learning professionals, digital leaders in higher education, or in varied positions in government or private industry (e.g., instructional designers, e-learning developers). Graduate study leads to either a 30-hour Master of Education (M.Ed.) or 36-hour Master of Science (M.S. with thesis) degree. Licensed teachers are able to add the 079 computer education and/or 077 technology specialist endorsement to their teaching license after completing either degree program.

According to 2014 AMTR data, only 17% of the 2500+ K-12 schools in North Carolina employ a full-time, certified (079/077) technology facilitator, suggesting growth opportunities for this position in the future.

Our Learning Design and Technology Program offers the following options:

  • Online Non Degree Studies (NDS): Previously licensed teachers who take six courses (18 credit hours) from the leadership and design strands of our digital learning curriculum are eligible for the 079 endorsement in computer education, which is generally sufficient to serve in technology coordination/facilitation roles in K-12 schools; other interested students who would like to take a few courses before applying to a master’s or doctoral degree program can also start out as Non Degree Studies (NDS) students and transfer up to 12 credit hours into degree programs.
  • Online master’s degree programs (30-credit hour M.Ed. and 36-credit hour M.S. with thesis): Previously licensed teachers who complete a degree program are eligible for the 077 endorsement as Instructional Technology Specialist, which is necessary to serve in Technology Director roles in K-12 schools and districts in the State of North Carolina; non-teachers interested in applying digital learning solutions in diverse settings (e.g., business & industry, non-profits, higher education) are also encouraged to apply.

This program may lead to Professional Licensure.

Eligibility

Applicants must submit:

  • Two official* copies of all undergraduate and graduate transcripts, including any non-degree studies (NDS) at NC State.
  • Minimum of 3.0 GPA on all undergraduate work for unconditional admission. We may provisionally accept other applicants given professional experience or other high quality application materials.
  • Three letters of recommendation from persons familiar with applicant’s work.
  • A 500-800 word professional statement describing professional goals and indicating which strand or emphasis area will be focused on.
  • TOEFL or IELTS scores for international applicants whose first language is not English.
  • Academic writing sample and statement of research interests (M.S. applicants only).

* Unofficial transcripts are accepted for application review purposes but we require official ones before an admitted student can begin graduate studies.

Cost

This master's degree requires 30 or 36 credit hours. At 2018-19 tuition rates, the cost of the required courses is $453 per credit for North Carolina residents and $1,261 per credit for non-residents. Thus, the total estimated cost for the 30-credit program is $13,590 for North Carolina residents and $37,830 for non-residents.  See Online and Distance Education Tuition and Fees for cost details.

Plan of Study

Students seeking the M.S. must take 36 hours, including six hours in methodology and independent research pertaining to the thesis study. Students must complete all requirements for the master’s degree within six calendar years, beginning with the date the student commences courses carrying graduate credit applicable to the degree program. Master’s courses incorporate the Technology Leadership (TL) Advanced Program standards as developed by ISTE and adopted by NCATE. The North Carolina Department of Public Instruction (DPI) provides a list of related standards on their web site. The following curriculum displays provide a summary of courses offered by category/strand: Instructional Technology Curriculum Display (for students admitted prior to 2015); and Learning Design & Technology Curriculum Display (for students admitted January 2015 and thereafter). Current students may use our Curriculum Planner to draft a plan of study/plan of work.

Career Prospects

Graduates work as classroom teachers, school or system level instructional technology specialists, curriculum developers, or in private industry. For individuals interested in receiving graduate teaching licensure as Coordinator/Director of Technology (NC 077) in K-12 settings, courses in the program incorporate the North Carolina Department of Public Instruction Standards and Indicators for the Master of Instructional Technology Degree/Coordinator/Director of Technology License (077) which are aligned with the Technology Leadership (TL) Advanced Program Standards as developed by ISTE and adopted by NCATE. Graduates of the program also qualify for advanced licensure in a teaching field.

The Master of Science degree requires 36 credit hours, including 3 credit hours each in Category I (Curriculum, Professional Development and Leadership), Category II (Knowledge of Learners and Teaching) and Category III (Methodological Inquiry); 18 credits hours in Instructional Technology; and 9 credit hours of research and thesis preparation.

First Fall Semester in the program - All new students take ECI 519, the Digital Learning Workshop

ECI 519 - Special Problems in Digital Learning and Teaching

Units: 1 - 6

In-depth study of topical problems in digital learning and teaching selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term 2019 Spring Term 2019 Summer Term 1

Strand A. DIGITAL LEADERSHIP - choose at least 2 courses, 4 if primary strand

Special Problems (ECI 519 and ECI 719) include: MOOC-Ed on Preparing for the Digital Learning Transition,  MOOC-Ed on Digital Coaching, Leading Informal After-School Technology Environments

ECI 511 - Technology Integration Theory and Practice

Units: 3

Foundational study of technology integration standards, models, and conditions informed by research. Analysis of micro classroom and macro school/institutional technology plans, and development of sample technology plans and projects representative of integration across curricular areas.

Offered in Fall Only

Find this course:

2018 Fall Term

ECI 518 - Digital Learning Program and Staff Development

Units: 3

Study and application of principles related to digital learning program planning, facilities and resource management, and staff development in K-12 settings.

