Technology, Media and Learning

The Technology, Media and Learning program (hereafter, TML) focuses on creating, designing, implementing, and researching novel technology-rich learning environments to transform formal and informal education. Throughout their studies, students will attend closely to both technical artifacts and the broader cognitive, social, and cultural dynamics that influence learning, teaching, and reasoning in complex real world settings. The program has 3 distinct concentrations (all face-to-face), as described below: 

• Media, Culture, & Society (formerly, Communication and Education) relies primarily on social science inquiry to understand, interpret, and shape how information and communication technologies influence culture and education.
• Design of Learning Technologies (formerly, 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.
• Design of Games for Learning (formerly, Design and Development of Digital Games) prepares students to design, develop, implement and evaluate 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. 

Requirements

M.A. students must take coursework totaling at least 32 points. The three concentrations share some common requirements such as the Core Seminar, Foundational Knowledge, Breadth Requirement, and Integrative Project. Each concentration then has its own set of additional required courses and electives tailored to the specific focus area.  

Common required courses across all concentrations:

• MSTU 4000 - Core Seminar (1 point)
• Foundational Knowledge (9 points minimum, at least three areas must be represented):
• 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
• MSTU 4900 - Integrative Project Seminar (0 or 1 point)

Concentration-specific required courses:

For Media, Culture, & Society:     

• MSTU 4016 - The History of Communication 
• 13 points additional MSTU courses

For Design of Learning Technologies:

• MSTU 4083 - Instructional Design of Educational Technology (counts toward Foundational Knowledge area)
• Two programming courses (e.g., MSTU 5003 and 5013 - Theory and Programming of Interactive Media I & II)
• 10 points of additional MSTU courses

For Design of Games for Learning:

• 6 points selected from any three programming courses, e.g.:
• MSTU 5003: Theory and Programming of Interactive Media I 
• MSTU 5013: Theory and Programming of Interactive Media II 
• MSTU 5007: Development of XR and Games
• other programming courses approved by advisor
• 9 points from game design and development courses:
• MSTU 4039 - Game Design Fundamentals: Theory and Practice of Game Design
• MSTU 4040 - Mobile Learning
• MSTU 5000 - Virtual, Augmented, Mixed Reality and Games as Learning Tools
• MSTU 5015 - Research/Programming in Serious Games
• MSTU 6000 - Advanced Design of Educational Games 
• 1-3 points of additional MSTU courses

Breadth requirement: Students must complete a minimum of 6 points at Teachers College outside of the TML Program.  

Integrative Project: Students must complete an integrated project in their final semester, while taking MSTU 4900 - Integrative Project Seminar. 

Integrative M.A. Project

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

• Empirically based and grounded in the research literature
• Address a problem or phenomenon of the student's interest and area of study
• Provide a solution to the problem. 

Some examples include:

• Design of new learning technologies and media-driven experiences
• Development of new models, curriculum, and/or lessons integrating technology
• A thesis or case study analysis of a trend in the field of learning technology

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

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

Important Note: If you entered Teachers College prior to 2026-2027 and you are completing the MA in Communication and Education, Instructional Technology and Media, or Design and Development of Digital Games, please find your degree requirements under the corresponding legacy program in the catalog. 

The M.A. program in Learning with Technology (formerly called Computing in Education), is a 32-point program where all courses needed to complete the degree are offered online. 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 Learning with Technology 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 counterparts/peers and are welcome to enroll in traditional on-site, face-to-face classes if opportunities permit.

Requirements

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

• 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 Learning with Technology 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 former Computing in Education - Online M.A. degree program through the completely online option have a slightly more constrained set of courses available to meet program requirements and should work closely with their respective advisor.

Program formerly titled Computing in Education

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

This Master of Arts degree program leads to an initial K-12 teaching certificate in New York State as an Educational Technology Specialist. This degree program is designed for individuals who do not hold any current New York State teaching certifications. Candidates are prepared to take on a variety of roles in schools, including but not limited to: coaching and supporting K-12 teachers in the design and implementation of technology-related curriculum and projects, designing and leading professional development sessions, working directly with students in STEM or STEAM Labs, as well as supporting schools in developing and implementing classes related to coding and computational thinking. Completing the program requires 32 points, and involves two semesters fieldwork/observation (a year-long total of 100 hours) and student teaching (a year-long total of at least 70 days of student teaching.

