ONLINE certificate DEGREE
ONLINE certificate DEGREE
Approximate Program Length
Cost per Credit
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Register by: Jun 21, 2023
Evaluate various media and technology to determine implementation and integration into learning organizations.
Explore areas around technology, curriculum design, and instructional leadership to inform change with their organizations.
You’ll need 15 credits to complete this Post Master’s Certificate in Educational Technology.
The Post Master’s Certificate in Educational Technology includes 5 core courses, in topics ranging from technology leadership and research to instructional media and design techniques.
Here’s where you’ll pick up the bulk of your program-specific knowledge. By the time you finish these courses, you should have the confidence and skills needed in this field.
In this course, students analyze the impact of change on the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating faculty, staff, and students, and creating dynamic learning environments. Leading change in learning environments and also counterbalancing resistance to change for faculty, staff, and students are addressed. The importance of fostering faculty development and building professional learning communities are of special focus. Competency A: Examine the frameworks of change, current change theories, historical progression of change models, and influences on change within contemporary organizations Competency B: Analyze strategies that influence data-driven change processes within an educational organization. Competency C: Analyze curriculum structure, articulation, and alignment critically throughout the educational continuum. Competency D: Evaluate the effectiveness of curriculum, instruction, and assessment in instructional programs for contemporary organizations. Competency E: Formulate change management plans to improve identified issues within curriculum.
This course explores research on learning with technology. Focal areas include learner control, media preference, motivation, collaborative learning, and computer-mediated communication. Learners formulate conclusions based on refereed studies oneffective research and learner success.
This course examines various types of technologies used in the development of instructional projects. Students explore the principles of instructional media design and their applications in content delivery, differentiating instruction, improving student engagement, and enhancing student learning. An emphasis is placed on identifying appropriate media formats and emerging technologies that are purposeful in facilitating learning in multiple environments.
This course enables students to develop strategies for effective and appropriate leadership, and management for instructional technology projects. Technology selection, vendor selection, maintenance, and the needs of stakeholders are explored in an effort to address present and future organizational learning needs. A running theme of this course is system solutions for technology integration that meets the instructional needs of diverse organizations. A focus of this course is balancing the competing needs of emerging technology integration, stakeholders, and organizational constraints in a learning environment. Competencies: Competency A: Evaluate research-based innovative strategies and content-delivery tools for technology integration. Competency B: Analyze the needs of stakeholders in technology integration. Competency C: Analyze project management and system solutions for instructional technology projects based on meeting the needs of stakeholders, feasibility, cost-effectiveness, and return on investment. Competency D: Analyze contemporary technologies and their applications within instructional organizations. Competency E: Examine the patterns of traditional use, current issues, and emergent trends of digital technology in learning and development. Competency F: Analyze professional development and training initiatives in technology integration projects for relevant stakeholders. Competency G: Examine the role of leadership in balancing the priorities of technology integration and organizational constraints.
This course enhances the leadership skills and styles of educational technology leaders to promote success in evolving educational organizations. Students examine leading change through leveraging technology in educational organizations. Methods to lead technological change, manage the procurement process, and counteract resistance to technological changes are addressed. The importance of creating a standardized process and language for the integration of technology is of special focus. Benefits of technology and how they influence the strategic road map for the institution are also explored. Competency A: Evaluate the role of leadership in technological change. Competency B: Examine change theories and how they are utilized within an educational setting. Competency C: Apply change management strategies to technological decision making. Competency D: Analyze strategies that influence the change process within an educational organization. Competency E: Propose new processes for technological change based on existing change models in an educational setting.
Attend class whenever it fits your life, day or night because our online classroom is available 24/7/365. Your academic counselor will help schedule your courses for a Post Master’s Certificate in Educational Technology.
The Post Master’s Certificate in Educational Technology (CERT/D-ET) will prepare students to become education leaders who strategically manage and lead processes related to the integration of technology in various learning environments. The CERT/D-ET does not lead to teacher licensure or any other professional licensure or certification.
A CERT-D-ET can prepare you to be a:
According to the Bureau of Labor Statistics, job growth for instructional coordinators is projected to be as fast as average between 2021 to 2031.
BLS projections are not specific to University of Phoenix students or graduates.
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Bureau of Labor Statistics (BLS) projections are not specific to University of Phoenix students or graduates.