Instructional Technology M.S.

Degree: Master of Science
https://www.towson.edu/coe/departments/edtech/grad/instructiontechms/

Program Director: Dr. Liyan Song (Educational Technology concentration)
Phone: 410-704-5751
Email: lsong@towson.edu 

Program Director: Dr. Qijie Cai (Instructional Design & Development concentration)
Phone: 410-704-2545
Email: qcai@towson.edu

Program Director: Dr. David Robinson (School Library Media concentration)
Phone: 410-704-6301
Email: derobinson@towson.edu

The Master of Science degree in Instructional Technology is an applied professional program that helps to educate leaders in three technology fields: training and development, school library media, and educational computing and media.

The Instructional Technology graduate program is intended for both current professionals in the fields of media, design, computing, education and libraries as well as those who are seeking advanced degrees and an upgrade in their skills and knowledge base related to technology. The program is hands-on and practical with a considerable focus of most courses being inventive and authentic learning projects.

Students select one of three concentrations. The first, Instructional Design and Development, offers a flexible program of study designed to develop instructional design and media-related competencies for those who wish to work in training or instructional settings in business, industry, government, the military or medical education. The second, School Library Media, meets the Maryland State Department of Education requirements for the Library Media Specialist Certification and is designed for students who wish to serve as directors of school library centers. The third, Educational Technology, is designed for those who wish to integrate technology into classroom teaching or to coordinate the planning and integration of educational technologies at the school, district or state level.

The program is most often completed by students on a part-time basis, although full-time study is encouraged. A majority of the graduate students in the Instructional Technology program are full-time working professionals who take classes in the late afternoon or early evening. Professionals seeking to advance or change careers comprise a substantial portion of the student population in the Instructional Technology program. These include students who intend to become school library media specialists, industry training specialists and leaders in educational computing and technology.

Please note that only one degree in Instructional Technology can be awarded; students who complete more than one concentration in Instructional Technology will earn only one degree.

This program is approved to be offered fully online.

Admission Requirements

  • A minimum undergraduate GPA of 3.00 for full admission and 2.75 for conditional admission. All GPA calculations for admission are based upon the last 60 units of undergraduate and post-baccalaureate study.
  • Technological literacy including the ability to use application programs is a necessary background requirement for Concentrations I, II and III.

Non-immigrant International Students

Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.

Admission Procedures: See additional information regarding Graduate Admission policies and International Graduate Application online.

**See Exceptions to Policy in Graduate Admissions.

Instructional Design and Development Concentration Requirements

Prerequisites: None.

Thesis Option (minimum 36 units)

Level I: Core Sequence
EDUC 605INFORMING EDUCATIONAL PRACTICE TO EFFECT CHANGE3
ISTC 541FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN3
ISTC 663INTRODUCTION TO LEARNING SCIENCES3
ISTC 667INSTRUCTIONAL DESIGN AND DEVELOPMENT3
Level II: Elective Sequence
HRD elective is required3
Individually selected elective at the 600-700 level3
Level III: Advanced Sequence
ISTC 655DEVELOPING DIGITAL MULTIMEDIA MATERIALS FOR LEARNING DESIGN3
ISTC 685RESEARCH IN INSTRUCTIONAL TECHNOLOGY3
ISTC 767ADVANCED INSTRUCTIONAL DESIGN AND DEVELOPMENT3
ISTC 787INSTRUCTIONAL TECHNOLOGY CAPSTONE3
ISTC 897INSTRUCTIONAL TECHNOLOGY THESIS6
Total Units36

Non-Thesis Option (minimum 36 units)

Level I: Core Sequence
EDUC 605INFORMING EDUCATIONAL PRACTICE TO EFFECT CHANGE3
ISTC 541FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN3
ISTC 663INTRODUCTION TO LEARNING SCIENCES3
ISTC 667INSTRUCTIONAL DESIGN AND DEVELOPMENT3
Level II: Elective Sequence
HRD elective is required3
Individually selected elective units at the 600-700 level 9
Level III: Advanced Sequence
ISTC 655DEVELOPING DIGITAL MULTIMEDIA MATERIALS FOR LEARNING DESIGN3
ISTC 685RESEARCH IN INSTRUCTIONAL TECHNOLOGY3
ISTC 767ADVANCED INSTRUCTIONAL DESIGN AND DEVELOPMENT3
ISTC 787INSTRUCTIONAL TECHNOLOGY CAPSTONE3
Total Units36

School Library Media Concentration Requirements

Prerequisites: Completion of the following courses or their equivalents:

