Part time Master's Degree in Digital Technology

See Part time Masters Programs in Digital Technology 2017

A masters is the first level of graduate coursework and can be obtained after you receive a bachelor’s degree. Earning a masters usually requires two years of full-time study, which amounts to 36 to 54 semester credits.

 

Nearly everywhere one turns, digital technology is to be found. It runs much of our lives, and many organizations and operations could not function without it. To continuously support these tools, devices and applications, specialists concentrate on effective design, development and implementation.

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Master In Education Sciences - Educational Technology

University of Nicosia
Online Part time 3 semesters September 2017 Cyprus Nicosia

The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. On the other, the program aims at fostering research skills through (a) the monitoring of specific quantitative and qualitative research courses, (b) small scale investigations in the various courses and / or drafting Master Thesis, and (c) participation in seminars / conferences research content. [+]

Best Part time Masters in Digital Technology 2017. Duration (years): 3 semesters Qualification Awarded: Education Sciences: Educational Technology (MEd, 3 semesters) Level of Qualification: 2nd cycle (Masters Degree) Language of Instruction: Greek Mode of Study: Full and part-time Minimum Credits: 30 Minimum ECTS Credits: 90 Profile of the Programme: 7.1 Purpose The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. On the other, the program aims at fostering research skills through (a) the monitoring of specific quantitative and qualitative research courses, (b) small scale investigations in the various courses and / or drafting Master Thesis, and (c) participation in seminars / conferences research content. In general, the overall aim of the program is to help the student to become an independent thinker and scientist educator. 7.2 Objectives To prepare teachers who will be able to apply modern design approaches to teaching through the use of educational technology. Apply in practice the results of research and innovations related to the use of technology in the teaching program. Promote and / or identify teaching means for the design of teaching and to inform other teachers. Monitor research results and trends in educational technology. Assume the same action-research and communicate the results of their research efforts in the educational community. To act as agents of change in their professional environment. Career Prospects: Graduates of the program have the following options: 9.1 To seek management position at school level (eg Manager, Assistant Manager) and / or the Ministry of Education and Culture (eg Inspector). 9.2 To work as trainers at the Pedagogical Institute. 9.3 Understand academic position at a higher education institution. Access to Further Studies: Graduates of the program can pursue doctoral studies. [-]

MEd Educational Technology

University of Nairobi
Campus 2 years January 2017 Kenya Nairobi

To meet the ever rising demand for Educational Technologists, the Department of Educational Communication and Technology has developed a Master of Education in Educational Technology. [+]

To meet the ever rising demand for Educational Technologists, the Department of Educational Communication and Technology has developed a Master of Education in Educational Technology. Technology is ubiquitous touching every part of our lives, our communities and our homes, yet its application lags behind within school system in Kenya. Given the cordial relationship with stakeholders, this course has the potential to train lecturers, quality assurance officers, technology champions and experts to provide leadership in efficient integration of technology in the education system in Kenya. This Programme shall equip learners to: Acquire advanced knowledge and skills in Educational Technology. Examine critically issues and challenges in Educational technology. Develop competence for conducting research in Educational Technology. Apply theories and principles of pedagogy in the adoption of Technology in Education Acquire skills in training of educational technology practitioners. Design and produce Instructional materials Admission Requirements The common regulations for the Master’s degrees in the University of Nairobi and the School of Education shall apply. A holder of Bachelor of Education degree with at least Upper Second Class honours degree of the University of Nairobi or its equivalent qualification recognized by the Senate. A holder of any other Bachelor’s degree of the University of Nairobi with at least an upper second class honours and postgraduate Diploma in Education (PGDE) of the University of Nairobi or equivalent qualification recognized by the Senate. A holder of lower second class degree in education obtained from the University of Nairobi and three years teaching experience or any other equivalent qualification recognized by the Senate. A holder of a pass degree in Education from the University of Nairobi and five years teaching experience or any other qualification recognized by the Senate. A bachelor’s degree in relevant fields with Postgraduate Diploma in Education (PGDE). [-]

Master of Education (Educational Research, Evaluation & Assessment)