Master of Arts (32 points required)

The M.A. degree program for Educational Technology Specialist K-12 Certification: TETS Track, is a 32-point program. There are two tracks for the overall degree program: one for students who hold an existing New York teaching certification and one for students who do not. The TETS track is for those who do not hold any current teaching certifications. Students in this track come from a variety of backgrounds. Some may be career changers seeking to work with technology in schools and others may have teaching experience but no teacher certification. This M.A. degree program provides classroom experience: students complete two semesters of “practica,” one spent in elementary classrooms (K-6) and the other spent in secondary grades (7-12).

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

Students can complete the degree program full-time in two years but have the option to attend part-time, as many students work during the day. In the second year, students register for a year-long “practica". Completing the program requires 32 points, and involves two semesters fieldwork/observation (a year-long total of 100 hours) and student teaching (a year-long total of at least 70 days of student teaching. Students are strongly encouraged to make themselves available full-time for student teaching. Additional information regarding student teaching requirements are below.

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

Required Courses (15 points)

• Cognitive Issues and Technology (choose one of two)
  • MSTU 4133 Cognition and Computers
  • MSTU 4088 Introduction to Educational Technology and the Learning Sciences
• Social Issues and Technology
  • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
• Educational Practice and Design
  • MSTU 4001 Technology and School Change
  • MSTU 4029 Managing Educational Technology Resources
• Programming Course ( 3 points)
  • MSTU 5013 Theory and Programming of Interactive Media: Lab 

Required Courses Outside of Department (9 points)

• Special Education (must choose one for 3 points)
  • HBSE 4000 Introduction to Special Education
  • HBSE 4005 Computer Applications in Special Education
• Curriculum Design
  • C&T 4052 Designing Curriculum and Instruction
• Human Development (choose one for 3 points)
  • HUDK 4022 Developmental Psychology: Childhood
  • HUDK 4029 Cognition and Learning

Required Practica (3 points)

• MSTU 4700 Student Teaching Practicum in Educational Technology (year-long course)

Electives (5 points)

Recommended electives include:

• Psychology of Media
• Psychology of Children’s Television

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 Technology, Media and Learning 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 a year-long 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 35 days) of student teaching, for a year-long total of at least 100 hours of fieldwork and at least 70 days of student teaching across the two semesters.

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

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

Additional Requirements for Certification:

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

• Successful completion of MA degree program leading to Educational Technology Specialist K-12 Certification
• Pass the NYSTCE Educating All Students Test (EAS)
• Pass the NYSTCE Content Speciality Test (CST - Educational Technology Specialist)
• Complete three workshops: 1) child abuse and identification reporting; 2) school violence prevention and intervention; and 3) Dignity for All Students Act (DASA)
• Fulfilling Liberal Arts and Sciences Requirement (required for graduation and NYS certification)

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

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

Integrative M.A. Project

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

• They will be deeply informed by readings and research done throughout the program.
• They will be informed by candidates’ reflections on their experiences during the program, and what they have learned about students’ use of, and learning with, technologies.
• They will focus on some aspect of planning for the future, and in this way advance the field by contributing candidates’ ideas on how the use of technology in schools may be improved.
• They will address the problems and issues involved in using technology fairly and equitably to advance the learning of all children.

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

The M.A. degree program for Educational Technology Specialist K-12 Certification: TETT Track, is a 32-point program. There are two tracks for the overall degree program: one for students who hold an existing New York State teaching certification and one for students who do not (TETS). The TETT track is designed for certified teachers and places more emphasis on leadership and research as it relates to the use of technology in schools. Candidates are prepared to take on a variety of roles in schools, including but not limited to: individuals who want to work with technology in the classroom, technology coaches who support K-12 teachers in the design and implementation of technology-related curriculum and projects, technology directors, and professional developers. Some candidates also return to teaching positions where they work directly with students in Science, Technology, Engineering, Math (STEM) or Science, Technology, Engineering, Arts, Math (STEAM) Labs, and also support schools in developing and implementing classes related to coding and computational thinking. Completing the program requires 32 points, as well as 50 hours of fieldwork/observation and 100 hours (or 20 days) of student teaching.

