Graduate Programs

Educational Technology

The educational technology strand of the Individualized Track program is designed for teachers or individuals interested in educational technology professions in K-12 schools, higher education or other organizations. Graduate students who complete the programs in educational technology may choose to continue their education toward a Master of Arts degree through completing the individualized track program. Completing this program for certified teachers may lead to an endorsement in educational technology students would have to pass a content area test and apply for the endorsement through the state. 

Coursework Required

Educational Technology Concentration

Core Courses


Kathleen McInerney, Ph.D., holds a doctorate in Language, Literacy and Culture from the University of Iowa. Kathleen is an associate professor in the School of Education. Kathleen's research in educational technology involves creating global communities of practice through technology. She believes technology empowers teachers, through digital dialogue and community-building, to be critical agents of social change and justice.

Julie Reinhart, Ph.D. holds a doctorate in Instructional Systems Technology from Indiana University at Bloomington. Julie is an associate professor in the School of Education and the director of the STEM Education Center. Reinhart is interested in using the power of technology to improve knowledge construction as well as information acquisition and communication in a variety of instructional contexts. Reinhart is interested in the social embeddedness of technology. Julie's current research is on the Second Level Digital Divide.

Chris Zakrzewski, Ph.D., holds a doctorate in Instructional Technology from Texas Tech University. Chris is the director for the Center of Instructional Design and Academic Technology and Media Services. Chris’ research in educational technology focuses on the relationship between personal beliefs/epistemological beliefs and the acceptance of innovative technologies. He believes that faculty is not a homogeneous group and therefore growth in technology adoption must be fostered one-on-one.