Master of Arts in Education: Educational Technology

The Master’s in Educational Technology is intended to enhance the knowledge and skills used by master teachers. Through engaging the coursework and cohort learning environment, you will have the opportunity to grow professionally in the use of technology as an effective tool for teaching and leadership.

Learn how to integrate technology.

With a master's degree in Educational Technology from Concordia University, you will be able to:

  • Reach a higher level of integration of technology as a teaching tool.
  • Enhance understanding of the learner and the process of education.
  • Become a resource person for technology integration.
  • Develop skills necessary for instructional leaders.
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Delivery options.

The Master’s in Education Technology is an MAEd program featuring two delivery systems to best meet your needs:

Fully online. Our online program allows you to complete 100% of your coursework online. We demonstrate our care for students in how we build and develop our online courses that are user-friendly and highly interactive.

Concordia University offers a Master’s in Educational Technology featuring a fully online delivery system. The online program offers the flexibility to learn and work at times that are convenient to you; there are no face-to-face courses. The course content determines the appropriate instructional pedagogies that may include weekly synchronous (real-time) and asynchronous lessons. Depending on the course, synchronous lessons may be held weekly, biweekly, or not at all. Your cohort’s scheduled synchronous day will be determined at the beginning of your program and will remain consistent across all of your courses. These 30-90 minute live lessons will be scheduled by your instructor between the hours of 4:30-8:30 PST.

Blended delivery. Concordia University offers a Master’s in Educational Technology featuring a blended instruction delivery system. In this hybrid format, approximately 30% of your classes are on-campus and interspersed over the duration of the 2-year program. These classes are available at our campus in Irvine, CA, or at one of our 16 satellite locations. The remainder of your courses are online.

Cohort Locations

  • Corona High School, Corona
  • Mt. Calvary Lutheran School, Diamond Bar
  • Beckman High School, Irvine
  • Lutheran High School, La Verne
  • Milpitas High School, Milpitas
  • Moorpark High School, Moorpark
  • St. John’s Lutheran School, Oxnard
  • Palmdale
  • El Dorado High, Placentia
  • Pleasanton
  • Poway
  • Don Bosco Technical Institute, Rosemead
  • Redeemer Lutheran School, South Gate
  • South San Jose
  • Temecula Regional Center, Temecula
  • Temecula Valley High School, Temecula

Flexible start dates.

You may start your program in either the Fall I semester or Spring II semester. The MAED in Educational Technology runs on an 8-week cycle per course as indicated by the dates below, including seasonal holiday considerations. Course sequence may change based on start date. For students choosing the blended instructional delivery system, courses facilitated in a face-to-face format are marked with an asterisk (*).

Start in Fall 2016:

Term Dates
Fall I* Aug 22 – Oct 14, 2016
Fall II Oct - Dec 2016 (TBD)

Start in Spring 2016:

Term Dates
Spring I Jan - Feb 2016
Spring II Mar 7 - May 6, 2016
Summer* May 9 - July 1, 2016

Core courses.

As a part of completing the 30 units in this program, master classroom teacher-leaders will gain an enhanced understanding of learning in a digital and global world and will embed technology in their design of curriculum. See course descriptions below.

