Are you looking to go beyond a master’s degree in order to improve your ability to make a difference in your profession?

Walden University’s Education Specialist (Ed.S.) in Educational Technology online program is designed to help you do just that. 

Whether you are a technology director, instructor, curriculum developer, or consultant, staying current with today’s increased use of technology is a critical component of teaching and learning. This educational technology degree enables you to support a diverse community of learners by effectively integrating technology. Designed with a strong emphasis on critical thinking, this program can help you develop your abilities in instructional design, facilitate learning in a technology environment, and identify emerging technologies for implementation in a wide array of learning environments. In addition, some of the coursework you complete as part of this post-master’s degree in educational technology can apply to a Walden doctoral degree in education, allowing you to earn that degree in less time.

An Education Specialist degree, sometimes referred to as a Certificate of Advanced Graduate Study (C.A.G.S.), is ideal for educators who want to remain working in the field but who would like to increase their influence and impact on their learning communities.

Find information about Walden programs and licensure requirements specific to your state.

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Completion Requirements

  • 46 total quarter credits

This program can be completed in as little as 18 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336. 

Courses

Walden is approved by Minnesota and Ohio to offer the Ed.S. in Educational Leadership and Administration program that leads to principal licensure. Walden is also approved by Ohio to offer the M.S. in Education, Educational Leadership and Administration, which leads to principal licensure in Ohio.

In addition, through a partnership with the Harris County Department of Education, Walden’s M.S. in Education, Educational Leadership program leads to principal licensure at the master’s level in Texas. More information about the Texas Principal Certification Program can be found at http://www.hcde-texas.org/default.aspx?name=PrinCert.   

Individuals interested in principal licensure in states other than Minnesota and Ohio may qualify for the license by virtue of completing a state-approved program; however, individuals must review their state’s regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers.

Walden enrollment advisors can provide guidance on licensure issues; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure or endorsement.

  • Foundations: Ed.S. in Educational Technology

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    Education professionals are introduced to Walden University and to the requirements for successful participation in an online curriculum. Education professionals work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They also engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.

  • Evolution of Educational Technology in Society, Education, and the Workplace

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    A wide variety of factors, including limitations, innovations, and major breakthroughs, influence the evolution of learning. Through this course, education professionals gain framework for understanding educational technology, helping them keep up-to-date with modern technological trends that affect teaching and learning. Education professionals examine this evolution and the history of educational technology as a field of study before and following the emergence of computers and cyberspace technology. Through a variety of applied assignments, they focus on how educational technology has evolved through the ages of agriculture, industry, and information. 

  • Social Change in Education

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    The choice to effect positive social change in education demands that scholar-practitioners have the requisite skills and abilities to take responsibility for generating new knowledge, conserving the values of education, and communicating that information to others. In this second course on social change, students examine these key principles of disciplinary stewardship, while building strategies to engage the scholarship in education.

  • Principles of Distance Education

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    Different theories, paradigms, and the history of distance education will be explored. Learners critique current research and assess online learning programs including hybrid and fully online delivery. Accessibility issues, open source, best practices to facilitate learning, global trends, and the move from elite to mass higher education will be analyzed. Synchronous versus asynchronous platforms will be contrasted.

  • Leading and Managing Educational Technology

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    Education professionals in this course explore issues related to leadership regarding the integration of technology in business and in education at any level, including  K–12 schools, community colleges, teacher education, or higher education. They explore such areas as leadership, strategic planning, systems acquisition, coordination, implementation, technology management and its implications for teaching and learning, and administrative functions. Moreover, they share perspectives through discussions on policies that affect human resource development, staff development, information access, security, management control, and evaluation.

  • Designing Instruction for Distance Education

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    Instructional design for distance education involves understanding educational experiences, what makes these experiences effective, and the ways in which students learn in the online environment. This course provides education professionals with the opportunity to gain a practical understanding of these topics through the examination of learning styles, learning theory, social networking and collaborative group influences, assessment, global perspectives, and diversity. They also analyze effective online educational experiences from education and the workplace. Focusing on the design and delivery of distance education, education professionals engage in applied assignments that emphasize developing, field testing, and revising a web-based unit. They also explore ways to employ engaging instructional electronic strategies to enhance design and development. (Prerequisites: EDUC 8842 or 7102).

  • Learning Theory and Educational Technology

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    In this course, education professionals extend their knowledge of learning theory, including behaviorism, cognitivism, and constructivism, to the application of educational technology as they explore ways to translate theory to practice. Education professionals explore instructional interventions and their potential improvement through the application of technology. They also use a variety of theories, such as multiple intelligences, constructivism, computers as mind tools, brain-based learning, and connectivism to learn how technology facilitates learning. Through a collaborative constructivist activity, education professionals critically analyze constructivist learning theorists to determine how their principles apply to educational technology. Using knowledge gained from these analyses, education professionals identify and explain related challenges regarding the use of constructivist and collaborative activities for learning as well as solutions for overcoming these barriers.

  • Technology Integration and Curriculum

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    Education professionals in this course focus on integrating technology in the K–12 curriculum by exploring effective use of technology to facilitate learning across the content areas. They explore best practices related to the design and implementation of technology-infused projects that meet specific curricular standards, and they analyze technology literacy, technology for assessment purposes, and applications of technology to make interdisciplinary connections. Education professionals demonstrate their understanding of course concepts as they develop problem-based learning instructional units that address authentic problems, incorporating lesson plans, student collaboration through social networking, and assessment rubrics.