Master of Arts (32 points required)

The M.A. degree program for Educational Technology Specialist K-12 Certification: TETT Track for certified teachers is a 32-point program. There are two tracks for this program, depending upon if the student holds an existing teaching certification. This specific track (TETT) is designed for individuals who hold a current teaching certification. Students in this track enter at various points in their teaching career. Some hold initial certification in a different content area (such as mathematics or history) and complete the program to obtain professional certification in their first content area while also adding an initial certificate as an Educational Technology Specialist. Others are veteran teachers holding professional certification in a different content area and are seeking an additional certificate to teach courses related to technology or eventually become technology leaders. This M.A. degree program requires students to complete a year-long practica, with at least 50 hours of observation and at least 100 hours of student teaching. Credit for student teaching can be earned while teaching in one’s current position under certain circumstances and can be discussed with the program advisor.

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

Students can complete the degree program full-time in two years but have the option to attend part-time, as many of the students teach full-time during the day. Students register for a year-long practica for 3 points 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 32 points. The following are required:

Required Courses (12 points)

• Social Issues and Technology
  • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
• Educational Practice and Design
  • MSTU 4001 Technology and School Change
  • MSTU 4029 Managing Educational Technology Resources
• Policy and Leadership
  • MSTU 5033 Educational Technology Policy: Challenges & Opportunities

Additional Core Courses (choose two courses for 6 points)

• MSTU 4020 The Social Internet
• 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

Required Courses Outside of Department (8 points)

• Special Education (must choose one for 3 points)
  • HBSE 4000 Introduction to Special Education
  • HBSE 4005 Computer Applications in Special Education
  • C&T 4001 Inclusive Instructional Approaches for Diverse Learners
• Human Development (must choose one)
  • HUDK 4022 Developmental Psychology: Childhood
  • HUDK 4029 Cognition and Learning
• Remaining credits can be addressed from the following list:
  • C&T 4052 Designing Curriculum and Instruction
  • HUDK 5035 Psychology of Media
  • HUDK 5037 Psychology of Children’s Television

Required Practica (3 points)

• MSTU 4700 Student Teaching Practicum in Educational Technology (year-long course))

Electives

• MSTU 5001 Assessing the Impact of Technology
• MSTU 5025 Researching Technology in Educational Environments

Breadth Requirement: (6 points, minimum)

All students must complete a minimum of 6 points at Teachers College outside of the Technology, Media and Learning 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 a year-long practicum for 3 points (MSTU 4700). Practicum in the fall semesters focus on elementary grades (grades K-6), and practicum in the spring semesters focus on secondary grades (grades 7-12). The program requires at least 50 hours of observation and at least 100 hours (or 20 days) of student teaching across two semesters. The grade level of the student’s current teaching certification will determine which grade the student will be placed in for student teaching. For example, if the student currently holds an initial teaching certificate for a secondary content area, the student will be placed in an elementary setting for student teaching as the Educational Technology Specialist certificate covers grades K-12.

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

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

Additional Requirements for Certification:

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

• Successful completion of MA degree program leading to NYSED Educational Technology Specialist K-12 Certification
• Pass the NYSTCE Educating All Students Test (EAS)
• Pass the NYSTCE Content Speciality Test (CST - Educational Technology Specialist)
• Complete three workshops: 1) child abuse and identification reporting; 2) school violence prevention and intervention; and 3) Dignity for All Students Act (DASA)

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

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

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

Integrative M.A. Project

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

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

• They will focus on some aspect of planning for the future, and in this way advance the field by contributing candidates’ ideas on how the use of technology in schools may be improved.
• They will address the problems and issues involved in using technology fairly and equitably to advance the learning of all children.

The Design of Learning Technologies degree programs focus on how technology design intersects with culture, social interaction, and learning. Courses provide extensive exposure to theories of cognition and design, applications of these theories in practice, and deep dives into methodologies used to study designed learning environments.

Students will encounter a wide range of cognitive, social, and design theories, and are encouraged to consider the power, equity, and ethical implications of context and culture in their application across learning spaces and environments. In this degree program, students will have the opportunity to design and study existing and emerging technologies such as artificial intelligence, virtual and augmented reality, the design of toys and digital games, maker education and digital fabrication, and robotics and social pedagogical agents.

