Master of Science in Emergent Technologies in Education


Program description

Master of Science in Emergent Technologies in Education

The Master of Science in Emergent Technologies in Education graduate program at MUST University provides participants with technological knowledge and skills to create effective school district technology plans, to develop training programs for classroom professors in the use of technology, to promote organizational change through technology, to manage technology resources and personnel in a school setting, and to apply their technical skills and knowledge to identify and utilize technological resources appropriately for the needs of the schools, school districts, and similar educational organizations. All the required courses address these technology needs of schools.

Program Breakdown

Effective design and development of multimedia material to promote optional
interactivity, performance, and motivation. Evaluation of educational multimedia
products, design and development of original software, and examination of
research on electronic learning.

Design of instructional delivery via the Internet based on a study of the range of Internet-student/interactions, application of appropriate learning strategies, the
potential of recent developments in the design/development of instruction,
advanced topics in multimedia design

Rationale for the use of and critical analysis of various types of distance learning
technologies. Current transmission options for distance learning. Instructional
strategies for teaching using distance technologies.

Identification of developmental theories in social and cognitive psychology, focusing
on the characteristics of development, the nature of learning, the social influence
on development and learning, and the foundation provided by these theories for
the design of instructional multimedia programs

Instructional design theories and models in technology; application of design
principles in the evaluation and creation of instructional materials including text;
professor-mediated instruction in multimedia.

History of creative innovation and its effects on educational culture and thought.
Critical examination of current innovative technologies for instruction at all levels,
pre-school through professional. Strategies for instructional technology planning

Current developments in cognitive science related to instructional technology.
Human brain organization, the influence of environment upon memory and
problem solving, how these issues can provide a foundation for progressive
educational technology leaders

General and specific knowledge and skills appropriate for beginning professors.
Hardware and software terminology, operation, troubleshooting, record
management, e-mail, collaborative tools, copyright, privacy, security, and safety
issues. Relevance for K-12 student learning.

This course aims to integrate the fields of innovation and entrepreneurship, unifying
their study and practice. The course analyzes and synthesizes the main theories and
research on innovation and entrepreneurship and applies them in broad and
contemporary contexts, such as public and private services, technologies and
emerging economies, sustainability and development, creation and capture of

This course aims to demonstrate how educators who engage with today's students
appreciate the impact digital media has on the lives of our younger generations.
Learners of today consume, create, and publish multimedia content continuously,
using a variety of devices such as cell phones, tablets, and computers. Today's
educators must learn to harness the enthusiasm students have for digital media
(content that uses a combination of text, images, audio, animation, and video) into
daily lessons in order to enhance student interest, engagement, motivation, and
achievement in classroom environments. This course addresses these vital
considerations, thereby empowering teachers and students to benefit from the
application of digital media in their classrooms, both as a compelling assessment
tool and as an engaging teaching strategy

While Active Learning Classrooms, or ALCs, offer rich new environments for
learning, they present many new challenges to faculty because, among other things,
they eliminate the room’s central focal point and disrupt the conventional seating
plan to which faculty and students have become accustomed. This course adresses
how can instructors mitigate the apparent lack of a central focal point in the space,
what types of learning activities work well in the ALCs and take advantage of the
affordances of the room, how can teachers address familiar classroom-management
challenges in these unfamiliar spaces, how they balance group learning with the
needs of the larger class and how can instructors evaluate the effectiveness of their
teaching in these spaces.

Development of a product (teaching project, implementation plan, program
evaluation proposal), which is identified in the research course and summarized in a
written abstract. Both the project and the abstract are submitted to the Capstone
faculty Committee, which specify their formats.

Program Objective

Students graduating with a Master of Science in Emergent Technologies in Education will be able to:

• Identify, describe, and evaluate a variety of factors that influence integration of technology into
K-12 curricula in public schools;

• Design and develop a variety of technology-based projects and utilize the projects in their
courses to write a comprehensive review of e-learning topics that relate to education as well as
the industry;

• Propose and complete a research project investigating a topic of professional interest as it relates
to education and technology; 

• Develop an in-depth understanding of current issues in technology and education in one of the
following related to technology topics: e-learning, planning and change; Web development.

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