Admission - Master of Education
General requirements for admission to the Master's Degree in Educational Technology include:
1. A completed application form.
2. Ofﬁcial transcript from all colleges/universities where degrees were previously received.
3. Take the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and earn a score above the 50th percentile; students are exempt from these test requirements if:
- Baccalaureate degree is less than six years old at time of application AND undergraduate cumulative grade point average was at least 2.75 out of 4.00;
- OR Baccalaureate degree is six years old or older at the time of application and your cumulative grade point average was at least 3.00 out of 4.00;
- OR student completes the equivalent of 12 semester hours of Cleveland State University graduate course work (including EDB 601) and receive a grade of B or better in each course.
Students who complete the course requirements for the Master’s Degree in Educational Technology have four exit options.
- Portfolio (no credit)
- Comprehensive Examination (no credit)
- Project (one to six credits)
- Thesis (one to six credits)
The portfolio is a comprehensive document based on technology artifacts submitted during specialization coursework and or/ classroom based technology integration artifacts created by the candidate. The portfolio artifacts are aligned with the ISTE Technology Coach standards. The portfolio option is the choice of most students.
Students are required to complete a 15-hour practicum in a K-12 or higher education or adult education setting.
Comprehensive Examination Option
The written comprehensive examination is prepared, administered, and evaluated by the student’s department. The examination is usually taken in the ﬁnal semester of enrollment. Students must be registered during the semester in which they take the examination and must have ﬁled an application for graduation (see the Application for Graduation section in this Catalog). When the student’s completed examination has been evaluated, the department chair certiﬁes the results to the Associate Dean. Should the student’s comprehensive examination be judged unsatisfactory, the student is permitted to take a second examination. A third examination is not permitted.
Thesis or Project Option
M.Ed. candidates who do not take the comprehensive examination must complete either a project or a thesis as their culminating degree activity. Students must be registered for thesis/project credit each semester (excluding summer unless they are graduating) until the thesis or project is completed.
Thesis or Project Deﬁnitions
Thesis: The thesis must be a written, in-depth, scholarly investigation of a speciﬁc area related to the major emphasis of the student’s program of study. 2. Project: The project is usually a manuscript that documents the application of educational theory to practice and demonstrates capacity for evaluation and synthesis. In some instances other media (e.g., ﬁlm, videotape, program) may constitute the major product, but these must be accompanied by written documenta tion explaining the application, value, and limitations of the product. In all cases a project must include refer ences to related works and must be presented in a form consistent with educational research publications. Students considering the project or thesis options should speak to their advisor and then contact the Education Student Services Center in the College of Education and Human Services [Julka Hall , Room 1401, telephone (216) 687-4625] to request Thesis or Project Option guidelines. Students also should request a copy of the Thesis and Dissertation Format Guidelines from the College of Graduate Studies [Keith Building, Room 1150, telephone (216) 687-9370].
ETE 570 - Technology in Learning Environments: This course provides an introduction to the integration of technology into a variety of instructional models that are applicable across all instructional settings and subject areas. Students will become familiar with underlying research and principles of technology integration and learn to design and create a range of instructional materials as appropriate to their particular instructional area.
ETE 571 - Technological Change and Schools: The course focuses on technological change in society and its impact on schools. It emphasizes the effective integration of technology into teaching and learning. Students will investigate instructional technology tools and environments and critique school technology use and integration.
ETE 573 - Innovation: Projects in Educational Technology: This course is a culminating experience in technology integration. Students extend the knowledge and skills obtained in core prerequisites to create a major technology innovation project, create a portfolio consistent with ISTE technology coach standards, learn technology grant writing techniques and conduct educational technology professional development.
ETE 595 - Current Topics and Research in Educational Technology: An advanced experience in educational technology, ETE 595 presents current research and applications in educational technology. The topics vary by semester. ETE 595 may be taken more than once with the permission of the instructor provided the course content is different.
ETE 690 - Designing Online Instruction: In this course, students learn an applied framework for developing web-based instructional activities and online courses. Students learn technologies supportive of eLearning and engage in experiences to develop pedagogically sound instructional materials to be delivered online. Four components of development (1. course organization; 2. tool selection; 3. units of instruction; and 4. content selection and creation) are explored. This course is intended for K-12 teachers, adult educators who have experience teaching in higher education, and those interested in training and professional development for the corporate sector.
ETE 691 - eLearning Tools and Techniques: This course focuses on design, delivery and assessment of online learning and instruction in K-12, higher education and adult learning. A hands-on approach and research-based practice will provide a basis for understanding the pedagogy of online learning in creating an effective teaching and learning environment.
EDB 455/555 - Instructional Design: This course provides a theoretical foundation for instructional design principles and models intended to lead to the development of speciﬁc skills. Emerging trends in the ﬁeld are investigated by means of learning research, technological innovation in education, psychology of online learning, pedagogy in virtual learning environments, assessment for learning, etc.
- ETE 455/555 Instructional Design (3 credits)
- ETE 570 Technology in Learning Environments (3 credits)
- ETE 571 Technological Change and Schools (3 credits)
- ETE 690 Designing Online Instruction (3 credits)
- ETE 571 Technological Change and Schools (3 credits)
- ETE 572 Advancements in Educational Technology (3 credits)
- ETE 573 Innovation: Projects in Educational Technology (3 credits) (pre-requisite: ETE 570)
- ETE 691 eLearning Tools and Techniques (3 credits) (pre-requisite: ETE 690)
- ETE 570 Technology in Learning Environments (3 credits) (6W2)
- ETE 572 Advancements in Educational Technology (3 credits) (6W1)
- ETE 573 Innovation: Projects in Educational Technology (3 credits) (pre-requisite: ETE 570) (6W1)
- ETE 595 Current Topics and Research in Educational Technology (3 credits) (6W2)