Instructional Technology and Media MA

Master of Arts in Instructional Technology & Media


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.

A graduate student listens to a student in her cohort.

Admissions Information

Master of Arts

  • Points/Credits: 32
  • Entry Terms: Spring/Summer/Fall

Application Deadlines

  • Spring: November 1
  • Summer/Fall (Priority): January 15
  • Summer/Fall (Final): April 15

Supplemental Application Requirements/Comments

  • None

Course Requirements

Master of Arts in Instructional Technology and Media

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.

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