Kenyatta University
Campus 2 years January 2017 Kenya Nairobi

From the humble beginnings of a relatively small university college in the 1970s that had only 200 education students, the School of Education (SoE) has grown tremendously. It stands as the largest School with an enrolment of more than 30,000 registered students out of the University’s 74,000 who take different programmes in the 14 teaching schools of Kenyatta University (KU). [+]

Best Part time Masters in Digital Technology 2017. From the humble beginnings of a relatively small university college in the 1970s that had only 200 education students, the School of Education (SoE) has grown tremendously. It stands as the largest School with an enrolment of more than 30,000 registered students out of the University’s 74,000 who take different programmes in the 14 teaching schools of Kenyatta University (KU). The School attracts a sizeable proportion of students from outside Kenya, in the African Region and beyond. These include countries such as Ghana, Tanzania, Uganda, Rwanda, Turkey, Japanese, Canada and the USA, to mention but a few, some of them taking components of while others register as full-time students depending on the nature of the Memorandums of Understanding between their home institutions and KU. Entry Requirements The Common regulations for all Masters Degree in the University shall apply. The common regulations for all Masters degrees in the School of Education shall apply. The following shall be eligible for registration for M.Ed in the Department: 1. Bachelor of Education Degree in related field, with at least Second Class Honours (Upper Division) or equivalent from Kenyatta University or any recognized institution. 2. Those with Second Class (Lower Division) may be considered on condition that they have Grade “C” and above in units relevant to their areas of specialization. Duration and Pattern of the Course The Master of Education in the Department shall extend over at least 18 months.Students doing M.Ed by course work, examination and thesis will spend their first year doing TEN units.In their second year, students will concentrate on their research work and submit a thesis. Modes of study and examination: 1. Full Time – regular (4 semesters) 2. Institutional Based Programme (6 sessions) 3. Open-Learning (4 semesters) Code and Unit Title Level 800 EMP 833: Themes in Foundations of Education EMP 834: Psychology of Learning and institution EMP 835: Curriculum and Instruction ECC 800: Research Methods in Education ECC 802: Educational Statistics EMP 838: Educational Management EMP 839: Qualitative Research Methods in Education EMP 840: Monitoring and Evaluation Approaches in Education: I EMP 841: Monitoring and Evaluation Approaches in Education: II EMP 842: Educational Assessment Year 2 EMP 843: Research Thesis (8 units) Mode of Study: (II) School Based Code and Unit Title Level 800 ECC 800: Research Methods in Education ECC 802: Educational Statistics EMP 833: Themes in Foundations of Education EMP 834: Psychology of Learning and institution EMP 835: Curriculum and Instruction EMP 838: Educational Management EMP 839: Qualitative Research Methods in Education EMP 840: Monitoring and Evaluation Approaches in Education: I EMP 841: Monitoring and Evaluation Approaches in Education: II EMP 842: Educational Assessments EMP 843: Research Thesis (8 units) [-]

Master In Mathematics Teaching Methodology

Grupo Tiradentes
Campus 18 months March 2017 Brazil Aracaju

The course provides a consistent methodological theoretical basis of the teaching of mathematics education in the current context enabling the formation of a reflective teacher and researcher. [+]

Differentials Course The course provides a consistent methodological theoretical basis of the teaching of mathematics education in the current context enabling the formation of a reflective teacher and researcher. It also enables to acquire a good knowledge of the teaching-learning theories in order to adapt them to the mathematical content. Thus, teachers who teach in primary and secondary education can reflect on new teaching methodology proposed Mathematics, ensuring consistent practice with the latest research in the area. Finally, the course aims to train a teacher-researcher able to question the programs and existing teaching sequences. General objective Provide a consistent methodological theoretical basis of the teaching of mathematics education in the current context enabling the formation of a reflective teacher and researcher. Specific objectives • Acquire a good field of teaching and learning theories in order to adapt them to the mathematical content; • Enabling teachers who teach in primary and secondary reflections on new teaching methodology proposed Mathematics, ensuring consistent practice with the latest research in the area; • Form a teacher-researcher able to question the programs and teaching sequences TARGET AUDIENCE licensed professionals in Mathematics, Economics, Accounting and related area. METHODOLOGY The teaching methodology is at the discretion of each teacher, which may adopt different teaching strategies, defined in the respective educational programs (Education Plans), privileging case studies; games and simulations; conferences; lectures; seminars; directed studies; group work; practical classes in the laboratory; discussions and exchanges of experience and reading texts previously available. [-]

