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Communication, Media and Learning Technologies Design

Department of Mathematics, Science & Technology

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Program Description

Communication, Media and Learning Technologies Design (CMLTD) provides a cluster of degree programs for students who seek to develop leadership capacities in the use of information and communication technologies in education and society. The program applies to all subject areas and serves students, staff, and faculty members who share a commitment as educators to use digital technologies to improve education and society at all levels. Work through CMLTD should move simultaneously toward two poles

of understanding and practice: toward a comprehensive understanding of the cultural and historical implications of new technologies for education and life and toward purposefully selecting and shaping the uses of new media in educational practice across and subject areas.

CMLTD aims to prepare students to deal with both present and future implications of new media and to play a constructive role in shaping the educational response to innovations in information and communication technologies. The CMLTD Program encompasses the use of new media broadly in modern educational and public service arenas, including video, computer-based media, digital and non-digital game-based learning, and the role of communication and media in society from an historical and modern perspective.

CMLTD’s programs deal with the many ways in which material culture changes and shapes educational practice. Listed are current assumptions about the long-term effects that innovations in information, communication, and game technologies are having on education and culture. Work through CMLTD should lead faculty and students to study, criticize, develop, and extend propositions such as these:

  • With emerging intellectual demands and conditions, activities contributing to the creation of knowledge will increase in relative value, while those devoted solely to its dissemination will decrease.

  • When changes in information and communication technologies transform the ways people create, disseminate, and apply knowledge, deep changes in educational practices occur.

  • Educational institutions, including schools of education, will undergo prolonged change and significant transformation, occasioned by changes in the media of intellectual production.

  • Literacy practices will become more central to active participation in information networks and modern life.

  • Preservice education will need to focus more on the active integration of Information Communication Technologies, or ICTs, into pedagogy and research.

  • As digital information and communication technologies become more accessible, the separation of schools and higher education into two, largely distinct, educational cultures will markedly diminish.

  • Campuses will remain important foci of intellectual activity, while participation in them will become more flexible via networks supporting asynchronous, distributed involvement.

  • Specialists in education will need to work closely with scholars, scientists, and professionals to embed powerful learning experiences in digital technology for advancing knowledge.

  • Increasingly, educators will de-emphasize imparting a static stock of information and ideas and will instead seek to enable all people to contribute to the advancement of knowledge.

  • Demand for highly skilled educators will increase and preparing them will largely be a field-based engagement in situations where students interact with new knowledge resources.

  • Educational institutions, redefined, will increase in public importance and the educating professions will increasingly become high-tech and high-prestige professions.

  • Changes in information, games, and communication technologies will resuscitate the progressive movement in education, enabling it to be both broadly egalitarian and intellectually rigorous.

Communication, Media and Learning Technologies Design aims to prepare students to deal with both present and future implications of new media and to play a constructive role in shaping the educational response to innovations in information and communication technologies, including mobile devices and augmented reality and cloud computing. Although these concerns are common to all program strands, each has distinct nuances with respect to methods and purpose:

  • Communication and Education relies primarily on social science inquiry to understand, interpret, and shape how information and communication technologies influence culture and education, including areas such as literacy and teacher education.

  • Computing in Education works with computer information systems to facilitate the effective extension of digital technologies into educational practice. This strand includes within it an online master's program that can be completed by students who live too far away to attend classes during the regular academic year.

  • Design & Development of Digital Games prepares students to design, develop, implement and evaluate digital games for learning and behavior in both formal and informal educational settings.

  • Instructional Technology and Media concentrates on the creation and application of innovative technologies, guided by a research tradition grounded in pedagogy and cognitive science, in order to make new media work as powerful tools for study and teaching.

Across the program strands, students and faculty members engage in research, development, theory, and application. All put a high priority on group work; fieldwork and internships; and planning, implementing, and completing innovative projects.

Schools, computer companies, businesses, and other agencies are normally partners in projects, providing environments, materials, personnel, or opportunities for carrying them out. Based in CMLTD and with program affiliates, there is a wide range of internship and fieldwork opportunities for students. The CMLTD Program's multiple faculty-directed labs offer additional learning and research opportunities for students.

