Master of Arts in Education Major in Educational Technology

Awarding Institution

De La Salle University

College / School

Andrew Gonzalez College of Education

Program accredited by / assessed by

Granted 5-year accreditation by the

Philippine Association of Schools, Colleges and Universities (PAASCU) from 2009-2014

Recognized Level III status by the Federation of Accrediting Agencies of the Philippines (FAAP)

Name of the Final Awards

Master of Arts in Education, major in Educational Technology

Program Title

Master of Arts in Education, major in Educational Technology

Program Rationale

The Master of Arts in Education major in Educational Technology Program is revitalized with the following purpose:

To be more responsive to the continuously evolving local and global landscape of education and technology;
To respond to the need of Media Information Literacy (MIL) and Empowerment Technologies (eTech) experts in the K-12 Basic Education Program of the Department of Education;
To provide a viable program vis-a-vis CHED’s communique that EdTech as one of the most enrolled courses for 2015-2018;
To include other professionals (aside from teachers) who would be pursuing a graduate study in the field of EdTech;
To reinforce the La Sallian values for technology-mediated learning; lifelong learning and service to humanity;
To reinforce the ELMD mission-vision in providing programs that are relevant, innovative, socially sensitive, community responsive, and technology enable.
To produce competent, globally competitive, ethical, pro-active and service-oriented educational leaders.

Program Objectives

The program provides students with knowledge, competencies, values, and skills in the study and practice in the analysis, design, development, utilization, management, monitoring and evaluation of technological processes and resources for learning, teaching and training. In addition, the program envisions an educational technology graduate who would be leaders in academic institutions, business organizations and related fields.

At the end of their course work, students are required to write and defend a thesis that would enhance the practice and contribute new knowledge in the field of educational technology.

Expected Learning Outcomes of the Program (PO)
The Expected Lasallian Graduate Attributes (ELGAs) are the Desired Learning Results That Demonstrates Higher Order Thinking Skills – A Lasallian who:

ELGA1: Critical and Creative Thinker

PO1 Understand and apply the concepts and theories, issues and concerns related to educational technologyPO2 Construct and apply knowledge and concept theories to promote sound financial management strategies and policies and creative strategic and innovative orientation in the workplacePO3 Design, implement and evaluate methods, strategies and technologies to innovate and improve instructional programs based on applicable curriculum and supervisory modelsPO4 Respond to the differences of the relationships among cultures emerging in the society aimed to renew and change the institution

ELG2: Effective Communicator

PO5 Communicate effectively and appreciate the significance of curriculum and strategic planning, instructional supervision, innovation and legal aspects in decision making towards organizational developmentPO6 Enhance the promotion of creativity and innovation in technology towards academic achievement of students, progressive professional development of faculty and relevant improvement of programs.

ELGA3: Reflective Lifelong Learner

PO7 Grow in awareness and critical understanding of the dynamics involved as educational institutions face the challenges and demands of the institutions

PO8 Provide experiences to immerse into the organizational transformation of practices to contextualize the theories and ideas into actual school situations.

ELGA4: Service-Driven Citizen

PO9 Develop programs and projects in the institutions that incorporate the values of sensitivity on diversity, peace, tolerance, and compassion with integrity and empathy

PO10 Gain insights from meaningful research and practice in developing appropriate policies, programs and procedures related to leadership and management of educational technology.

Program Structure

Prerequisite Courses

Assessment during Application Period
12 units of Professional Education Courses for Non- Teacher Education Graduates (LET passers are exempted)
English (ENG501M / ENG502M and/ or ENGFO1M/ ENGFO2M) – must pass the admission essay test to be exempted
Basic Statistics (EDM5202)- must pass admission subject test to be exempted

Course Distribution

Basic Courses	9 units (+ 1)
Major Courses	15 units
Cognate / Elective Courses	6 units
Written Comprehensive Exams
Thesis Writing	6 units
TOTAL	36 units

Additional six (6) units of Advanced Technical Reading and Writing 1 and 2 will be required for applicants with a average score and below in the essay part of the entrance examination.

Basic Courses (9 + 1 units)

EDT 720M Foundations of Educational Technology	3 units
ELM 510M Educational Statistics	3 units
ELM 520M Methods of Research	3 units
EDM 535M Lasallian Philosophy of Education	(1 unit)

Major Courses (15 units)

EDT 721M Multimedia Applications for Education	3 units
EDT 722M Instructional Systems Design	3 units
EDT 723M Online and Blended Learning	3 units
EDT 724M Media and Information Literacy and Empowerment Technology	3 units
EDT 725M Management of Educational Technology	3 units

Cognate / Elective Course (6 units)

EDT 726M Emergent Educational Technologies	3 units
EDT 727M Seminar on Thesis Writing on Educational Technology	3 units
Content-based Elective Course	3 units

Content-based elective courses could be taken in area of interest of the student. There are also courses in line with EdTech in the MA Programs of Computer Science, Multimedia Studies, and others that could be taken as elective.