Master In Teaching And Higher Education Methodology

Grupo Tiradentes
Campus 18 months March 2017 Brazil Aracaju

The course provides to the theoretical and methodological basis for the exercise of teaching in higher education, given its inseparability with research and extension, seeking further deepen the knowledge on the origin, purpose and nature of higher education institutions in Brazil, and its relation to the knowledge produced them. [+]

Best Part time Masters in Digital Technology 2017. Differentials Course The course provides to the theoretical and methodological basis for the exercise of teaching in higher education, given its inseparability with research and extension, seeking further deepen the knowledge on the origin, purpose and nature of higher education institutions in Brazil, and its relation to the knowledge produced them. Finally, the course contributes to the critical training and meticulous post-graduate student of the practice of teaching in HEIs, and the contextual and academic issues that today stand as challenges for the teaching. General objective • To train professionals to work in higher education with critical skills and theoretical and practical. Specific objectives • Provide theoretical and methodological basis for the exercise of teaching in higher education, given its inseparability with research and extension; • Deepening knowledge on the origin, purpose and nature of higher education institutions in Brazil, and its relation to the knowledge produced them; • Contribute to the review and thorough training of post-graduate student of the practice of teaching in HEIs, and the contextual and academic issues that today stand as challenges for the teaching. TARGET AUDIENCE Teachers, administrators, educators, and other professionals related to the field of education, interested in teaching classes in higher education. METHODOLOGY The teaching methodology is at the discretion of each teacher, which may adopt different teaching strategies, defined in the respective educational programs (Education Plans), privileging case studies; games and simulations; conferences; lectures; seminars; directed studies; group work; practical classes in the laboratory; discussions and exchanges of experience and reading texts previously available. [-]

Mastere Digital Marketing

IEA Paris
Campus 2 years October 2017 France Paris

700 000, including 38 000 in France, the figure corresponding to the number of vacancies in ICT in Europe in 2020. Digital trades were on the rise. The IEA Paris prepares you. [+]

700 000, including 38 000 in France, the figure corresponding to the number of vacancies in ICT in Europe in 2020. Digital trades were on the rise. The IEA Paris prepares you. The strategy of IEA Paris is twofold: Management internships and alternation enabling rapid and prolonged immersion in the digital ecosystem Promotion of entrepreneurship that gives creators in the soul the means of their autonomy Master 1 Digital is your universe, you think startups, e-business, web marketing, digital communication and digital processing, Master 1 in Digital Business Management is for you. This one-year program running on the principle of alternation, academic courses and 3-month internship in a company, give you access to the digital ecosystem supporting business transformation and the emergence of a future employee 'actor change. " The MS1 / DBM will give you all the tools related to the creation of value on the web. Real management master, it addresses the fundamental evaluation and steering of digital projects (web, mobile, Internet of Things), the management of data (Big Data, Open Data), risks and digital security, budget management and ROI. Master 2 MS2 / DBM consolidates fundamental covered in Master 1 and gives you the opportunity to develop your own digital project within the IEA LAB. The Master 2 allows you to become a specialist in the creation of value via digital tools. Generate traffic to a site, determine the best SEO, use data to optimize an e-marketing strategy, initiate the digital strategy of a company: these are the challenges of this Master. In the beginning of the program, students have individually or collectively (coworking) a project of creation of start up. This project is subject tutoring (business plan, strategic analysis, financing, legal structuring, etc.) before being presented to our Steering Committee. The selected projects are monitored as part of the IEA LAB. Unsuccessful students can intervene as consultant e-business to develop their coaching skills of innovative projects. The IEA LAB accompanying project developers who wish to have the student-entrepreneur status (D2E) issued by the PEPITE (Pôle students for innovation, transfer and entrepreneurship). [-]

Master in Network Learning Technology

National Central University
Campus September 2017 Taiwan Taoyuan

Faculties of the Institute are conducting world-class, leading-edge research. Some of them have been invited as keynotes in various international conferences. Furthermore, they serve on editorial boards of high-standing international journals as well as on review boards of international research projects. The Institute collaborates extensively with international leading research laboratories or centers and conduct oversea student exchange programs. [+]