Communication and Education

The program in Communication and Education prepares students for various roles:

  • Teaching and research positions in higher education;

  • Working in schools using information and communication technologies to improve educational practice;

  • Conducting formative and evaluative research in the areas of educational media and information technologies, in and out of school settings and across subject areas;

  • Designing innovations in the use of new media for educational purposes; and

  • Working in business and government settings to design and implement corporate communication programs.

The program uses methods of the social sciences, encompassing both qualitative and quantitative approaches to the study of communication and education. It asks in particular how education and other social systems change under the impact of new media. Faculty members and students pursue three broad areas of inquiry, enabling them to:

  • Reflect on the historical effects of media and on the cultural uses of developments such as face-to-face speech, writing, printing, photography, film, radio, television, computers, and networked multimedia;

  • Use anthropological, linguistic, and other methods to study how the diverse forms of communication, literacy, information processing, and cognition condition educational practice;

  • Explore the effects of media, including games, MOOCs, and mobile platforms, on social relations, and develop strategies for using information and communications technologies to improve conditions of education and life.

In the course of completing a degree, students should expect to attend closely to both technical artifacts and human activity: that is, both to material systems of communication in which technologies are the primary interest and to interpersonal, direct communication dynamics in which unmediated face-to-face exchanges are the subject of inquiry. A major theme for continuous reflection should be the diverse ways in which the modes of communication condition meanings that are actually and potentially communicated—whether in face-to-face conversation, through distance learning technologies, or through societies and communities that are created in virtual worlds and on social media.

Computing in Education - Online

Students who complete the online master’s program in Computing in Education take positions in:

  • Schools, as computer coordinators or teachers using advanced technologies in the classroom;

  • New media companies, developing software and multimedia applications for education, training, and gaming environments; and

  • Academic computer centers, corporate information services, and in education departments at the federal, state, and local levels, managing the integration of information and communication technologies into schools.

Design and Development of Digital Games

The M.A. program in Design and Development of Digital Games prepares students to design, develop, implement and evaluate digital games for learning and behavior 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.

Digital games are fast becoming an integral part of professional education and training in education, medicine, business, and entertainment. A program on gaming with a focus specifically on learning meets the demands and interests of many students in the educational technology field. In the field of educational game design, the rapid changes in technologies are reshaping the ways we create, evaluate, reflect, reason, and learn, and the interdisciplinary nature of game design has led to greater creativity in teaching and learning, and opportunities to collaborate with industry.

Some of the required and suggested courses relate to the design of educational technology (of which games are a part), which are very relevant to design of games that target learning—what are often called educational games. Similarly, the development of educational (or other) games depends upon the ability to program such games, or, at 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 can be applied to games.

Instructional Technology and Media

Students who have earned degrees in Instructional Technology and Media find positions in education, government, and industry. Some continue to work within formal education, as teachers, researchers, or administrators on the elementary, secondary, or college level. Others work in training and development departments in business or government agencies. An increasing number work as independent professionals in a variety of settings such as educational service, production consulting, and publishing. Still others have established themselves as researchers, designers, and producers for innovative multimedia projects.

The World Wide Web and related technologies have lowered the costs of distance learning programs greatly while increasing their flexibility. Through Instructional Technology and Media, faculty members and students join to develop the skills needed to make full use of the new opportunities in distance and distributed learning.

In recent years, students in the program have made four questions paramount:

  • Which emerging technologies hold greatest promise for enriching learning experiences throughout the educational enterprise?

  • What pedagogical strategies should designers embody in instructional materials, including those based on multimedia and those reflected in gaming environments?

  • How should educators deploy, manage, and evaluate information and communication technologies in classrooms for optimal educational effect?

  • What principles of design and practice should educators incorporate into distributed educational courses and programs?

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.

Special Degree Cohorts:

Online Master’s Program in Computing in Education

The program in Computing in Education features coursework that is conducted online. The online program is designed to be available completely online, without an on- campus, face-to-face class experience. Participants take about ten courses online, which use video conferencing, discussion boards, and other means of online communication. Besides these courses, students have the opportunity to work on an independent project and possibly to attend three-day workshops at Teachers College in the summers. Students concentrate in Teaching and Learning with Technology or Technology Leadership. For more information, contact Dr. Jin Kuwata at kuwata@tc.columbia.edu or (212) 678-3344.