Students graduating from the Ed.M. program in Design of Learning Technologies 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 our 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 the Technology, Media and Learning program—a humanism that combines the use of sophisticated technology with humane commitments for guiding purposes.

The Ed.M. degree requires 60 points, typically completed over two years of full-time study. It can serve as a step toward doctoral work or as a stand-alone credential for professionals who already hold a master’s degree. Students may transfer up to 30 points of graduate credit from other institutions.

Those with an M.A. in TML or a similar program should choose advanced courses to deepen their expertise. Students transferring credits from other fields should include TML core courses in their plan of study.

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.

Core Requirement: (1 point)

• MSTU 4000 is a requirement for 1 credit in the first semester of study.
• MSTU 4900 IP Seminar is a requirement for 0 credits in the last semester of study.

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

• Cognitive Issues and Technology
  • MSTU 4133 Cognition and Computers
  • MSTU 4088 Introduction to Learning Sciences and Educational Technology
• Social Issues and Technology
  • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
  • MSTU 4020 Social and Communicative Aspects of the Internet
• Cultural Issues and Technology
  • MSTU 4028 Technology and Culture
  • MSTU 5002 Culture, Media, and Education
• Educational Practice and Design
  • MSTU 4001 Technology and School Change
  • MSTU 4050 Online Schools and Online Schooling K-12
  • MSTU 4083 Instructional Design of Educational Technology

Research Methods and Design: (3 points)

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

• HUDM 4122 Probability and Statistical Inference
• ITSF 5000 Methods of inquiry: Ethnography and Participant Observation
• MSTU 5025 Researching Technology in Educational Environments
• MSTU 5001 Assessing the Impact of Technology In Schools

Breadth Requirement: (6 points)

All students must complete 6 points at Teachers College outside of the Technology, Media and Learning program.

Additional Requirements: for Ed.M. students in Design of Learning Technologies

• Two programming courses must be taken. This requirement can be met by taking the two-course Interactive Media programming sequence: MSTU 5003 and 5013 Theory and Programming of Interactive Media I & II

• 5 points of additional MSTU courses
• Other courses chosen in consultation with an advisor

Integrative Ed.M. Project

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

Program formerly titled “Instructional Technology and Media”

The Media, Culture & Society degree programs explore the evolving relationship between communication, media, and education in a digital world. Shaped by emerging technologies, social platforms, and new forms of representation, the field of communication is in constant flux—and this program equips students to engage critically with its impact on education and culture.

Grounded in interdisciplinary theory and social science inquiry, the program examines how media and communication technologies shape cultural practices, educational institutions, and social systems. Areas of emphasis include literacy, social justice, youth development, and teacher education.

The program embraces a broad range of research methods—both qualitative and quantitative—to examine the intersections of communication and education across diverse contexts. It asks: How does education, including schooling and other social systems, transform under the influence of emerging media?

Students are encouraged to:

• Reflect on the historical, cultural, and social impact of a wide range of media;
• Leverage research methods and inquiry frameworks to understand how communication and media practices shape learning;
• Attend closely to both technological tools and human activity, considering how different modes of communication influence the meanings we construct and convey—especially through the diverse digital forms available today.

Graduates of the Ed.M. in Media, Culture & Society pursue a range of careers, including:

• Faculty and research positions in higher education
• Leadership roles in museums, schools, and nonprofits focused on media and learning
• Research and evaluation in educational media and technology
• Design and implementation of media-based learning and civic engagement initiatives
• Policy and advocacy work in government or NGOs

The Ed.M. degree requires 60 points, typically completed over two years of full-time study. It can serve as a step toward doctoral work or as a stand-alone credential for professionals who already hold a master’s degree. Students may transfer up to 30 points of graduate credit from other institutions.

Those with an M.A. in TML or a similar program should choose advanced courses to deepen their expertise. Students transferring credits from other fields should include TML core courses in their plan of study.

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.

Requirements

Core Requirement: (1 point)

• MSTU 4000 is a requirement for 1 credit in the first semester of study.
• MSTU 4900 IP Seminar is a requirement for 0 credits in the last semester of study.

