Technology Specialist MA Initial

Master of Arts, Educational Technology Specialist

For pre-service teachers seeking initial K-12 certification.


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.



A graduate student listens to a student in her cohort.

Admissions Information

Master of Arts

  • Points/Credits: 38
  • Entry Terms: Spring/Summer/Fall

Certification

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

Application Deadlines

  • Spring: November 1
  • Summer/Fall (Priority): January 15
  • Summer/Fall (Final): Rolling
* For details about rolling deadlines, visit our admission deadlines page.

Supplemental Application Requirements/Comments

  • GRE General Test
  • Applicant will be contacted to schedule an interview when application is complete

Course Requirements

Master of Arts in Educational Technology Specialist: For Non-certified Teachers

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 of 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 I

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 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.

Back to skip to quick links