Offered in Spring Only

YEAR: Offered Alternate Even Years

ECI 519 - Special Problems in Digital Learning and Teaching

Units: 1 - 6

In-depth study of topical problems in digital learning and teaching selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term 2019 Spring Term 2019 Summer Term 1

ECI 719 - Special Problems in Digital Learning and Teaching

Units: 1 - 6

In-depth study of topical problems in digital learning and teaching selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term 2019 Spring Term

Strand B. DIGITAL DESIGN - choose at least 2 courses, 4 if primary strand

Special Problems (ECI 519 and ECI 719) include: Interdisciplinary Game-Based Learning Design, Teaching and Learning at a Distance

ECI 512 - Emerging Technologies for Teaching and Learning

Units: 3

Examination of emerging technologies as applied in educational settings with a focus on related research, case studies, theoretical underpinnings, and strategies for effective integration.

Offered in Spring and Summer

Find this course:

2019 Spring Term 2019 Summer Term 1

ECI 513 - Teaching and Learning with Digital Video

Units: 3

Development and implementation of digital video within educational contexts and situations. Design of educational watching, analyzing, and creating activities with video. Application of conventions and genres of digital video capture and editing to sample technology projects across curricular areas.

Offered in Fall Only

Find this course:

2019 Summer Term 1

ECI 514 - Multimedia Design and Applications in Instruction

Units: 3

Examination of learning theories and research-based principles for multimedia design to select/apply appropriate digital resources and create maximally effective educational products.

Offered in Fall Only

TERM: Offered in Fall and Spring

Find this course:

2019 Spring Term

ECI 515 - Online Collaborations in Education

Units: 3

Examination of models of collaboration, sample online collaborative strategies and projects, tools supportive of cross-classroom collaborations, and research findings from collaborative initiatives.

Offered in Fall Only

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ECI 517 - Theoretical Foundations of Advanced Learning Environments

Units: 3

Examination and application of behavioral, cognitive, and constructivist theoretical frameworks underlying the design and development of advanced technology-enhanced learning environments.

Offered in Spring Only

YEAR: Offered Alternate Odd Years

Find this course:

2018 Fall Term

ECI 519 - Special Problems in Digital Learning and Teaching

Units: 1 - 6

In-depth study of topical problems in digital learning and teaching selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term 2019 Spring Term 2019 Summer Term 1

ECI 716 - Design and Evaluation Of Instructional Materials

Units: 3

Characteristics and selection of various media for instruction and their use in educational settings. Design and production of instructional materials. Analysis of research in the field. Individualized projects and assignments. Application of grounded research and theory concerning learning to design of instructional materials. Structured projects and practical experiences used to transfer design principles and evaluate instructional products.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term

ECI 719 - Special Problems in Digital Learning and Teaching

Units: 1 - 6

In-depth study of topical problems in digital learning and teaching selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term 2019 Spring Term

Strand C. DIGITAL INQUIRY - choose at least 2 courses, 4 if primary strand

Special Problems (ECI 519 and ECI 719) include: Learning Analytics ,  Teaching and Learning at a Distance

ECI 502 - Continuous Improvement of School Technology Initiatives

Units: 3

Introduction to the models, strategies, and tools for evaluating and making informed decisions about technology initiatives; examination of technology evaluation case studies, evaluation proposals, and stakeholder reports.

Offered in Spring Only

Find this course:

ECI 519 - Special Problems in Digital Learning and Teaching

Units: 1 - 6

In-depth study of topical problems in digital learning and teaching selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Find this course:

2018 Fall Term 2019 Spring Term 2019 Summer Term 1

ECI 652 - Field-Based Applications of Digital Learning and Teaching

Units: 1 - 6

Supervised opportunities to design, test, and revise digital learning and teaching solutions in authentic, field-based settings.

Offered in Fall Only

YEAR: Offered Alternate Odd Years

Find this course:

2018 Fall Term 2019 Spring Term

Required Research Courses - M.S. Students Only

One course from research courses listed below

ECI 510 - Research Applications In Curriculum and Instruction

Units: 3

Focus on current issues and research methods used in the areas of curriculum development and supervision, instructional technology, English education, middle grades education, reading education, social studies education and special education.

Offered in Spring and Summer

Find this course:

2019 Spring Term 2019 Summer Term 1

ECI 695 - Master's Thesis Research

Units: 1 - 9

Thesis research.

Offered in Fall Spring Summer

Find this course:

2019 Spring Term

ST 507 - Statistics For the Behavioral Sciences I

Units: 3

A general introduction to the use of descriptive and inferential statistics in behavioral science research. Methods for describing and summarizing data presented, followed by procedures for estimating population parameters and testing hypotheses concerning summarized data.

Offered in Fall and Spring

Find this course:

2018 Fall Term 2019 Spring Term

ST 508 - Statistics For the Behavioral Sciences II

Units: 3

Introduction to use of statistical design principles in behavioral science research. Presentation of use of a statistical model to represent structure of data collected from a designed experiment or survey study. Opportunities provided for use of a computer to perform analyses of data, to evaluate proposed statistical model and to assist in post-hoc analysis procedures. Least squares principles used to integrate topics of multiple linear regression analysis, the analysis of variance and analysis of covariance.

Offered in Spring Only

Entry Semester Application Deadlines and Details
FallApril 1
Summer 1April 1
Summer 2April 1

Michael A. Evans

Associate Professor and Program Coordinator

College of Education

919.513.8582
michael.a.evans@ncsu.edu