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

• Cognitive Issues and Technology
• MSTU 4133 Cognition and Computers
• MSTU 4088 Introduction to Learning Sciences and Educational Technology
• Social Issues and Technology
• MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
• MSTU 4020 Social and Communicative Aspects of the Internet
• Cultural Issues and Technology
• MSTU 4028 Technology and Culture
• MSTU 5002 Culture, Media, and Education
• Educational Practice and Design

• MSTU 4001 Technology and School Change
• MSTU 4050 Online Schools and Online Schooling K-12
• MSTU 4083 Instructional Design of Educational Technology

Research Methods and Design: (3 points)

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

• HUDM 4122 Probability and Statistical Inference
• ITSF 5000 Methods of inquiry: Ethnography and Participant Observation
• MSTU 5025 Researching Technology in Educational Environments
• MSTU 5001 Assessing the Impact of Technology In Schools

Breadth Requirement: (6 points)

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

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

• MSTU 4016 The History of Communication
• MSTU 5606 Theoretical Approaches to Communication and Culture
• 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.

Program formerly titled Communication and Education

Internal transfers only for the 2026-2027 academic year. 

The 75 credit PhD in Technology, Media, and Learning prepares scholars to conduct research on how technological innovations shape learning environments and processes. Through advanced coursework, research apprenticeships, and independent investigation, students develop theoretical expertise while mastering both quantitative and qualitative research methods. The program emphasizes theoretical development, methodological rigor, and original contributions to knowledge about thinking and learning in complex techno-social systems. Graduates emerge prepared to lead research initiatives in academic, industry, and policy contexts.  The PhD requires a minimum of 75 points, including up to 30 transfer credits accepted from previous graduate work.

Program Requirements

REQUIRED FOR ALL (Minimum 16 credits)

• MSTU 5025: Researching Technology in Educational Environments (3 credits)
• MSTU 6600: Doctoral Colloquium (3 credits)
• MSTU 6601: Doctoral Colloquium (3 credits)
• MSTU 6602: Doctoral Colloquium (3 credits)
• MSTU 6603: Doctoral Colloquium (3 credits)
• MSTU 7501: Dissertation Proposal Seminar (1 credit)
• MSTU 8900: Dissertation Advisement (0 credits)
• TI 8900: PhD Dissertation Defense (0 credits)

SELECTIVE COURSES: Foundational Knowledge (Minimum 15 credits)

Students must take one course from each foundational area (at least 3 must be 5000-level and up).

• Cognitive Theory and Technology
• MSTU 4088: Introduction to the Learning Sciences and Educational Technology (3 credits)
• MSTU 5035: Technology and Metacognition (3 credits)
• Social Theory and Technology
• MSTU 4005: Equity, Ethical, and Social Issues in Educational Technology (3 credits)
• MSTU 4016: The History of Communication (3 credits)
• MSTU 5010: Boundaries and Theories of Learning with Technological Artifacts (3 credits)
• MSTU 5020: Computer-Mediated Communication (3 credits)
• Cultural Theory and Technology
• MSTU 4028: Technology & Culture (3 credits)
• MSTU 5002: Culture, Media, and Education (3 credits)
• MSTU 5004: Digital Geographies and Virtual Spaces (3 credits)
• MSTU 5606: Theoretical Approaches to Communication and Culture (3 credits)
• Technology and Educational Change
• MSTU 4083: Instructional Design of Educational Technology (3 credits)
• MSTU 5001: Assessing the Impact of Technology in Schools (3 credits)
• MSTU 5515: New Media Teaching and Learning (3 credits)
• Design as Inquiry: Theory and Practice
• MSTU 5027: Tools and Toys for Knowledge Construction (3 credits)
• MSTU 5180: Beyond Bits and Atoms (3 credits)
• MSTU 5181: Beyond Bits and Atoms Lab (1-3 credits)
• MSTU 5003: Theory and Programming of Interactive Media (3 credits)

SELECTIVE COURSES: Research Methods (Minimum 12 credits)