Best Part time Masters in Digital Technology 2017. Spun off from the Laboratory of Science and Technology for Learning of the Computer Science and Information Engineering Department, the Graduate Institute of Network Learning Technology (NLT) was established in 2002 with a foundation built from the first phase of the 4-year University Pursuit of Academic Excellence Project on Learning Technology started in 2000, supported by the Ministry of Education. Prior to this project, the original Laboratory of Science and Technology for Learning was awarded the Laboratory of Excellent Research in the area by National Science Council in 1994. Faculties of the Institute are conducting world-class, leading-edge research. Some of them have been invited as keynotes in various international conferences. Furthermore, they serve on editorial boards of high-standing international journals as well as on review boards of international research projects. The Institute collaborates extensively with international leading research laboratories or centers and conduct oversea student exchange programs. Fundamental Courses Special Topics in Learning Technology Advanced Seminar in Learning Theories Digital Learning Academic Writing of Digital Learning Seminar Cognitive Psychology Professional Courses Interaction Design Research Methods of E-Learning Creativity Support Tools Artificial Intelligence in Education Knowledge Management High Interaction in Multimedia Requirements for Graduation Required credits : 30 credits (including 9 credits for required courses & 6 credits for a thesis.) Duration of Study : 1~4 years Other requirements : Elective Courses Pass an oral defense of a thesis. Research Facilities & Lab Game-Based Learning Lab Mobile and Ubiquitous Learning Environment Lab Advanced Integrative Individualization Lab Highly Interactive Multimedia Lab Interactive Technology and Learning Lab Internet-Based and Science Learning Lab Admission Documents Autobiography Research Proposal Two Letters of Recommendation TOEFL or Other Evidence of English Proficiency Evidence of Chinese Proficiency Related Academic Publications Academic Report [-]

Master's Degree In Communication For Education

Universidad Pontificia De Salamanca
Campus Part time 1 year October 2017 Spain Madrid Salamanca + 1 more

This title examines the relations of communication with education centers average lessons, focusing on two aspects: how the media can be used in teaching [+]

Program Description This title examines the relations of communication with education centers average lessons, focusing on two aspects: how the media in teaching different subjects in the curriculum can be used and how it should be managed public and private communication school, their presence in social networks and communication modes. It is made in collaboration with the Catholic Schools Association. Half of the credits are given in person in Madrid GOALS Increase training in the communication field in schools Knowing the role of the media in school Knowing how to use the media in the education of students Knowing how are relations with the media Improve internal communication in schools Professional Profiles: People dedicated to training in schools Curriculum Block 1: Fundamentals of communication for education Block 2: Teaching and means for education Block 3: Creating and journalistic production Block 4: Means for education and social action Block 5: Educational Marketing Practice module Final Master Work Methodology: Semi-autonomous work modules. Duration and price Start date: October 2016 Duration: One academic year Price: 5,100 € Places available: 25 Location: Salamanca - Madrid Contact: fmartinezva@upsa.es [-]

AIRE EdTech Masters Program

Center for Research and Interdisciplinary (CRI)
Campus 2 years September 2017 France Paris

The aim of this master program is to train future teachers, researchers and entrepreneurs, to provide an understanding of the digital transformations happening in education and to help them design relevant and challenging projects. [+]