Technology Specialist

This is a Master of Arts degree program leading to a New York State teaching license for “Technology Specialist K-12” candidates to become technology coordinators in schools. Student teaching and fieldwork are required. The program is available to those with or without initial teaching licenses who have some knowledge and experience in using technology in teaching. For further information, contact Dr. Ellen Meier at (212)

678-3829 or ebm15@columbia.edu.

Technology Specialist - Track II

This is a Master of Arts degree program leading to an initial teaching certificate as a Technology Specialist K-12. It is intended for those already holding New York State certification in another content area. Program goals include preparing individuals to use technology as a set of tools with students, to work effectively with teachers to help them learn to use technology and design, and to implement curriculum where technology is well integrated. Completing the program requires 38 Teachers College credits, as well as 100 hours of fieldwork and 40 days of student teaching.

Degrees

  • Master of Arts

    • Points/Credits: 32

      Entry Terms: Summer/Fall

      Degree Requirements

      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 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 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.), 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 Core Seminar in Communication, Computing, and Technology (1 point)

      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, this project should be related to their career goals and should provide tangible evidence of their skills and strengths.

    • Points/Credits: 32

      Entry Terms: Spring/Summer/Fall

      Degree Requirements

      Computing in Education - Online (TECD)

      The M.A. program in Computing in Education: Online, is a 32-point program where all courses needed to complete the degree are offered online. The 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 you 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.), 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: One programming course must be taken. (3 points)

      • Programming Course

        • MSTU 4031 Object-Oriented Theory and Programming I

        • 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 degree 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 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.

    • Points/Credits: 32

      Entry Terms: Spring/Summer/Fall

      Degree Requirements

      Design and Development of Digital Games (TEDG)

      The M.A. program in Design and Development of Digital Games is a 32-33 point 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, and 3D modeling, and so on. Whether you wish to pursue a career specifically in games (commercial or educational game design) or want to use games as a means to other endeavors, this program is an exciting and modern platform for your 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—what are often called educational games. Similarly, the development of educational (or other) games depends upon the ability to program such games, or, at 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 can 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)

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

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

      • 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 of a programming course sequence:

        • MSTU 4031: Object-Oriented Theory and Programming I (3 points) AND MSTU 5031: Object-Oriented Theory and Programming II (3 points)

      OR

      • MSTU 5003: Theory and Programming of Interactive Media I (3 points) AND MSTU 5013: Theory and Programming of Interactive Media II (3 points)
      • 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. 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.

    • Points/Credits: 32

      Entry Terms: Summer/Fall

      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 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.), 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 Core Seminar in Communication, Computing, and Technology (1 point)

      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 Object-Oriented or Interactive Media programming sequence.

        • MSTU 4031 and 5031 Object-Oriented Programming and Theory I & II

        • 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.

    • Points/Credits: 38

      Entry Terms: Spring/Summer/Fall

      Certification:

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

      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 program is designed for individuals who do not hold any current 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. program for Educational Technology Specialist K-12 Certification: TETS Track, is a 38-point program. There are two tracks for the overall program: one for students who hold an existing 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 certification. This M.A. 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 program full-time in two years but have the option to go part-time, as many of the 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 (choose one for 3 points)

        • MSTU 4031 Object-Oriented Theory and Programming

        • 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 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 for 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. Students will be notified by the Office of Teacher Education if any courses are required to meet this requirement.

      • 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.

      Special Requirements for Professional Education Programs Under CAEP Review

      1. State licensure test of content knowledge will be measured by the NYSTCE Content Specialty Test for Educational Technology Specialist.

      2. Assessment of content knowledge in the field of Educational Technology. Candidates will be assessed through their classroom observation projects. This work will be completed as part of MSTU 4700: Student Teaching Practicum in Educational Technology.

      3. Assessment that demonstrates candidates ability to plan appropriate teaching and learning experiences. This is measured through assessment of a curriculum unit designed by the candidate that integrates technology. The unit is grounded in Wiggins’ and McTighes’ (2005) Understanding by Design (UbD) approach and focuses on how technology tools may be used for problem-solving and student collaboration and how student learning will be assessed. This work will be completed as part of MSTU 4052: Computers, Problem Solving, and Cooperative Learning or C&T 4052: Designing Curriculum and Instruction.

      4. Assessment of candidates practicum, field or clinical experiences. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice.

      5. Assessment that demonstrates candidates ability to model, design, and disseminate methods and strategies in technology to support student learning. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice.