• MSTU 6100: Digital Research Methods (3 credits)
• MSTU 6532: Seminar in Communication, Media, and Learning Technologies Design (3 credits)
• C&T 6011: Introduction to Qualitative Research in Curriculum and Teaching (3 credits)
• ITSF 5000: Methods of Inquiry: Ethnography and Participant Observation (3 credits)
• ITSF 5009: Social Network Analysis (3 credits)
• HUDK 4050: Core Methods in Educational Data Mining (3 credits)
• HUDM 4122: Probability and statistical inference (3 credits)
• HUDM 5122: Applied Regression Analysis (3 credits)
• HUDM 5123: Linear models and experimental design (3 credits)
• Other courses at Teachers College or Columbia University chosen in consultation with advisor

ELECTIVE COURSES (Minimum 15 credits)

• MSTU 5000: Virtual Reality, Augmented Reality, Mixed Reality, and Games as Learning Tools (3 credits)
• MSTU 5013: Theory and Programming of Interactive Media: Part II (3 credits)
• MSTU 5015: Research in Serious Games (3 credits)
• MSTU 5029: Technology Leadership and Schools (3 credits)
• MSTU 6000: Advanced Design of Educational Games (3 credits)
• MSTU 6901: Research and Independent Study in Communication, Computing, and Technology in Education (3 credits)
• Other courses at Teachers College or Columbia University chosen in consultation with advisor

The Ed.D. in Design of Learning Technologies focuses on how technology design intersects with culture, social interaction, and learning. Courses provide extensive exposure to theories of cognition and design, applications of these theories in practice, and deep dives into methodologies used to study designed learning environments.

Students will encounter a wide range of cognitive, social, and design theories, and are encouraged to consider the power, equity, and ethical implications of context and culture in their application across learning spaces and environments. In this degree program, students will have the opportunity to design and study existing and emerging technologies such as artificial intelligence, virtual and augmented reality, the design of toys and digital games, maker education and digital fabrication, and robotics and social pedagogical agents.

Students graduating from the Ed.D. program in Design of Learning Technologies 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 our 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 the Technology, Media and Learning program—a humanism that combines the use of sophisticated technology with humane commitments for guiding purposes.

This is a 75-point doctoral program. Students work closely with faculty advisors to develop a coherent plan of study aligned with their research and professional goals. In addition to coursework, students are expected to demonstrate methodological expertise and theoretical grounding; participate in the wider research community through publications and presentations; and develop and carry out a dissertation that contributes original knowledge to the field.

Formal requirements for the Ed.D. degree are detailed in the Requirements for the Degree of Doctor of Education, which can be obtained from the Teachers College Office of Doctoral Studies (ODS).

Requirements

Doctoral Colloquium: MSTU 6600 (12 points) 

Taken for 3 points per year by all doctoral students in years 1-4

Foundational Knowledge (12 points) 

Students can choose 1 course from each area. All four areas must be represented. 

• Cognitive Issues and Technology
• MSTU 4133 Cognition and Computers
• MSTU 4088 Introduction to Learning Sciences and Educational Technology
• MSTU 5035 Technology and Metacognition
• Social Issues and Technology
• MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
• MSTU 4016 The History of Communication
• MSTU 4020 Social and Communicative Aspects of the Internet
• Cultural Issues and Technology
• MSTU 4028 Technology and Culture
• MSTU 5002 Culture, Media, and Education
• MSTU 5606 Theoretical Approaches to Communication and Culture
• 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
• MSTU 5001 Assessing the Impact of Technology in Schools
• MSTU 5003 MSTU 5003 Theory and Programming of Interactive Media
• MSTU 5027 Tools and Toys for Knowledge Construction
• MSTU 5180 Beyond Bits and Atoms
• MSTU 5181 Beyond Bits and Atoms Lab

Research Methods and Design: (12 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.

• Introductory Quantitative Methods Course (3 points)
• HUDM 4122 Probability and Statistical Inference (Note: HUDM 4120 Basic Concepts in Statistics, does not meet this requirement.)
• HUDK 4050 Core methods in Educational Data Mining
• 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
• MSTU 6100 Digital Research Methods
• Additional non-introductory research methodology class (3 points)
• 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)

Students must complete a minimum of 6 credits, outside of the Technology, Media and Learning Program (i.e., courses with a prefix other than MSTU).

Dissertation Seminar (1 point) 

Students must register for MSTU 7501 Dissertation Seminar in the semester when they are defending their Dissertation Proposal. See also the regulations for MSTU 8900 and the section in the Academic Catalog on continuous registration.

