Educational Technology (MA)
Master of Arts (MA)
Why pursue a Master's in Educational Technology?
The MA programme in Educational Technology prepares you for careers as designers and developers of instructional materials, professionals who implement technology in educational settings, and as performance consultants who help organizations with challenges that go beyond instruction and technology.
While preparing for these roles, you learn how to assess needs and identify the cause of performance gaps; design and implement instructional programs and other types of solutions, and evaluate the outcomes of these programs. These aspects represent what educational technology is, a field that facilitates learning and improving performance by creating, using, and managing appropriate technological processes and resources.
Course-related projects that emerge from partnerships established by our faculty with local, national and international start-ups, NGOs, corporations, schools, colleges, CEGEPS, and universities—provide opportunities to link classroom learning with its application in the real world.
To begin the process of launching your career, you can participate in our internship option. With a wide network of for-profit, non-profit, government partners to choose from, you have the opportunity to work in an environment that appeals to your specific interests.
The program teaches you to:
- Analyze organizational contexts to identify underlying opportunities to improve individual and organizational performance through instructional (training) and non-instructional interventions (such as incentive systems, management, workplace design).
- Prepare individual instructional programs for maximum effectiveness with the intended learners, achieving the desired outcomes, and addressing the practical challenges in learning situations.
- Create a performance improvement campaign or curriculum that links several related instructional programs and other resources to achieve a complex goal while taking a systemic approach to developing competence among learners.
- Apply sound learning theories and results of educational research to solve performance problems and guide instructional design.
- Develop competence with the technologies used to create and deliver instructional and educational materials online, learning materials for classes, workbooks and multimedia materials.
- Appropriately choose technologies for instructional and educational purposes.
- Evaluate learning programs and educational materials.
- Lead instructional projects and educational technology groups.
- Conduct research that leads to further developments in the field.
Program details
You may choose one of two options.
- Option A: MA with thesis or thesis-equivalent
- Option B: MA with non-thesis internship
We encourage students who plan to conduct field research or evaluation studies, or who wish to go on to doctoral studies, to pursue option A. Students who want to develop professional skills in an extended practicum with corporate, school, government or NGO clients are advised to pursue option B.
This option is divided into two areas: Area I (Research and Development of Educational Technology) and Area II (Production and Evaluation of Educational Materials).
Entry into the program is based on the individual backgrounds of applicants, who should possess a bachelor's/baccalaureate degree with at least a major or the equivalent in any subject. An average of at least a B in the major or equivalent is required. Students from the Diploma in Instructional Technology (who have not graduated from the Diploma) may apply for admission with advanced standing. A maximum of 15 credits may be transferred. An interview may be required.
Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the Graduate Admission page for further information on the Language Proficiency requirements and exemptions.
- Credits. A fully qualified candidate is required to complete a minimum of 45 credits.
- Language Competency Requirement for All Students. French or other language requirements for students undertaking field experience are determined and assessed by the hosting organization. It is the student's responsibility to attain the competency level required.
- Courses. The individual course of study is decided in consultation with the student's academic advisor, although certain courses are required of all students.
- Core Courses. ETEC 613 (3 credits), ETEC 640 (3 credits), ETEC 641 (3 credits) and ETEC 650 (3 credits).
- Elective Courses. 15 credits chosen from the list of courses which follows under Elective Courses, in consultation with the advisor.
- Core Courses. ETEC 613 (3 credits), ETEC 640 (3 credits), ETEC 641 (3 credits) and ETEC 650 (3 credits).
- Thesis (Area I). Students must complete ETEC 795 (3 credits) and ETEC 796 (15 credits), comprising a written thesis proposal, a thesis and an oral defence.
- Thesis-Equivalent (Area II). Students must complete for ETEC 795 (3 credits) and ETEC 796 (15 credits), comprising a written thesis-equivalent proposal, a thesis-equivalent and an oral defence. Students are required to produce educational materials to achieve specific objectives (e.g., an educational television production or a computer-based instructional program) and their evaluation.
Entry into this program is based on the individual backgrounds of applicants, who should possess a bachelor's/baccalaureate degree with at least a major or the equivalent in any subject. An average of at least a B in the major or equivalent is required. Students from the Diploma in Instructional Technology (who have not graduated from the Diploma) may apply for admission with advanced standing. A maximum of 15 credits may be transferred. However, no financial credit will be given. An interview may be required.
Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the Graduate Admission page for further information on the Language Proficiency requirements and exemptions.
- Credits. A fully qualified candidate is required to complete a minimum of 45 credits.
- Language Competency Requirement for All Students. French or other language requirements for students undertaking an internship or a field experience are determined and assessed by the hosting organization. It is the student's responsibility to attain the competency level required.
- Courses. The individual course of study is decided in consultation with the student's academic advisor, although certain courses are required of all students.