      6. Assessment that demonstrates the candidate understands and can develop programs that address the social, legal and ethical issues related to technology within the district/region/state. Candidates will use data from a needs assessment to create a technology plan for a real or fictitious school. If the plan is for an existing school, it should have details that fit the needs of that school. If not for an actual school, the plan should discuss options in appropriate planning areas. A rubric will be used to assess key factors for a technology plan. This work will be completed as part of MSTU 4052, 4005 and/or 4029.

      7. Assessment of candidates reflection on use of technology for teaching and learning in K-12 schools. Candidates will keep student teaching journals as a way to reflect upon their student teaching experiences and practice. This work will be completed as part of the course work in practicum, MSTU 4700.

      8. Assessment that addresses facilitation of a shared vision for integration of technology and how to foster an environment and culture conducive to the realization of the vision. Please see the description of the integrative project in the next section.


      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.

    • Points/Credits: 38

      Entry Terms: Spring/Summer/Fall

      Certification:

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

      Degree Requirements

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

      The M.A. program for Educational Technology Specialist K-12 Certification: TETT Track, is a 38-point program. There are two tracks for the overall program: one for students who hold an existing teaching certification and one for students who do not. 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 STEM or 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. 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 to teach courses related to technology or eventually become technology leaders. This M.A. 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 program full-time in two years but have the option to go 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 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 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 for 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. Students will be notified by the Office of Teacher Education if any courses are required to meet this requirement.

      • 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.

      Special Requirements for Professional Education Programs Under CAEP Review

      1. State licensure test of content knowledge will be measured by the NYSTCE Content Specialty Test for Educational Technology Specialist.

      2. Assessment of content knowledge in the field of Educational Technology. Candidates will be assessed through their classroom observation projects. This work will be completed as part of MSTU 4700: Student Teaching Practicum in Educational Technology.

      3. Assessment that demonstrates candidates ability to plan appropriate teaching and learning experiences. This is measured through assessment of a curriculum unit designed by the candidate that integrates technology. The unit is grounded in the approach taken by Understanding by Design (Wiggins & McTighe, 2005) and focuses on how technology tools may be used for problem-solving and student collaboration and how student learning will be assessed. This work will be completed as part of MSTU 4052: Computers, Problem Solving, and Cooperative Learning or C&T 4052: Designing Curriculum and Instruction.

      4. Assessment of candidates practicum, field or clinical experiences. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice.

      5. Assessment that demonstrates candidates ability to model, design, and disseminate methods and strategies in technology to support student learning. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice.

      6. Assessment that demonstrates the candidate understands and can develop programs that address the social, legal and ethical issues related to technology within the district/region/state. Candidates will use data from a needs assessment to create a technology plan for a real or fictitious school. If the plan is for an existing school, it should have details that fit the needs of that school. If not for an actual school, the plan should discuss options in appropriate planning areas. A rubric will be used to assess key factors for a technology plan. This work will be completed as part of MSTU 4052, 4005 and/or 4029.

      7. Assessment of candidates reflection on use of technology for teaching and learning in K-12 schools. Candidates will keep student teaching journals as a way to reflect upon their student teaching experiences and practice. This work will be completed as part of the course work in practicum, MSTU 4700.

      8. Assessment that addresses facilitation of a shared vision for integration of technology and how to foster an environment and culture conducive to the realization of the vision. Please see the description of the integrative project in the next section.

      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

    • Points/Credits: 60

      Entry Terms: Summer/Fall

      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 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 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.) 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 Core Seminar in Communication, Computing, and Technology (1 point)

      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 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.

    • Points/Credits: 60

      Entry Terms: Summer/Fall

      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 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.) 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 Core Seminar in Communication, Computing, and Technology (1 point)

      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 Object-Oriented or Interactive Media programming sequence.

        • MSTU 4031 and 5031 Object-Oriented Programming and Theory I & II

        • 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 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 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.

  • Doctor of Education

    • Points/Credits: 90

      Entry Terms: Summer/Fall

      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 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 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. It states the formal requirements for the degree and lays out the steps leading to it.

      The Communication, Media, and Learning Technologies Design (CMLTD) 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.) 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. 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 4031 Object-Oriented Theory and Programming I

        • 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 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 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 Friday, written exam collected the following Monday). The written integrative question part of the certification process is not available during the summer.