Best Part time Masters in Digital Technology 2017. Take action to promote education The aim of this master program is to train future teachers, researchers and entrepreneurs, to provide an understanding of the digital transformations happening in education and to help them design relevant and challenging projects. Education is now globalized: teaching supports of all kinds are available at all time and everywhere. If it is stimulated by digital economy, education must also compete with it. Schools are urged by society to encourage students’ creativity and eagerness to learn, to inspire them to undertake and share, to develop their lucidity, critical thinking and sense of solidarity. But this goals can’t easily be reached, in a context of social crises, growing inequalities and demographic needs. It is a challenge we are ready to take-up: education is in need for new entrepreneurs, teachers and researchers, and ideally, people with these three characteristics all at once. We are looking for talented students with a particular interest for exploration, experimentation and research. Our candidates must have the desire to work together on exciting collaborative projects and to contribute now to tomorrow’s education. Foster digital people The EdTech program is part of the AIRE master of the universities Paris Descartes and Paris Diderot. It develops an innovative approach of education and a teaching through research pedagogy. Career opportunities A business/job in a startup or an institution At the exit of the master, graduates Become instructional designers, editorial managers or project managers in startups and publishers Create an educational company in Europe, Africa, America or Asia … Take a teaching assignment Begin a thesis and join a laboratory. Publics At the entrance of the Master, students are Sociology students in educational sciences, biology, cognitive science, design, computer science, engineering sciences, Practicing faculty physicians involved in educational innovation. All are passionate about education and believe that its future is crucial for the future. For some students, it is a step aside for a project. This is the case of doctors who want to take time to imagine a serious game, design a simulator to train surgeons, embarking on a participatory science research, manufacture objects connected in a OpenLab for their research. . This is the case of teachers who seek a breath for a job they love and want to re-imagine. For others it is the beginning of a research curriculum that requires knowledge about learning in a digital society and that will combine several disciplines, computer science, cognitive science, physics, biology, humanities and social. For others still, designers, artists, hackers is a creative field, for sustainable development, sharing economy, the development of “common” knowledge. All meet, to discuss the tech ed (Education and technology) with 3 fields of expertise: The educational philosophy and anthropology of knowledge, digital humanities, social sciences Digital techniques, experimentation Entrepreneurship, project management,brainFoster Cadre The CRI makes available to large communities of teachers and researchers its wide experience in training through research, experience heavily supported on digital technologies used creatively. Many training activities have made it possible to capitalize on active steps the research of information, inverted class, student projects, serious games, practice in laboratory. Master 1 The first year will begin with three weeks of bootcamp aiming to give the students the basics in different computer languages and the use of technology for education purposes. The first semester will give the opportunity to every student to pick 5 courses among our curriculum but we advise the students to attend all of them. Students will do a 5 months internship for their second semester. They will be asked to come back once a week to attend lectures on cognitive science and various matters related to innovation and education. Serious games Learning by doing Scientific communication New technologies to create and share knowledge Pedagogical innovation: what is at stake? How does it happen? Open Science and Open Innovation Cognitive science Internship of 5 months Master 2 The second year will mostly be spent in internships. After an introducing week of project building, the students will have to do three internships of three months each. Workshops and lectures will happen one afternoon every week to deal with innovation analyse and design of educational project. Review and critical analysis of pedagogical innovations Internships 3x 3 months [-]

Online Master of Education (MEd) in Teaching and Technology

William Woods University
Online Part time September 2017 USA Fulton

Technology and media are driving a revolution in learning, teaching and training in both the traditional classroom and the corporate learning center. Technology encourages a new way of learning that fosters cooperation, collaboration, problem solving and higher order thinking skills that are valuable throughout life. The William Woods University Master of Education in Teaching and Technology degree will prepare you to stay at the leading... [+]

Online Master of Education (MEd) in Teaching and Technology Technology and media are driving a revolution in learning, teaching and training in both the traditional classroom and the corporate learning center. Technology encourages a new way of learning that fosters cooperation, collaboration, problem solving and higher order thinking skills that are valuable throughout life. The William Woods University Master of Education in Teaching and Technology degree will prepare you to stay at the leading edge of this trend and use your learning to enhance the learning of others, wherever you choose to apply it. Program advantages This degree includes courses about education, research and technology that support enhanced teaching methods through the use of technology. If you work in a school district, it will enhance your instructional skills with the potential to advance you to a position as an instructional technology coordinator or instructional technology coach. As a business trainer or multimedia specialist, you will find these skills invaluable in meeting sales training, professional development and other corporate learning goals. The learning you gain will enable you to research and evaluate new tools, design materials and programs that incorporate them, and assess their effectiveness. Courses - EDU500 Current Issues in Education - EDU520 Research Design - EDU543 Teaching and Learning in the new Digital Landscape - EDU558 Software Applications for Academic Programs - EDU561 Instructional Design With Technology - EDU563 Applied Instructional Theories and Strategies Using Technology - EDU571: Integration of Multimedia Production and Curriculum - EDU589: Teaching and Technology Capstone Project - EDU590 Appraisal of Student Learning Your Master of Education (M.Ed.) degree at work If you work in a school district, it will enhance your instructional skills with the potential to advance you to a position as an instructional technology coordinator or instructional technology coach. As a business trainer or multimedia specialist, you will find these skills invaluable in meeting sales training, professional development and other corporate learning goals. The learning you gain will enable you to research and evaluate new tools, design materials and programs that incorporate them, and assess their effectiveness. Admission requirements - Completed application - You must have a 2.5 GPA in your undergraduate degree to be considered for admission into the graduate degree program. - No previous education degree required. [-]