  • Multimedia Technology to Facilitate Learning

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    Through this course, education professionals explore strategies for facilitating learning through the use of technology, including electronic and multimedia presentation of materials and curriculum design. Delving deeper into content and sharing perspectives, education professionals engage in weekly discussions on a range of topics, including functions and tools of and research on multimedia-based instructional design,  Mayer’s triarchic model of cognitive load; cognitive learning styles of digital natives versus digital immigrants, dual coding, and assessments for multimedia assignments. They gain practical experience designing learning materials based on principles of universal design using electronic materials.

  • Emerging and Future Technology

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    The emergence of new technologies in the information age and beyond is dramatically changing the way people teach and learn in K–12 education, higher education, and corporations. Education professionals in this course explore new scholarship, collaborative tools, social networking, wireless and mobile technologies, creative commons, fair use, user-created content, and virtual worlds to become leaders in helping to diffuse these innovations. They also engage in a multi-media presentation to analyze obsolete technology, assess new technology, and explore projections regarding future technological movements. Through this project, education professionals are better able to conceive a world where technology is a seamless aspect of learning and work.(Prerequisites: EDUC 7311).

  • Diverse Learners and Technology

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    In this course, education professionals examine the use of technology in K–12 education to bridge the achievement gap for students from culturally, economically, and linguistically diverse backgrounds. They explore a range of topics, including the use of technology to meet varying ability levels; the use of assistive technologies to foster learning in students with special needs; and the application of technology as a tool to engage and motivate gifted students. Using case study scenarios, education professionals engage in activities to demonstrate their understanding of course content, including application of research-based practices, adaptation of curriculum to meet needs of diverse learners, and analysis of skills and strategies to foster high levels of learning. 

  • Capstone

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    This capstone course is the conclusion of the program for education professionals in which they are provided with the opportunity to engage in a practical application of knowledge and skills gained throughout the program. Working in a consultative role in the field of educational technology, education professionals engage in a real-world, problem-solving project within their work environment. This capstone also provides the opportunity for education professionals to formulate a personal philosophy concerning the role of technology in education.

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Next State Date is June 3. Apply Now

2012-2013

Curriculum Component  Requirements  Cost 
Courses  46 minimum quarter credit hours  $595 per quarter credit hour 
Capstone    $1,000 per course 
Technology Fee  per quarter  $110
Application Fee  per program  $50 

2013-2014 (Effective May 6, 2013)

Curriculum Component  Requirements  Cost 
Courses  46 minimum quarter credit hours  $615 per quarter credit hour 
Capstone    $1,000 per course 
Technology Fee  per quarter  $110

Tuition and fees are subject to change.

Call 1-866-492-5336 for information about a full range of options for:

When you choose Walden’s Ed.S. in Educational Technology, you can benefit from the flexibility of online learning and from MobileLearn®. Offered exclusively at Walden, MobileLearn not only enables you to choose where and when you learn, it also gives you the ability to choose how you learn. Learn more.

Find out more about what defines Walden’s Ed.S. in Educational Technology program:

Graduates of this program will be prepared to:

  1. Use technology to design, develop, and assess the teaching and learning process based on sound theory and research. 
  2. Design and conduct an ethical research study based on a current problem facing educational technology. 
  3. Critically analyze and assess the impact of social trends on educational technology and the influence of educational technology on social trends with solid research support. 
  4. Demonstrate persuasive leadership for social change in the workplace using digital technologies with effective written and oral communication. 
  5. Use digital and written communications using the standards of academic practice, including accurate APA references and citations and a concise, succinct, grammatically accurate, and persuasive writing style. 
  6. Use emerging technologies for diverse, global connections in the workplace. 
  7. Participate in collaborative projects/research relevant to educational technology to effect positive social change related to the use of technology in the workplace (business, industry, or education).

Walden is committed to providing the information you need to make an informed decision about where you pursue your education. Please find below detailed information for the Education Specialist (Ed.S.) in Educational Technology relating to the types of occupations this program may lead to, completion rate, program costs, and median loan debt of students who have graduated from this program.

Occupations
Program Completion Rate
Program Costs
Median Loan Debt

Occupations—This program generally prepares students to enter the types of occupations listed below. For more information on these specific occupations, visit www.onetonline.org.

In addition to this list, there are other career options that graduates of this program may choose to pursue. To enter certain professions, students may need to satisfy specific additional requirements established by state and/or professional organizations in addition to completing their program.

View examples of our student and alumni accomplishments in their chosen fields.

Occupation Name*  Occupation Code* 
Audio-Visual and Multimedia Collections Specialists  25-9011 
Instructional Coordinators  25-9031 
Education, Training, and Library Workers, All Other 25-9099 

*The “occupation name” is a general job title. “Occupation code” refers to the U.S. Bureau of Labor Statistics’ Standard Occupation Classification.

Program Completion—The program completion rate is the percentage of students who graduated between July 1, 2011, and June 30, 2012, who completed this program in the normal completion time.

The program completion time may vary depending on transfer of credit and the pace at which a student chooses to complete the program. Because many of the students in this program are working adults and need to balance personal and professional commitments, our academic advisors can help establish an appropriate program of study that enables each student to complete this program in a time frame that works best for him or her.

Rate  Percentage 
On-time completion rate   82.9%

Program Costs—The total program costs are the estimated average costs over the duration of the program, excluding any scholarship or tuition reductions, for students completing the program on time. These costs can vary based on the number of credits. Typically, tuition and fees are subject to change annually.

Expense  Cost 
Tuition and Fees   $25,920
Books and Supplies   $954
Room and Board   Not applicable 

View cost per credit in the Tuition and Fees section.

Median Loan Debt—The following is the median amount borrowed by all students who completed the program between July 1, 2011, and June 30, 2012. The amount borrowed may include tuition as well as non-institutional costs such as estimated living expenses.

Loan Amount 
Title IV Program Loans   $41,000 
Private Educational Loans   $0 
Institutional Financing Plan   $0 

For assistance in deciding which online degree program fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.