Master of Arts in Education, major in Educational Technology

(Thesis Program, MAEDTECH)

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.

PROGRAM LEARNING OUTCOMES

Graduates of Master of Arts in Education, major in Educational Technology are expected to possess the following Lasallian attributes, namely:

ELGA1: Critical and Creative Thinker

  • Develop critical perspective in applying the concepts and theories, issues and concerns related to educational technology as well as to promote strategic and innovative orientation in the workplace
  • Respond to emerging trends in the society with the aim of renewing and transforming the institution

ELGA2: Effective Communicator

  • Build trusting and collaborative relationships with internal and external stakeholders.
  • Effectively communicates reasoned decision-making utilizing multimodal communication tools

ELGA3: Reflective Lifelong Learner

  • Engage in critical reflection necessary to understand the dynamics of digital and organizational transformation
  • Apply new ways of thinking to contextualize the theories and ideas into actual school situations

ELGA4: Service-Driven Citizen

  • Develop programs and projects in resource-challenged institutions and communities
  • Employ evidence-based research and practice in developing appropriate policies, programs and procedures related to leadership and management of educational technology

ELGA5: Innovator and Constant Seeker of Improvement

  • Design, develop, implement, and evaluate methods, strategies and technologies to innovate and improve curriculum and instruction as well as professional development programs

ADMISSION REQUIREMENTS

Admission to programs offered by the Department of Educational Leadership and Management  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 educational leadership based on results of interview
  • Qualifying examination in stat is required

PROGRAM REQUIREMENTS

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 the admission subject test to be exempted

COURSE REQUIREMENTS

Basic/Foundation Courses  9 units (+ 1)
Major Courses 15 units
Cognate/Elective Courses  6 units
Written Comprehensive Examination  0 units
Research Publication*  0 units
Thesis Writing  6 units
Total 36 units (+ 1)

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

*The student must have at least one publication in a refereed journal. The publication date must be within the student’s residency in the program. The published article should bear the name of De La Salle University as the student’s institutional affiliation.

 

BASIC/FOUNDATION COURSES (9 units + 1)

EDT720M   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 artifacts.

ELM 510M   EDUCATIONAL STATISTICS (3 units)
The course deals with general concepts of statistical methods of educational managers: descriptive statistics, normal distribution, estimation/sampling theory, hypothesis testing, correlation/regression theory, analysis of variance, analysis of covariance, non-parametric tests, and application of computers to statistics. Knowledge of basic statistics is a prerequisite. 

ELM520M   METHODS OF RESEARCH (3 units)
This course deals with the study of the fundamentals of research designs, types of research, techniques and procedures for data-gathering, analysis and interpretation. 

EDM535M.  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.

 

MAJOR COURSES (15 units)

EDT721M   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.

EDT722M   INSTRUCTIONAL SYSTEMS DESIGN  (3 units)
The course provides a comprehensive understanding of the various pedagogical theories and principles and their application in instructional design. Specifically, it covers the stages of the instructional process from the analysis of the learning environment to the specification of outcome-based objectives consequently the implementation of the blended activities, and monitoring and evaluation of student performance. 

EDT723M   ONLINE AND BLENDED LEARNING  (3 units)
The course provides a comprehensive understanding on the theory and practice of a totally online environment and/or the combination of face-to-face traditional approach with technology-mediated instruction for learning, teaching, and training. It also guides the learner in the analysis, design, development, implementation and evaluation of learning systems utilizing digital technologies.

EDT724M   MEDIA AND INFORMATION LITERACY AND EMPOWERMENT TECHNOLOGY  (3 units)
The media and information literacy introduces the learners to the comprehensive understanding of media and information as channels of communication and tools of development of individuals and societies and empowerment technology provides comprehensive understanding on information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the professional tracks. The course adapts the Department of Education Senior High School Technology courses and aims to develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information.

EDT725M   MANAGEMENT OF EDUCATIONAL TECHNOLOGY PROGRAM  (3 units)
The course centers on management theories, principles and practices on the effective and efficient management of educational technology programs in learning institutions and other related organizations.  It also provides comprehensive understanding on the planning, organizing, implementing, managing and assessing technology programs. It also prepares the students to exercise technology leadership in their respective organizations.

 

Cognate/Elective Courses (6 units)

EDT726M   EMERGENT EDUCATIONAL TECHNOLOGIES  (3 units)
The course provides the student with the comprehensive knowledge and tools necessary to identify the potential benefits and challenges of emergent technologies and evaluate the feasibility consequently its impact in integrating it into learning, teaching and training. It would also provide students with the platform to design and produce their own innovative emergent technology based on empirical research, current and future trends, cost benefit analysis, and potential for education.

EDT727M SEMINAR ON THESIS WRITING ON EDUCATIONAL TECHNOLOGY (3 units)

 

CONTENT-BASED ELECTIVE COURSE (3 units)

  • Any course in their content area that they want to concentrate on
  • Any courses that could have a direct contribution on their thesis
  • Any course that has a direct link with EdTech (CS, Multimedia Courses, others)
  • Students can opt to have two 3-unit (6 units) courses in the same or different department

 

Written Comprehensive Examination

Written Comprehensive Examination (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 in withdrawal from the program.

 

Thesis Writing (6 units)

EDM851M   THESIS WRITING (6 units)
It involves the development of a research topic, presenting topic, presenting the thesis proposal, conducting the study, and presenting the results and oral defense.

 

Research Publication

ELM525M   RESEARCH PUBLICATION IN A REFEREED JOURNAL