Master of Arts in Nordic Visual Studies and Art Education (NoVA)

Aalto University
Campus 2 years August 2017 Finland Espoo

The Master’s Programme in Nordic Visual Studies and Art Education (NoVA) educates professionals and researchers, to achieve understanding of the best Nordic practices and traditions in art education and visual communication, and give relevant competencies... [+]

Best Part time Masters in Digital Technology 2017. Master’s Programme in Nordic Visual Studies and Art Education (NoVA) will not accept new students for the 2016-2017 academic year. The Master’s Programme in Nordic Visual Studies and Art Education (NoVA) educates professionals and researchers, to achieve understanding of the best Nordic practices and traditions in art education and visual communication, and give relevant competencies and pedagogical interaction skills for working in cross-cultural and international educational situations and environments. NoVA builds on Nordic expertise, and is open for international students. Nordic perspectives are related to current discussions in the field of international art education. Studying in another Nordic university/university college for one or two semesters is a requirement of the programme. Students are responsible for the costs of living during their study time. Collaborating universities and departments are: Department of Visual Arts Education at Konstfack, University College of Arts, Craft and Design, Sweden; Department of Art, Design and Drama at Oslo and Akershus University College of Applied Science, Norway; Department of Art at Aalto University School of Arts, Design and Architecture, Finland; Department of Communication at Aalborg University, Denmark. Each university or university college has significant experience and capacity with art and/or media education at the national level. Competences between and among institutions offer a broad range of areas of study, including critical pedagogy and social and cultural awareness; contemporary art didactics, digital technology, and ICT; project oriented, collaborative, problem-based, and participatory-based work; sustainable development; intercultural and social entrepreneurship; and double perspective - combining theory and practice. Goal of Education Content outcomes Students understand a broad range of issues, theories, and practices of Nordic art education and visual studies Students understand practices and traditions of cross-cultural and international education Students understand the interrelationship of social and cultural issues, curriculum content, philosophies of teaching, and the construction of democratic spaces of learning Students understand the geo-political and pedagogical dimensions of space, place, the public sphere, and private realms Skill outcomes Students are able to analyse, interpret, and respond to images, objects, and sites in everyday life through theories of visual culture Students are able to connect art and visual image making and the interpretation of visual culture to issues of power and representation, for advancing pedagogy Students are able to use digital technology for contemporary art didactics Students are able to produce layered, interactive, and dynamic visual work, in different formats and media Students are able to develop plans, carry out in practice, and document independent practical projects Academic skills Students can apply pedagogical interaction skills in cross-cultural and international educational situations and environments Students can apply methods of contemporary art didactics Students know a variety of research methodologies and are able to investigate, develop, and implement cutting edge research in art education Students can apply skills of intercultural and social entrepreneurship Students can participate in international discussions and research More about the language of instruction The language of instruction in the Master’s Programme in Nordic Visual Studies and Art Education (NoVA) is English. Education content NoVA courses are mapped around three concepts: sights, sites, cites. Throughout the NoVA programme, students focus on the significance of “sight” in relation to theories, practices, and networks of visual studies. With the concept of ”site,” students investigate the geo-political and pedagogical dimensions of space, place, the public sphere, and private realms. And, students are provided with opportunities to critically reflect upon and synthesize previous experiences and knowledge as well as generate new knowledge through “citational” practices that draw upon existing social and cultural texts, theories, artworks, and research. Career opportunities Students that graduate from NoVA will have strong intercultural understanding and experiences, and knowledge of teaching practices and theories in different Nordic countries. This cross-cultural study offers work opportunities internationally in different art, educational, and visual communicational areas, institutions, organisations, communities, art and culture projects. Students may direct themselves toward teaching, guidance, and consultant tasks on different levels of schooling, or in the fields of art and visual and media culture, social sectors and corporate life. Through NoVA, students are prepared for doctoral studies and for the possibility to continue their research profession. The degree alone does not qualify as teacher competency. The choice of the exchange university/university college guides the contents of studies. Depending on the combination, students may, for example, choose to emphasize media communication or contemporary artistic studies. Titles Students graduating from NoVA may work as art educators, culture consultants, media communicators, museum educators, and art teachers (degree alone does not qualify). Internationalisation NoVA extends Aalto Univerity’s vision by constructing an internationally-networked community of learners, in part through student mobility integrated directly into the program, where students study at two universities in the Nordic countries. The program, which is entirely in English, is designed from beginning to end, with and through international partners, and has a primary focus on expanding Nordic art education in a global context. NoVA students engage in a variety of learning and teaching methods, including in-person, on-line, and whole group pedagogy, at home and host universities, and at retreats and international seminars. NoVA international faculty members cooperate in curricula planning and collaborative teaching, and employ the latest information and communications technology to actualize the curricula in a personalized and systematic manner for each student. [-]