      1. 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.

      1. 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 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?

      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 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 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. It states the formal requirements for the degree and lays out the steps leading to it.

      The Communication, Media, and Learning Technologies Design (CMLTD) 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.) 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. 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)

        • 1. Cognitive Issues and Technology

        • MSTU 4133 Cognition and Computers

        • MSTU 4088 Introduction to Learning Sciences and Educational Technology

      • 2. Social Issues and Technology

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

        • MSTU 4020 Social and Communicative Aspects of the Internet

      • 3. Cultural Issues and Technology

        • MSTU 4028 Technology and Culture

        • MSTU 5002 Culture, Media, and Education

      • 4. 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 4031 Object-Oriented Theory and Programming I

          • 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 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 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 Friday, written exam collected the following Monday). The written integrative question part of the certification process is not available during the summer.

      1. 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.

      1. 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 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?

    • Points/Credits: 90

      Entry Terms: Summer/Fall

      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:

      • 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. 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 for 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 (at both master’s and doctoral levels) 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 Object-Oriented or Interactive Media programming sequence.

        • MSTU 4031 and 5031 Object-Oriented Programming and Theory I & II

        • 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 Friday, written exam collected on the following Monday). The written integrative question part of the certification process is not available during the summer.

      1. 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.

      2. 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 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 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?

Faculty

  • Faculty

    • Paulo Blikstein Associate Professor of Communications, Media and Learning Technologies Design
    • Nathan R. Holbert Assistant Professor of Communication, Media and Learning Technologies Design
    • Ioana Literat Assistant Professor of Communication, Media, and Learning Technologies Design
    • Ellen B. Meier Professor of Practice
    • Sandra Okita Associate Professor of Technology and Education
    • Detra Michelle Price-Dennis Associate Professor of Education
    • Lalitha M Vasudevan Professor of Technology and Education
  • Lecturers

    • Yoo Kyung Chang Lecturer
    • Jin Kuwata Lecturer
    • Joey Lee Lecturer
  • Adjunct Faculty

    • Susan Lowes Adjunct Professor
  • Instructors

    • Michael John Cennamo Part Time Instructor
    • Yiran Du
    • Xiaoxue Du Part Time Instructor - CMLTD Program
    • Kristin Gorski Director of Academic Administration
    • Elliot Matthew HuAu Part Time Instructor