  • Educational Technology Core Courses
  • 30 units
  • EDUT 501: Foundations of Educational Technology Teacher Leadership
  • 3
This course examines the role of educators in transforming teaching and learning through the integration of technology. The culture and politics of change will be explored as they relate to various members of the school community including administrators, teachers, students, parents, and community leaders. This course will determine leadership qualities and skills necessary for making change happen at the classroom level. In addition, the course will provide an introduction to the Common Core State Standards as a case study in change processes and technology integration.
  • EDUT 520 (online): Curriculum Design & Assessment
  • 3
This course operates on the assumption that graduate students have prior knowledge in the process of curriculum design and assessment. The course will both begin and end by asking students to compose a definition of curriculum and assessment that reflects their own personal philosophy of education both for what it has been and then for what it should be. Students will explore the Common Core Standards, examine global and economic forces driving education policy and reform, and discuss how advancements in research and technology both for teaching and learning should be applied in the context of their own learning organization.
  • EDUT 586 (online): Educational Technology
  • 3
This course equips teachers to be knowledgeable about educational technology standards as adopted by the state. It incorporates a thorough review of the California Technology Standards Level II and covers skills in using technology in the classroom. Upon successful completion, the student will have met the requirements for certification of Level II technology skills. Successful completion will be considered 83% or better as a final grade.
  • EDUT 521: Leveraging Technology for All Students
  • 3
The "typical" students in American classrooms today represent a wide range of learning styles, abilities and backgrounds. This course will prepare participants to integrate a variety of technology based strategies into classroom instruction and assessment in order to meet the diverse needs of students, whether they are diagnosed with disabilities or not. Participants will be introduced to teaching styles, strategies, and technology that will give all learners access to successful learning opportunities. Topics to be covered include: differentiated instruction, Universal Design for Learning, and assistive technologies.
  • EDUT 522 (online): Emerging Learning Technologies
  • 3
In this age of rapid technological advancement and digital immersion, it is imperative that educators become aware of new technologies and related pedagogies. But more than that, educators need to continually assess and reflect on the impact of the integration of such tools on the learning process. Participants in this course will be challenged to evaluate new technologies, creatively apply them to classroom experiences, and actively seek to stay informed about future trends and innovations.
  • EDUT 547 (online): Brain-based Teaching and Learning
  • 3
This course is designed to provide experienced teachers with the latest research in brain-based learning and instructional theory and its practical applications to the classroom. Topics will include the structures and functions of the brain, how the brain processes information, lateralization specialization, memory, retention and transfer theory, and the role of emotion in learning. The purpose of this course is to equip educators with an understanding of research-based body/brain/mind principles and how they are applied in teaching and learning.
  • EDUT 523 (online): Collaborative Design for eLearning
  • 3
This course will provide an overview of online educational delivery models, strategies and and platforms. Concepts learned and practiced will be applicable to the design of a wide range of eLearning environments including traditional classrooms, blended or flipped classrooms, and fully online courses.
  • EDUT 531: Nurturing Learning Communities
  • 3
There has been significant growth since the 1990s in the recognition of the value of collaborative activity in the learning process, as well as in the development of technology to support such collaboration. This course will describe and demonstrate how learning communities and technology intersect. Participants will gain insights in the ethical and appropriate application of social learning concepts to student learning in their classrooms and to their own continuous professional growth process.
  • EDUT 580 (online): Research in Education
  • 3
This course examines how action research can generate knowledge in education to effect school change and school improvement. Multiple forms of data collection and data analysis are examined to provide students with research strategies by which to evaluate educational programs and practices. The course assists students in formulating problem statements, articulating research questions, connecting theory to practice (literature review), aligning data collection strategies with research questions, increasing the validity of a study, illustrating ways to analyze data, drawing conclusions based on data, and reporting the results of the study.
  • EDUT 605 (online): Action Research
  • 3
Students enrolled in EDR 605 Action Research work individually or in small groups, and with their faculty advisor to finalize planning, implement the action plan, and write the action research report. Students collaborate online, and when necessary face-to-face, with their faculty advisor and other group members to share and discuss the progress of their project. Ultimately, students meet with their faculty advisor and other students at the Capstone Experience oral presentations to share and discuss project outcomes and reflections.

Master Teacher Creates Masterpieces.

Since graduating from Concordia University with his Master of Arts in Education, Gregory McFall has been named a District Teacher of the Year, Orange County Teacher of the Year, and California State Teacher of the Year. Through his training at Concordia and practical applications both in the classroom and with the surf club he started, Greg continually refines his ability to connect with his students by showing how much he cares and believes in each of them.

A reputation for excellence.

At Concordia University, we recognize that amazing educators are a natural product of faculty who inspire and skillfully prepare others to teach. For this reason, experienced Christian faculty members who are committed to uniting outstanding, fully accredited programming with vocational mission thoughtfully design each course in the program. Their leadership and expertise are why the School of Education at Concordia University enjoys an excellent reputation in the academic community with graduates teaching throughout the region.

Tuition and Fees

Tuition and fees are included here for your reference, but are subject to change without notice.

Tuition/Fees Cost
Application Fee $50
International Application Processing Fee $150
Graduation Fee $145
Tuition $495/unit

Apply Now

To complete your MAED: Educational Technology admission file we will need:

  • Completed Application
  • $50 non-refundable application fee
  • Official copies of all college/university transcripts
  • Two completed reference forms
  • Completed Admission Essay
  • Copy of Teaching Credential

Application Deadlines

Term Dates
Fall I 2014 Aug 11, 2014
Spring II 2015 Feb 23, 2015

Get Started Today.

Have questions about Concordia University's online master's degree in Educational Technology? Not sure how to get started? Fill out the form below, and one of our admissions counselors will get in touch with you.