Master's Degree In Education And Multimedia

Instituto Politécnico de Viseu – Escola Superior de Educação (ESEV)
Campus 2 years October 2017 Portugal Viseu

The course of study leading to the degree of Master of Education and Multimedia aims to train specialists in the area of ​​Information and Communication Technologies and multimedia applied to Education and Training. [+]

Presentation The course of study leading to the degree of Master of Education and Multimedia aims to train specialists in the area of ​​Information and Communication Technologies and multimedia applied to Education and Training. Deepen a theoretical framework and skills on the problems and challenges of integrating ICT in Educational Design; Develop knowledge and skills to design, implement and evaluate learning environments with ICT in curricular context; Acquire design skills and implementation of mediated educational resources; Develop promotion of ICT skills and project management School context; Promote learning skills throughout life and research in the field of Educational Technology. The cycle of master studies in Education and Multimedia will allow master students develop the following skills: Manage and streamline ICT projects, resource centers and educational projects of the schools; Streamline training in ICT in education; Integrate educational resources in the teaching / learning; Develop mediated projects in schools; Assess training needs and interests of teachers and students; Assist students and teachers in the effective use of a variety of educational resources, both material and equipment; Critically evaluate the practice of teaching / learning towards a continuous search for improvement; Produce multimedia resources; Use of advanced means of communication for the promotion of learning communities. Careers The master's degree in Education and Multimedia aims to qualify the professionals of education (pre-school to secondary education) in the field of Educational Sciences / Educational Technology - educational communication and use of teaching resources in the teaching / learning processes. [-]

Master in Education

University of Jamestown
Campus September 2017 USA Fargo Jamestown

Master’s Degree in Education [+]

Best Part time Masters in Digital Technology 2017. The following are the requirements for admission to the Master’s Degree in Education at Jamestown College: 1) Applicants must have an undergraduate degree in education or a related field from an accredited institution of higher education (U.S. institutions must be accredited by one of the six federally approved regional crediting agencies; non U.S. institutions will be evaluated on a case by case basis). 2) Applicants should have at least a 2.75 gpa in their undergraduate work. a. If an applicant has less than 2.75 gpa in undergraduate work, the college at its discretion may give more weight in its consideration to the specific coursework in education. b. The college at its discretion may admit a student provisionally who does not have a 2.75 gpa, with full admission contingent upon success in coursework. 3) Applicants should have at least one year of teaching experience. a. Applicants employed in an education position but who have less than one year of experience may be accepted provisionally with full acceptance to be granted upon completion of one year of experience. b. Applicants without teaching experience may also write a letter explaining their reasons for desiring admission to the program, and after review, the Chair of the Education Department and the Vice President of Academic Affairs may grant special admission. 4) International applicants must present a minimum TOEFL score of 70 (internet version), 197 (computer version), or 525 (paper version) and proof of adequate financial resources. 5) Applicants must have two recommendations: One academic recommendation from a previous professor or from a colleague with whom one has done academic or professional work and one recommendation from a current or previous supervisor. 6) Applicants must write an essay that addresses their reasons for pursuing a graduate degree and what value they see in further education. The essay should be approximately 500 words. 7) Applicants are strongly encouraged to take the GRE which the college will use for study purposes. [-]

Master's Degree In Educational Technology And Innovation (tic)

