Educational Technology oversees the degree programs in Technology, Innovation, and Pedagogy; Educational Technology and related endorsements. Educational Technology also supports teacher preparation with technology-rich method courses for various preparation programs. Graduate courses are offered in both face-to-face and online formats. Face to face classes within the program generally meet once a week; evening classes are available to support local and commuting students that work full time. Programs may be pursued on a part-time basis (although there are specific University limits on total program length and continuous registration). International students are represented in the existing Educational Technology programs and are encouraged to apply to the new Technology, Innovation and Pedagogy offerings.
Technology, Innovation, and Pedagogy MA and PhD programs are accepting applications on a continuous basis. Defining a new learning environment requires a set of technologies and social practices where meaning is delivered and consumed in new formats. The MA program provides a rigorous but practical experience in educational technology innovation and pedagogical practices. Coursework can focus on Innovation and Integration, Instructional Design , or a combination of both. The PhD program in Technology, Innovation, and Pedagogy builds a deep theoretical base in critical and innovative pedagogy as well as developed technology application skills. It provides different areas of focus, or cognates, including innovation and integration and instructional technology. The PhD program culminates in a dissertation of original research in the field.
Our faculty encourages cooperative research and other scholarly projects, and coursework offers opportunities to publish research and present in scholarly venues. The goal of the programs is to develop education professionals and classroom teachers that have foundational theoretical knowledge of technology infused pedagogy for transformative teaching and learning. Graduates work in a variety of learning contexts (K-12, higher education, online environments, military training, business/organizational, and international settings), as scholars, educators, professional developers, chief officers, program developers and consultants.
Technology, Innovation and Pedagogy Ph.D.
The Doctor of Philosophy in Technology, Innovation and Pedagogy provides a terminal degree in educational technology that culminates in a dissertation of original research in the field. Graduates work in a variety of learning contexts (PK-12, higher education, online environments, military training, business/organizational, and international settings) as professors, researchers, consultants, innovation officers, and scholars. Cooperative research, design, teaching and other scholarly projects are encouraged among students and faculty. The program is research focused and designed to be rigorous but practical. Students are expected to engage in theoretical and practical experiences throughout the program documented in the comprehensive exam process.
The doctoral faculty in the educational technology review applications in both fall and spring semesters. Admission criteria follow the UNC Graduate School expectations and include the expectations of minimum GPA and GRE scores. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate and graduate work. The statement of career goals should specifically address how this degree program will assist the applicant in furthering his/her skills and knowledge and applying them in the future. The applicant must also complete a short interview scheduled with the doctoral faculty that concludes in a brief writing sample. The interview may be conducted in person or through digital technologies. International students are encouraged to apply early in order to be able to handle passport, visa, and other issues in a timely manner.
Once admitted, the student will work closely with their academic advisor to develop a plan of study that meets the individual professional needs. While all students are expected to complete the core content and research courses, electives are selected to tailor the program to meet various professional foci within the field of educational technology. Once admitted to a program, students must maintain a satisfactory grade point average of 3.2. Students will receive an annual letter of progress providing feedback regarding their individual progress toward completion of their program until they have passed the comprehensive exam.
Comprehensive Exam Expectations
Students must complete both Phase I and Phase II of the Comprehensive Exam Expectations in order to schedule a Comprehensive Oral Exam with the Graduate School. It is encouraged to complete Phase I prior to beginning Phase II, but it is acceptable to complete both Phases in the same semester. Phase II cannot be complete in a semester prior to the completion of Phase I.
Phase I - Electronic Showcase Portfolio
Students will work on constructing an electronic portfolio over the duration of their coursework. The expectation is that coursework may contribute to the items showcased in the portfolio, however work beyond the course assignments is expected. Work conducted completely outside of a course is also acceptable. The portfolio is divided into 5 areas and may be completed in any order.
5 areas of portfolio:
- Applications of Educational Technology
- Engagement in Research Practices
- Demonstration of Innovative Pedagogy
- Participation in Professional Collaboration
- Awareness of Critical, Social, and Global Perspectives
Phase II - Written Exam
Students will complete a take home written exam consisting of two questions. The exam will be conducted over a set two-week period each semester.
Dissertation Format Options
A. Traditional 5-chapter format consisting of Introduction, Literature Review, Method, Findings, and Discussion.
B. Articles format consisting of Introduction, Literature Review, Method, at least three chapters containing one Publishable Article each, and Conclusion.
For degree and program requirements: see:
Technology, Innovation and Pedagogy, Ph.D.
Technology, Innovation and Pedagogy M.A.
The Master’s of Arts (MA) in Technology, Innovation and Pedagogy provides an advanced degree in technology knowledge and pedagogical practices that culminates with a comprehensive exam and optional research-based project or thesis. Graduates work in a variety of learning contexts (K-12, higher education, online environments, military training, business/organizational, and international settings) as scholars, educators, professional developers, program developers, and consultants. Cooperative research and other scholarly projects are encouraged among students and faculty. Students are encouraged to publish research and present in scholarly venues. The program is designed to be rigorous but practical.
The doctoral faculty in the department review applications on a continual basis in both fall and spring semesters. The priority application deadline for spring or summer program admissions is November 15; the application deadline for fall program admissions is April 15. Applications require a two-page statement of intent, three letters of reference, and transcripts from previous undergraduate and graduate work. The statement of intent should specifically address educational experience and future goals and how this program is a good match for your aspirations. After a screening of the applications, program faculty will conduct a short interview process. The interview may be conducted in person, by telephone, or by videoconference. International students are encouraged to apply early in order to be able to handle passport, visa, and other issues in a timely manner. Potential students with limited English abilities are encouraged to examine the application options available through the University’s Center for International Education. In many cases, students may be admitted to an academic program, but begin their studies in the Intensive English Program.
Program Admission and Completion Requirements:
Admission criteria follow the UNC Graduate School expectations and include the expectations of minimum GPA and GRE scores. Once admitted, the student will work closely with their academic advisor to develop a plan of study that meets the individual professional needs. While all students are expected to complete the core content and research courses, electives are selected to tailor the program to meet various professional foci within the field of educational technology. A MA degree in Technology, Innovation and Pedagogy will be conferred with a minimum of 30 credits beyond the undergraduate degree and successful completion of a comprehensive exam. Students seeking a more in-depth research experience may elect to complete an optional research or thesis project.
Once admitted to a program, students must maintain a satisfactory grade point average of 3.2. Students will receive an annual letter of progress providing feedback regarding their individual progress toward completion of their program.
For degree and program requirements, see:
Technology, Innovation and Pedagogy M.A.
School Library Education M.A.
The Master of Arts in School Library Education is tailored specifically to K-12 professionals who would like to obtain employment in Colorado’s K-12 libraries and learning resource/media centers. Applications to this program are reviewed by the faculty throughout the calendar year and there is no application deadline. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate work. A teaching license valid for the State of Colorado is also required. The statement of career goals should specifically address how this degree program will assist the candidate in furthering his/her skills and knowledge and applying them in the future. The faculty review of applications generally takes one to two weeks. Major delays usually occur due to incomplete applications or insufficient information.
For degree and program requirements, see:
School Library Education MA