Additional Requirements:

• Two programming courses must be taken. This requirement can be met by taking the two-course Interactive Media programming sequence: MSTU 5003 and 5013 Theory and Programming of Interactive Media I & II
• At least 9 points of MSTU courses
• Other courses chosen in consultation with an advisor
• Complete the doctoral certification process (see explanation later in this section).
• Successfully propose, complete, and defend the doctoral dissertation.

Doctoral Certification Process

The TML program has designed its candidate certification requirements to help prepare students for dissertation work and document that preparedness. The Doctoral Certification Process for TML students has three steps:

1. A Certification Exam that the student answers in writing during the regular certification examination session that the Office of Doctoral Studies schedules each semester. Students take this certification exam at the end of their core coursework (typically in their 2nd or 3rd year of doctoral studies). This is a written, take-home exam, received Friday and submitted by Monday. 
• The first part of the exam consists of a mandatory question that probes students’ foundational knowledge of social, cultural and cognitive approaches to the study of technology and education. The second part of the exam allows students to choose one question out of three possible choices, in accordance with their research interests; this question tests students’ readiness to engage in advanced research work, by asking them to design research studies according to specific scenarios or to apply a research lens to real-world examples. The questions are developed anew every semester by program faculty, by rotation. 
• After the exams are returned, each exam is read and scored by all tenured/tenure-track faculty, who meet as a group to discuss students’ exams. Students’ names are removed from their exam and the exams are then circulated during the meeting of the faculty. The exam is read and discussed and a decision is made about its grade. Exams are rated as High Pass, Pass, or Failure. Students who fail the Certification Exam are able to take it one additional time. If they fail a second time, they may not continue in the program.
2. A Literature Review or critical assessment of scholarship (a paper of around 30 pages, double-spaced) related to the student’s dissertation plans. This represents a head start on the literature review chapter of the dissertation.This paper is approved by the faculty advisor. Approved papers may be posted and generally available to others for future reference.
3. A Certification Pilot Project that would be a smaller scale version of what might be done in the dissertation or a project or pilot study that leads to the dissertation project. Generally, this certification project has three steps, but students should consult with their advisor for specific instructions:
• Write a short project proposal, which the faculty advisor must approve.
• Complete the project;
• Write a project report (around 30 pages), which is approved by the advisor.

When the faculty advisor verifies that the student has completed all three of the steps above, the student is recommended for certification to the Office of Doctoral Studies. 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.

Program formerly titled “Instructional Technology and Media”

The Media, Culture & Society degree programs explore the evolving relationship between communication, media, and education in a digital world. Shaped by emerging technologies, social platforms, and new forms of representation, the field of communication is in constant flux—and this program equips students to engage critically with its impact on education and culture.

Grounded in interdisciplinary theory and social science inquiry, the program examines how media and communication technologies shape cultural practices, educational institutions, and social systems. Areas of emphasis include literacy, social justice, youth development, and teacher education.

The program embraces a broad range of research methods—both qualitative and quantitative—to examine the intersections of communication and education across diverse contexts. It asks: How does education, including schooling and other social systems, transform under the influence of emerging media?

Students are encouraged to:

• Reflect on the historical, cultural, and social impact of a wide range of media;
• Leverage research methods and inquiry frameworks to understand how communication and media practices shape learning;
• Attend closely to both technological tools and human activity, considering how different modes of communication influence the meanings we construct and convey—especially through the diverse digital forms available today.

Graduates of the Ed.D. in Media, Culture & Society pursue a range of careers, including:

• Faculty and research positions in higher education
• Leadership roles in museums, schools, and nonprofits focused on media and learning
• Research and evaluation in educational media and technology
• Design and implementation of media-based learning and civic engagement initiatives
• Policy and advocacy work in government or NGOs

This is a 75-point doctoral program. Students work closely with faculty advisors to develop a coherent plan of study aligned with their research and professional goals. In addition to coursework, students are expected to demonstrate methodological expertise and theoretical grounding; participate in the wider research community through publications and presentations; and develop and carry out a dissertation that contributes original knowledge to the field.

Formal requirements for the Ed.D. degree are detailed in the Requirements for the Degree of Doctor of Education, which can be obtained from the Teachers College Office of Doctoral Studies (ODS).

