Master of Arts (M.A.) in
Instructional Technology
Create, connect, and inspire through technology!
Why Choose the MA in Instructional Technology at USJ?
- Fully Online Cohort
Study from anywhere while staying connected to a supportive peer group.
- Live Virtual Classes
Just one evening per week—built for working educators.
- 8-Week Courses
Focused, fast-paced, and designed for immediate classroom application.
- Integrate Technology Tools
Learn how to use emerging technologies to help support students in the classroom.
- Innovate Your Practice
Deepen impact with inclusive, research-informed strategies.
- Designed for Balance
Finish in 2 years—without stepping away from your classroom.
Transformative Learning for Today’s Classrooms
The Master of Arts in Instructional Technology at the University of Saint Joseph equips educators to design inclusive, digitally rich instruction that meets the needs of today’s diverse learners. Built for working professionals, the program emphasizes the meaningful integration of technology to enhance engagement, accessibility, and learning outcomes across K-12 settings.
This fully online program prepares educators to develop dynamic, tech-integrated digital learning environments that empower students – particularly multilingual learners and those with special needs. Educators explore instructional design, blended and hybrid learning models, assistive technology, digital assessment, and the ethical and innovative use of emerging tools like generative AI.
New for 2025-2026: GenAI in Education! Stay ahead of the curve with this innovative course focused on the instructional, ethical, and creative applications of generative AI in K-12 settings. Learn how to critically evaluate, adopt, and lead the use of AI tools to support student learning and professional growth.
Program Design
Built for working educators, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.
- Follows a cohort model for peer support and community
- Courses are offered in eight-week blocks, one at a time
- Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
- Program can be completed in approximately two years
Prerequisites
To apply, students must:
- Hold a bachelor’s degree from a regionally accredited institution (minimum GPA of 2.5)
- Have access to a classroom and students throughout the program to support field study and application of course content.
What You’ll Learn
- Design inclusive, standards-aligned instruction while using educational technology
- Create blended, flipped, and hybrid learning environments
- Leverage assistive and adaptive technologies to support all learners
- Explore the implications of GenAI, LMS platforms, and emerging edtech tools
- Apply research and reflection to improve digital teaching and learning
Degree Requirements and Career Outcomes
To earn the Master of Arts in Instructional Technology, students must successfully complete all required coursework and a course-embedded capstone project.
Please note: This program does not lead to a certification, licensure, or endorsement.
Graduates are well-positioned to:
- Enhance their impact as classroom teachers
- Serve as instructional technology specialists or coaches
- Lead school-wide technology integration initiatives
Plan of Study
| Course | Title | Hours | ||
EDUC 516 | Educational Technology: Theory and Application This course will explore theoretical foundations, history, perspectives and literature pertaining to the use of technology in education. Participants will reflect on their personal perceptions and biases in using contemporary and changing technologies in K-12 classrooms. | 3 | ||
EDUC 570 | Technology in Education Illustration of computer/technology use for K-12, content specific digital resources, and other educational purposes. Includes evaluation of software and digital resources, and basic skills in classroom technology tools | 3 | ||
EDUC | GenAI in Education This course examines the ethical and effective integration of Generative AI (GenAI) in K-12 education. Emphasis is placed on instructional planning, assessment, and stakeholder perspectives including educators, students, families, and administrators. | 3 | ||
EDUC 534 | Assessment for Learning Students will develop assessments which meet existing standards of quality, reflecting an understanding of diverse learners and learning styles. They will examine data-based decision-making and progress monitoring practices within their own schools and districts. | 3 | ||
EDUC 536 | Technology for Learning Multiple forms of digital media will be examined and constructed as participants’ experience a variety of ways in which technology can be used to support and enhance the curriculum in all academic content areas. | 3 | ||
| EDUC 588 | Digital Learning Environments Focus is on developing skills in planning and delivering inclusive instruction and assessment via online learning management systems (LMS). Through a series of experiential activities and assignments, students will explore tools and practices intended to maximize the effectiveness of online, blended, flipped, and hybrid learning for all learners. | 3 | ||
EDUC 584 | Integrating Technology and Literacy Provides teachers with a variety of ways that technology can promote the development of critical reading, effective writing, media literacy, conventions of Standard English, and literacy assessment. | 3 | ||
SPEC 505 | Assistive Technology for Access to the Curriculum Special Education This course is designed to assist all children in accessing the curriculum. Emphasis will be on: assistive technology definitions and the law; assistive technology and classroom modifications for vision and hearing, communication, reading, writing, math, and transitions for aiding progress in the general education setting. | 3 | ||
EDUC 515 | Educational Research Students will research and work together as a community of practice. This course requires an extensive literature review and research proposal of an educational topic. | 3 | ||
EDUC 537 | Reflective Practitioner (Capstone)* A systematic and critical self-evaluation of the elements of teaching: instructional goals and objectives, unit and lesson planning, teaching strategies and models, adaptations for special needs learners, classroom management and student assessment. Field Study (action research) required. | 3 | ||
| Total Credit Hours: | 30 |
Please Note:
*Master’s Capstone Project Included
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.
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