IMF Business School
Online Part time 12 months Open Enrollment Spain Madrid

In recent years has greatly increased the use of the tools of information technology and communication, to the point of being a prerequisite in the performance of any activity [+]

In recent years has greatly increased the use of the tools of information technology and communication, to the point of being a prerequisite in the performance of any activity. The implementation and use of ICT in the professional development of teachers affects dramatically the focus of the educational process. Education in the XXI century is mainly focused on the student into an interactive learning environment. Program design graduate teacher training using ICT is a key to increasing the powers of the teaching profession and for achieving deep and comprehensive educational reforms. The new spaces of education, the increase in non-contact modes, the increasing incorporation of tools to produce, transfer and communication of contents, an education student-centered, active learning oriented in situations that approximate the real world, demand teachers a range of professional skills of nonverbal communication and design of teaching and learning environments that allow them to accompany students to the complex process of knowledge acquisition rate. In addition, educational institutions, especially higher level, are beginning to transform the undergraduate, master's and doctoral modalities or partially full face, so the demand for education professionals with skills in virtual learning environments is increased. The skills required of the XXI century teachers differ greatly from those of their predecessors. Postindustrial society based on information and knowledge demands new roles and new skills. The exponential growth of information and knowledge; cross and intermultidisciplinar nature requires new methodologies, new strategies and new tools. The role of the teacher as a transmitter of knowledge becomes a facilitator and guide it. Knowledge no longer resides in the classroom, it is socially shared on the network. This and other circumstances require an attitudinal change, cross-disciplinary knowledge and technological skills. Area: Science Education Aimed at: Teachers both modality and online, people interested in opositar faculty, technical staff and management in the field of training, instructional design professionals and developers of teaching materials and resources . [-]

Online Master of Education (MEd) or MA in Digital Technologies

Faculty of Education University of Ontario Institute of Technology
Online Part time 12 - 18 months January 2017 Canada Oshawa

At UOIT, Masters of Education in Digital Technologies is designed to prepare future leaders and specialists in learning and technology. [+]

Best Part time Masters in Digital Technology 2017. Overview Thank you for considering the Faculty of Education at UOIT for your online graduate-level education. There is a critical need for specialists in education who understand both the specific and global impacts that technology has on learning. Society also needs these individuals to be in positions where they can offer the kind of informed leadership that is necessary to prepare future generations of students. We offer an exceptional, international, online experience in part- and full-time studies in the field of Education and Digital Technologies, leading to the following degrees and diploma: - Master of Arts (MA) in Education ($1310 US per course); - Master of Education (MEd)($1310 US per course); and - Graduate Diploma in Education and Digital Technologies ($1310 US per course). Our MEd graduate program is designed to prepare you to be future leaders, educators, and specialists in learning and technology. Our program is unique and leading edge in its objectives and approaches to learning online. We offer high quality, engaging virtual classes designed to address the most recent issues in digital technology and education using approaches that favour collaborative learning and the co-construction of knowledge. Virtual Classrooms With a high speed Internet connection, a webcam, and a headset with a microphone, you will communicate and interact with students from around the world in state-of-the-art interactive, virtual classrooms. Our classes - are 2-3 hours long (per week, per course) - have 10 to 20 students per class - are highly interactive and collaborative with small and large group discussions - employ leading edge technology and resources Academic requirements: Standard Application - Hold a four-year honours undergraduate degree - Minimum overall academic standing of a B (GPA: 3.0 on a 4.3 scale or 73 to 76 per cent) - A minimum B average in the last two full-time years (four semesters) of undergraduate degree Non Standard Application In special circumstances we consider non-standard applications from students who - Have been out of university for at least 4 years and do not meet the minimum GPA but have at least four years of relevant professional experience - Have 10+ years of extensive and relevant workplace experience with academic credential other than an undergraduate degree Required test scores for English language proficiency: - TOEFL Internet-based: 92-93 - Minimum sub-scores: Listening: 20; Reading: 20; Speaking: 19; and Writing: 20) - IELTS* : 7 (Note: Scores from IELTS General Training format will not be accepted. ) - MELAB: 85 - CAEL: 70 (with no sub-score below 60) Start dates: - September (May 15th application deadline) - January (Oct 15th application deadline) - May (Mar 1st deadline) [-]