Requirements

Doctoral Colloquium: MSTU 6600 (12 points) 

Taken for 3 points per year by all doctoral students in years 1-4

Foundational Knowledge (12 points) 

Students can choose 1 course from each area. All four areas must be represented. 

• Cognitive Issues and Technology
• MSTU 4133 Cognition and Computers
• MSTU 4088 Introduction to Learning Sciences and Educational Technology
• MSTU 5035 Technology and Metacognition
• Social Issues and Technology
• MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
• MSTU 4016 The History of Communication
• MSTU 4020 Social and Communicative Aspects of the Internet
• Cultural Issues and Technology
• MSTU 4028 Technology and Culture
• MSTU 5002 Culture, Media, and Education
• MSTU 5606 Theoretical Approaches to Communication and Culture
• 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
• MSTU 5001 Assessing the Impact of Technology in Schools
• MSTU 5003 MSTU 5003 Theory and Programming of Interactive Media
• MSTU 5027 Tools and Toys for Knowledge Construction
• MSTU 5180 Beyond Bits and Atoms
• MSTU 5181 Beyond Bits and Atoms Lab

Research Methods and Design: (12 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.

• Introductory Quantitative Methods Course (3 points)
• HUDM 4122 Probability and Statistical Inference (Note: HUDM 4120 Basic Concepts in Statistics, does not meet this requirement.)
• HUDK 4050 Core methods in Educational Data Mining
• 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
• MSTU 6100 Digital Research Methods
• Additional non-introductory research methodology class (3 points)
• 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)

Students must complete a minimum of 6 credits, outside of the Technology, Media and Learning Program (i.e., courses with a prefix other than MSTU).

Dissertation Seminar (1 point) 

Students must register for MSTU 7501 Dissertation Seminar in the semester when they are defending their Dissertation Proposal. See also the regulations for MSTU 8900 and the section in the Academic Catalog on continuous registration.

Additional Requirements:

• At least 15 points of MSTU courses
• Other courses chosen in consultation with an advisor
• Complete the doctoral certification process (see explanation later in this section).
• Successfully propose, complete, and defend the doctoral dissertation.

Doctoral Certification Process

The TML program has designed its candidate certification requirements to help prepare students for dissertation work and document that preparedness. The Doctoral Certification Process for TML students has three steps:

1. A Certification Exam that the student answers in writing during the regular certification examination session that the Office of Doctoral Studies schedules each semester. Students take this certification exam at the end of their core coursework (typically in their 2nd or 3rd year of doctoral studies). This is a written, take-home exam, received Friday and submitted by Monday. 
• The first part of the exam consists of a mandatory question that probes students’ foundational knowledge of social, cultural and cognitive approaches to the study of technology and education. The second part of the exam allows students to choose one question out of three possible choices, in accordance with their research interests; this question tests students’ readiness to engage in advanced research work, by asking them to design research studies according to specific scenarios or to apply a research lens to real-world examples. The questions are developed anew every semester by program faculty, by rotation. 
• After the exams are returned, each exam is read and scored by all tenured/tenure-track faculty, who meet as a group to discuss students’ exams. Students’ names are removed from their exam and the exams are then circulated during the meeting of the faculty. The exam is read and discussed and a decision is made about its grade. Exams are rated as High Pass, Pass, or Failure. Students who fail the Certification Exam are able to take it one additional time. If they fail a second time, they may not continue in the program.
2. A Literature Review or critical assessment of scholarship (a paper of around 30 pages, double-spaced) related to the student’s dissertation plans. This represents a head start on the literature review chapter of the dissertation.This paper is approved by the faculty advisor. Approved papers may be posted and generally available to others for future reference.
3. A Certification Pilot Project that would be a smaller scale version of what might be done in the dissertation or a project or pilot study that leads to the dissertation project. Generally, this certification project has three steps, but students should consult with their advisor for specific instructions:
• Write a short project proposal, which the faculty advisor must approve.
• Complete the project;
• Write a project report (around 30 pages), which is approved by the advisor.

When the faculty advisor verifies that the student has completed all three of the steps above, the student is recommended for certification to the Office of Doctoral Studies. 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.

Program formerly titled Communication and Education