Courses

  • MSTU 4000 - Core seminar in communication, media, and learning technologies design
    Required for incoming students. Discussion of critical issues; reading of key works; development of project in Communication, Media, and Learning Technologies Design; presentation of work in progress; conversations with leaders in the field.
  • MSTU 4001 - Technology and school change
    This course explores how technology is currently used in our schools and how technology can be used more effectively as a catalyst for larger school reform efforts. Participants will examine some of the institutional forces shaping the integration of technology into our schools and some of the institutional change theories that influence these forces to address the question: What can technology contribute to school improvement and how can we facilitate those changes?
  • MSTU 4005 - Equit, Eth, & Soc Iss/Edu Tech
    Addresses a wide range of issues concerning equity and access, including differential gender, racial, and ethnic uses of computers. Examines legal and ethical issues in students' use of technology with an emphasis on improving access and use of technology for all students.
  • MSTU 4010 - Theories of communication
    A broad, multidisciplinary survey of contemporary perspectives on communication. Topics include: definitions, models and theories of information processing, history of media change, cross-cultural communication, interpersonal communication, and the uses and effects of mass media.
  • MSTU 4012 - Video as art: An exploration
    This course will take an aesthetic approach to the exploration of emerging forms of video, including anime, music videos, do-it-yourself video, video sharing websites, and more. Students will be engaged in video production throughout the course.
  • MSTU 4016 - The history of communication
    A comprehensive survey of the history of communication, tracing the development of the dominant modes of transmitting knowledge from speaking to writing, from printing to the electronic media.
  • MSTU 4020 - Social and communicative aspects of the Internet
    Examines social communicative practices as synergistic; how space, time, and social networks evolve and interact; and what this implies for the design and use of technology.
  • MSTU 4022 - Online learning, online communities, and collaborative interchange
    Introduction to the use and educational implications of online learning, online communities, and the collaborative interchange and activities that take place using information and communication technologies (ICT).
  • MSTU 4023 - Cinema as cross-cultural communication
    Analyzes how films explore culture. Discussion of the film as well as the cultural messages portrayed.
  • MSTU 4024 - Visual media and the development of youth
    This course brings a sociocultural lens to issues related to youth (including children and adolescents) and the evolving terrain of visual media. Students will review research and theories and experiment with media production in this course. No prior media production experience is necessary.
  • MSTU 4028 - Technology, culture, and society
    This course examines the relationship between technology, culture and society, with a particular emphasis on new and emerging media. Course readings include sources both popular and academic, theoretical and empirical, contemporary and non-contemporary, optimistic and skeptical, thus representing a wide variety of perspectives regarding the relationship between technology and culture.
  • MSTU 4029 - Managing educational technology resources
    For educators involved in the planning, implementation, and maintenance at the building/campus level. Students learn how to apply educational technology to achieve educational objectives and to manage interpersonal relations in the process.
  • MSTU 4031 - Object-oriented theory and programming I
    Communicating with computers and humans through programming language in an object oriented style. Uses Java to formalize the concepts behind software structure and construct representative applications.
  • MSTU 4036 - Hypermedia and education
    Introduction to hypermedia products and programming and their role in education. Four-point registration is for hypermedia programming lab.
  • MSTU 4037 - Computers and the uses of information in education
    This course examines how computers can structure and present information, evaluates current educational software that uses information, and considers the design of software for integrating information applications into education. Prerequisite: MSTU 4030 or equivalent computer experience.
  • MSTU 4039 - Video games in education
    Provides students with tools they will need to understand, analyze, and build games. Focus is on gaining an understanding of rules, interactivity, play, social interaction, and all other factors that go into making an innovative and fun game. Primary focus is on the basic language of games: game play and game design. Course also addresses games from an educational perspective.
  • MSTU 4040 - Mobile learning
    This course considers both theoretical and practical perspectives in using mobile apps and devices for learning. The focus is on three primary goals: (1) explore, analyze and critique mobile apps and related technologies and their affordances for learning; (2) practice user-centered design principles and basic user-experience research techniques to design mobile interfaces for learning; (3) review and discuss relevant research studies and pedagogical and theoretical frameworks for mobile learning.
  • MSTU 4049 - Technologies and literacies
    An examination of the relationship between computers and the writing process. The course explores the effect of electronic text on traditional notions of text, literacy, and communication. Assumes no computing experience.
  • MSTU 4050 - New models for K-12 schooling: Online and virtual schools
    This course examines the different models of the K-12 virtual school and virtual schooling experience in the United States and internationally.
  • MSTU 4052 - Computers, problem solving, and cooperative learning
    What makes a "good problem" and how can computer-based technologies support active learning processes, to get learners to negotiate their understanding through cooperative/collaborative approaches? This course challenges students to think BEYOND: 1) problems as simply prefixes to recalled solutions, 2) computer-based technologies as mere delivery platforms, and 3) collaboration/cooperation as a byproduct of sharing information. Instead, by the end of the course students will understand the nature of different kinds of problems in relation to specific learning contexts and goals. We'll explore an array of computer-based technologies and examine specific features and functions that encourage learners to actively grapple with deep structures of a problem while engaging in desired learning processes. Students will design great problems and supporting activities that leverage the specific strengths of computer-based technologies, inspiring meaningful solutions through a collaborative/cooperative learning experience.