SCED 200FOUNDATIONS OF EDUCATION3
ISTC 301/501INTEGRATING INSTRUCTIONAL TECHNOLOGY3
PSYC 201EDUCATIONAL PSYCHOLOGY3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3

Thesis Option (minimum 36 units)

Level I
ISTC 615COLLECTION DEVELOPMENT3
ISTC 653THE ORGANIZATION OF KNOWLEDGE3
ISTC 667INSTRUCTIONAL DESIGN AND DEVELOPMENT3
Level II
EDUC 717CHILDREN'S LITERATURE AND OTHER MATERIALS FOR TEACHING READING3
ISTC 541FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN3
ISTC 651INFORMATION LITERACY AND ACCESS3
ISTC 702EDUCATIONAL LEADERSHIP AND TECHNOLOGY3
SCED 518YOUNG ADULT LITERATURE3
Level III
ISTC 601SCHOOL LIBRARY MEDIA ADMINISTRATION3
ISTC 789PRACTICUM AND PORTFOLIO IN SCHOOL LIBRARY MEDIA3
ISTC 897INSTRUCTIONAL TECHNOLOGY THESIS6
Total Units36

Non-Thesis Option (minimum 36 units)

Level I
ISTC 615COLLECTION DEVELOPMENT3
ISTC 653THE ORGANIZATION OF KNOWLEDGE3
ISTC 667INSTRUCTIONAL DESIGN AND DEVELOPMENT3
Level II
EDUC 717CHILDREN'S LITERATURE AND OTHER MATERIALS FOR TEACHING READING3
ISTC 541FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN3
ISTC 651INFORMATION LITERACY AND ACCESS3
ISTC 702EDUCATIONAL LEADERSHIP AND TECHNOLOGY3
SCED 518YOUNG ADULT LITERATURE3
Level III
ISTC 601SCHOOL LIBRARY MEDIA ADMINISTRATION3
ISTC 789PRACTICUM AND PORTFOLIO IN SCHOOL LIBRARY MEDIA3
ISTC 685RESEARCH IN INSTRUCTIONAL TECHNOLOGY3
Individually selected elective units at the 600-700 level3
Total Units36

Educational Technology Concentration Requirements

Prerequisite: Maryland State Department of Education certification as a classroom teacher, administrator or specialist.

Degree Requirements (minimum 36 units)

Level I: Core Sequence
EDUC 605INFORMING EDUCATIONAL PRACTICE TO EFFECT CHANGE3
ISTC 541FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN3
ISTC 663INTRODUCTION TO LEARNING SCIENCES3
ISTC 667INSTRUCTIONAL DESIGN AND DEVELOPMENT3
Level II: Elective Sequence
Individually selected elective units at the 600-700 level9
Level III: Advanced Sequence
ISTC 603FOUNDATIONS OF DISTANCE EDUCATION3
ISTC 685RESEARCH IN INSTRUCTIONAL TECHNOLOGY3
ISTC 702EDUCATIONAL LEADERSHIP AND TECHNOLOGY3
ISTC 731THEORY AND PRACTICE FOR INTEGRATING DIGITAL RESOURCES INTO LEARNING AND TEACHING3
ISTC 787INSTRUCTIONAL TECHNOLOGY CAPSTONE3
Total Units36

ALA/AASL/CAEP School Librarian Preparation Standards (2019)

These standards apply to the candidates preparing to develop and manage school library and information services:

Standard 1: The Learner and Learning

Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development. Candidates promote cultural competence and respect for inclusiveness. Candidates integrate the National School Library Standards considering learner development, diversity, and differences while fostering a positive learning environment. Candidates impact student learning so that all learners are prepared for college, career, and life.

Standard 2: Planning for Instruction

Candidates in school librarian preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction. Candidates design culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning. Candidates guide learners to reflect on their learning growth and their ethical use of information. Candidates use data and information to reflect on and revise the effectiveness of their instruction.

Standard 3: Knowledge and Application of Content

Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies. Candidates use their pedagogical skills to actively engage learners in the critical-thinking and inquiry process. Candidates use a variety of strategies to foster the development of ethical digital citizens and motivated readers.

Standard 4: Organization and Access

Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.

Standard 5: Leadership, Advocacy, and Professional Responsibility

Candidates in school librarian preparation programs are actively engaged in leadership, collaboration, advocacy, and professional networking. Candidates participate in and lead ongoing professional learning. Candidates advocate for effective school libraries to benefit all learners. Candidates conduct themselves according to the ethical principles of the library and information profession.