Written Comprehensive Exams

Written Comprehensive Exams (WCE) is required for all students who have finished the required 30 academic units of the MAEDTECH program. The purpose of the WCE is to assess and evaluate the student’s knowledge, skills and values in educational technology theories, practices, processes, models and applications. Students who passed the exams (2.0 and higher) will be allowed to complete the remaining program requirements. Students who failed the first time would be given the chance to retake WCE. Students who failed the second time would be required to audit courses (maximum of six units) before retaking the WCE. Failing for the third time would result to withdrawal from the program.

Thesis Writing (6 units)

Admission Requirements

Admission to programs offered by the Educational Leadership and Management Department is on a selective basis. In general, only those students who can profit from graduate work and are able to successfully comply with prescribed requirements for admission shall be considered.

The following factors are considered in the admission process:

GPA of at least 85% in the Bachelor’s Degree
Entrance exam results
Potential for graduate work and leadership based on results of interview
Proposed research topic / objective validated by Panel of Experts

Retention Requirements

MAEdTech students must not incur two 0.0’s to stay in the program (Sec. 19.15). Courses for which students incurred grades below 2.0 must be repeated (Sec. 19.6.2). A grade of INC (incomplete) becomes W (Withdrawn) after one term of non-completion (Sec.19.6.3).

The Course Flow Chart

Teaching and Learning Assessment Strategies

The thesis program of Master of Arts in Education major in Educational Technology is taught in a hybrid environment which combines face-to-face traditional approach with technology mediated instruction which would give the students the experiential learning in essence of what they are mastering. It employs teaching and learning assessment strategies appropriate for adult learning either in a platform that is blended, online, flipped, rotation, flex, lab, driver, self-blend, and others. It It also aims to be a paperless course.

Hybrid classes are held on regular 14-week schedules and the modality combines lecture-discussion-presentation, literature review, case analysis, framework design, field work, community immersion, research colloquium, and others in either individual, dyad, triad or group work mode. Every meeting, students are given pre-assigned resources and a seminar-type of instruction is employed where the professor serves as a facilitator of learning.

Assessment strategies vary from reflective journals, service learning outcomes, integrative papers, and others. The course would have the following outputs: ePortfolio, multimedia application for education, blended lesson plan, a course implementation in learning mangement system , edtech teaching /student guide, edtech strategic plan for their respective institution, emergent edtech prototype, and others. Students are also highly encouraged in making oral presentations in their respective institution or in a national /international conference. Students are expected to bring their own device (BYOD).

At the end of the coursework the student must pass the Written Comprehensive Examinations (WCE) in all the areas of Foundations of Educational Technology, Multimedia Applications for Education, Media and Information Literacy, Empowerment Technology, Instructional Systems Design, Online and Blended Learning, and Management of Educational Technology.

Also integral in the assessment strategies of the program is the requirement for the student to be actively involved in the dissemination of his/her work as a scholar and graduate student. A Master’s student may do any of the following:

1. - Attend / disseminate scholarsly work in local /internatioal conferences /seminars.
  - Publish scholarly work in a journal in local /international publication
  - Disseminate research in their institution / organization /others.

Course Description

Basic / Foundation Courses

ELM 510M Educational Statistics (3 units)

The course deals with general concepts of statistical methods as applied in education. Topics for discussion include: descriptive statistics, normal distribution, estimation/sampling theory, hypothesis testing, correlation/regression theory, analysis of variance, analysis of covariance, non-parametric statistics, and application of computers to statistics.

Prerequisite: Basic Statistics or passing the Statistics qualifying exams

Output: Research Paper

ELM 520M Methods of Research (3 units)

The course deals with the fundamentals of research designs, types of research techniques and procedures for data gathering, analysis and interpretation

Prerequisite: ELM 510M Educational Statistics

Output: Research Paper

EDM 535M Lasallian Philosophy of Education (1 unit)

The course helps students to acquire an understanding of St. John Baptist de La Salle’s life, work, writings and charism in order for the student to make De La Salle’s spirit come alive in contemporary education.

Prerequisite: none

EDT 720M Foundations of Educational Technology (3 units)

The course provides a comprehensive overview of the philosophical, socio-cultural, ethical, empirical and standard-based study and practice of educational technology. It also focuses on resources, processes and assessments of the integration of technology into learning, teaching, and training. Moreover, it envisions students to be curators, creators and assessors of effective and efficient educational technology artefacts.

Prerequisite: none

Suggested Output: ePortfolio

Major Courses

EDT 721M Multimedia Applications for Education (3 units)

The course provides comprehensive understanding on the use, evaluation and production of multimedia resources for learning, teaching and learning. It also discusses the different types of instructional resources: people, text, audio, motion, manipulatives, and multimedia vis-à-vis media, technology, and information literacies.