  • MSTU 4083 - Instructional Design of Educational Technology
    The nature of instructional technology. Systems approaches to planning, managing, and evaluating instructional processes and materials. Emphasis is on instructional design.
  • MSTU 4133 - Cognition and computers
    This course explores ideas about cognition and knowledge representation and how they relate to the use of computers in instruction. Students select a subject area, learn to represent knowledge from it so that it can be implemented in a computer instructional system, and use the knowledge representation to characterize the cognitive prerequisites and consequences of learning to use computers.
  • MSTU 4134 - Cognition and computers lab
    Permission required. Corequisite: MSTU 4133.
  • MSTU 4700 - Student teaching practicum in educational technology
    The Technology Specialists student practicum supports the school practicum experiences through readings and weekly classes focused on key issues: addressing diversity, classroom project design, technology integration, and professional development. The Practicum provides an opportunity to reflect on classroom experiences, to design technology-integrated projects, and to match the unique skills of each candidate with the unique demands of each placement.
  • MSTU 4901 - Research and Independent Study
    Permission required. For master's students only. Students propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted. Conference hours are arranged.
  • MSTU 4902 - Research and Independent Study
    Permission required. For master's students only. Students propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted. Conference hours are arranged.
  • MSTU 5000 - Virtual Reality, Augmented Reality, Mixed Reality and Games as Learning Tools
    Explores possibilities and issues pertaining to virtual reality, augmented reality, XR, games and other related immersive computing technologies for education and social impact. Students participate in design activities, readings and theoretical discussions on identity, empathy, social presence and other relevant topics.
  • MSTU 5001 - Assessing the impact of technology in our schools
    This course examines the evidence of technology’s effectiveness in educational settings. Key concepts related to quantitative and qualitative research perspectives are explored in the process of understanding how technology research has evolved. An examination of key concerns reflected in the current research literature provides a foundation for designing an original research project.
  • MSTU 5002 - Culture, media and education
    In this course, we consider the cultural implications of media and technologies for education by pairing theoretical frameworks with case studies and other examples of empirical research.
  • MSTU 5003 - Theory and programming of interactive media: Part 1
    This course introduces the fundamentals of design and development for interactive front-end web applications. Students are provided with tools and theoretical knowledge for understanding and analyzing specific learning problems in order to their develop ideas into multimodal web-based learning experiences, through hands-on projects. UX theory and methods are integrated to ensure that students emerge as authors of well-designed and documented web artifacts. This course lays the foundation for the computational and design thinking necessary to conceive, plan, and build learning technologies. This course is a prerequisite for Part II.
  • MSTU 5004 - Digital geographies and virtual spaces
    Explore newly-developed spaces and consider how the evolving relationship between new technologies and new modes of communication and literacy are making these spaces available.
  • MSTU 5005 - Case-based teaching in electronic environments
    Focuses on theory related to designing, developing, and using multimedia case methodology in education. Students are encouraged to examine educational case methodology within their interest area.
  • MSTU 5006 - Database-driven website development
    Explores and provides a working knowledge of the technical and theoretical underpinnings of web application development by examining the layers of database construction, web programming, and user interface design.
  • MSTU 5010 - Boundaries and theories of learning with technological artifacts
    This course will explore learning partnerships that take place between people and technological artifacts (robots, agent-avatars). The course examines social components of technological artifacts, introduces current research findings on learning in social interactions with such artifacts, and links these to cognitive factors that influence learning, knowledge construction, design, and assessment. Emphasis will be placed on the learning effect on the human partner. Small groups of students will work on a project throughout the semester.
  • MSTU 5013 - Theory and programming of interactive media: Part II
    This course is the second-level course in a sequence beginning with MSTU 5003. Students acquire advanced theoretical and technical knowledge needed to design and develop interactive web-based instructional applications grounded firmly in learning theory and design principles. The course is project-based whereby students delve into specific learning research to produce a theoretical model and well-aligned technical solutions. While the introductory course focuses on basic theory and technical implementation of instructional interactive media, Part II dives deeper into all aspects of the topic.
  • MSTU 5015 - Research/Programming in Serious Games
    This seminar-based course features an in-depth exploration of a range of research topics related to games and game-like learning technologies, especially tailored for students currently involved in game design or those who are interested in pursuing a design or research project in the area. It provides a forum for students to present, receive feedback, and make progress on new or existing research projects, with a focus on writing and publication.
  • MSTU 5020 - Computer-mediated communication
    Analyzes characteristics of such computer-mediated communication systems as networked multimedia, electronic mail, bulletin boards, and computer conferencing and situates these systems in the context of the emerging national information infrastructure. Students will participate in online communication systems.
  • MSTU 5025 - Researching technology in educational environments
    This course is designed as an overview of research designs and methodologies for students who are interested in researching the uses of technology in education, including both face-to-face and online/distance learning environments. The course looks at the theoretical bases for, and practical implementation of, different quantitative and qualitative research approaches, methodologies, and instruments. It is structured around a series of hands-on case studies in which students design research studies, revise existing instruments, and analyze previously collected data for technology-related projects in classrooms and online. Students are encouraged, but not required, to come with a research project in mind.
  • MSTU 5029 - Technology leadership and schools
    This course identifies appropriate key leadership theories and recent findings from educational technology research to inform the most relevant and timely leadership concerns for technology policy and practice. The class uses case studies to explore leadership challenges related to technology integration and provides an opportunity to develop an original case study based on leadership theories and the research literature on technology challenges for today's schools.
  • MSTU 5030 - Intelligent computer-assisted instruction
    Prerequisite: MSTU 4133. Participants study ideas about the representation of knowledge, models of the learner, and teaching strategies that have been developed in artificial intelligence and cognitive psychology, as well as develop and test intelligent computer-assisted instruction materials for topics of interest.
  • MSTU 5031 - Object-oriented theory of programming II
    Prerequisite: MSTU 4031 or a solid basic knowledge of programming. Applies programming to significant problems using Java or C++ to construct salient applications.
  • MSTU 5035 - Technology and metacognition
    This course explores how theories of learning, development, and cognition can shape the design of instruction. Readings cover a range of instructional theories and highlight the underlying influences of those theories. Although the course includes a brief survey of historical trends in the field, the primary course focus is on current and emerging theories of instruction, such as distributed and dynamical views of cognition and learning. Students are encouraged to present and discuss their research interests and projects as they relate to the focus of the course.
  • MSTU 5191 - Educational video production I
    Practical studio and field production experience of educational video programs with special concern for realizing educational purposes through directing, scripting, staging, camera operation, lighting, and sound design.
  • MSTU 5515 - New media teaching and learning
    Permission required. This course provides students with experience in the development of new media projects and a forum for discussing the implications for new media on education, particularly in higher education. The course involves a fieldwork component.
  • MSTU 5555 - Technology and the emergence of a global curriculum
    This course deals with the impact of technology on human society over the ages, how technology in particular is shaped by, and in turn shapes, the vision informing a specific culture and its curriculum, and how the global sharing of technology is inexorably contributing to the emergence of a common global curriculum.
  • MSTU 5606 - Readings in communication theory and social thought
    The aim of this course is to introduce students to foundational works and influential ideas in the study of communication and culture. Topics include semiotics, Marxism, feminist theory, cultural analysis, global communication frameworks, and other topics relevant to students enrolled in the class. We will apply these theoretical tools to examine a wide range of communication practices, popular media and sites of cultural expression.
  • MSTU 5814 - Work conference
    Occasional brief conferences convened by Communication, Media, and Learning Technologies Design on subjects of special interest.
  • MSTU 6000 - Advanced design of educational games
    This course serves as an intensive workshop for designing and producing educational games as well as a scholarly opportunity for students interested in the advanced study of games.
  • MSTU 6201 - Advanced Fieldwork
    Permission required. Extended opportunities for students who have completed MSTU 5200.
  • MSTU 6401 - Internship
    Permission required. Prerequisite: basic courses in the student's specialization, evidence of competence in the internship area, and prior arrangement with cooperating institution. Internship in schools, colleges, Teachers College facilities such as the Microcomputer Resource Center, community agencies, business organizations, and communication facilities. Students in their first term of study are generally not accepted.
  • MSTU 6532 - Seminar in communication, media, and learning technologies design
    This course will focus on a variety of multimodal approaches to conducting qualitative research. Texts will draw from a range of theoretical and conceptual traditions in which multimodal methods have been explored. Students' own data will also serve as central texts for the course, and they will be expected to engage in data analysis with either their own existing data or data that they will collect as part of this course. The course will follow a seminar style that will include ample peer feedback, trying out different forms of multimodal analysis, and a culminating analytical project.
  • MSTU 6600 - Colloquium in Communication, Computing, and Technology in Education
    Continuous participation required of certified doctoral students. Discussion of critical issues, reading of key works, formal proposal of dissertation topics, presentation of work in progress, and conversations with leaders in the field.
  • MSTU 6901 - Research and independent study in communication, computing, and technology in education
    Permission required. For doctoral students only. The participating student will propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted.
  • MSTU 7501 - Dissertation seminar
    Permission required. Presentation of dissertation proposal for approval by a sponsoring committee. Student arranges one two-hour meeting with his or her sponsoring committee.
  • MSTU 8900 - Dissertation advisement
    Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. See section in this bulletin on Continuous Registration for Ed.D. degree.
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