- Core Courses. ETEC 613 (3 credits), ETEC 640 (3 credits), ETEC 650 (3 credits) and ETEC 651 (3 credits), and either ETEC 671 (3 credits) or ETEC 672 (3 credits).
- Elective Courses. 12 credits to be chosen from the list of courses that follows under Elective Courses, in consultation with the advisor.
- Internship. ETEC 791 (15 credits). ETEC 791 normally consists of an extensive activity (minimum 675 hours) in the university or in the field. The experience will vary with the interests of the student and the opportunities available. The objectives are: to apply skills acquired in program courses; to obtain more "real world" experience with the actual practice of educational technology; and to undertake a synthesizing process which combines the subjects studied separately within the program in a single undertaking.
- Internship Report. ETEC 792 (3 credits). The internship report will address both the scholarly/academic and professional practice aspects of Educational Technology. Typically 10,000 or more words in length, the report should contain at least two parts: 1. A detailed description of the Internship II activities, utilizing a case study format; including relevant references to the literature. 2. A conclusions and recommendations section which outlines what was learned, what one would do differently, and what potentially generalizable principles one might recommend to fellow educational technologists encountering similar circumstances. The student completes the internship by disseminating the experiences detailed in the report in a public presentation.
Prior to applying, please email us to request the Educational Technology program booklet.
Your completed application will include:
- Application form (signed) and Fee
- Curriculum Vitae (CV)
- Three Letters of Reference and assessment form
- Statement of purpose (500 to 700 words) outlining why you want to enter this program, what your career goals are and how you feel this program will meet those goals
- Transcripts for all post-secondary institutions attended
- Proof of Canadian citizenship, permanent resident status or refugee status (if applicable)
- Applicants whose primary language is not English, are required to submit official language test scores, unless exempted.
Please apply online. Read the how-to guide for application procedures.
| DEGREE |
FALL (September) |
WINTER (January) |
SUMMER (May/June) |
| Educational Technology | MA | Jan. 15* | Sept. 15 | n/a |
Courses typically offered include:
- Learning Theories
- Research Methods
- Fundamentals of Instructional Design
- Fundamentals of Human Performance Technology
Consult the graduate calendar for a complete list of current courses.
Consideration for Entrance Awards is automatically part of the admissions process for all new students. Teaching assistantships are available and awarded to students on a competitive basis. Research assistant positions also exist for funded research but cannot be guaranteed. Individual faculty members determine if work opportunities are available based on their own research initiatives.
Other funding opportunities that are available include the Cheryl-Mackenzie Award, as well as multiple scholarships and fellowships offered through the Faculty of Arts and Science.
Students presenting their research at academic conferences are also eligible to receive conference travel funding.
Please also consult Concordia’s graduate funding page and Financial Aid and Awards.
Our faculty members are a diverse group of researchers committed to excellence in teaching, research and community service. They are well known for their strong research profiles that inform their teaching and afford graduate students the opportunity to work on cutting edge research.
Faculty research interests include:
- pedagogical integration of technology
- distance education and online learning
- management of workplace learning and communication groups
- digital media theory and production
- collaborative action research
- communities of practice and online communities
- innovative emerging technologies for learning and performance
Take advantage of resources that are for the exclusive use of graduate students at our state-of-the-art facilities. Benefit from your own guaranteed research space, as well as privileged access to computer workstations and a media development lab.
Review an inspiring list of thesis topics.
Many of our graduate students and alumni have been published in a multitude of distinguished journals, including the Canadian Journal of Learning and Technology, the European Journal of Training and Development, the Journal of Information Technology Education, Review of Educational Research, Computers and Education, Educational Technology Research and Development and Personal Construct Theory and Practice.
The Department of Education Interdisciplinary Graduate Student Association (DOEIGSA) supports initiatives that encourage student well-being in the department and the university at large. The DOEIGSA aims to engage students in social issues, inside and outside the university, which are pertinent to education.
The Graduate Symposium in the Department of Education (GSDE) is an annual event that invites students across Canada to present their research. The GSDE is a student-run conference and offers you the opportunity to learn more about grant applications and event planning.
According to economic forecasts for the coming decade, educational technologists have strong employment prospects. Our alumni find great success in a wide range of professional careers in instructional design, performance consultancy, and project management. Students are also well placed to continue in the field by pursuing doctoral studies.
Recent graduates can also be found working as:
- training and support analysts
- training managers
- media developers
- e-learning developers
- curriculum developers
- pedagogical consultants
- process analyst
- pedagogical/training consultants
- manager of learning environments
- educational technology advisors
Join our active Alumni Association with hundreds of members and large network of graduates that work in all four corners of the world.
We have an extensive list of established partnerships with employers, including:
- Aviation industry
- Cultural institutions
- Education
- Food industry
- Gaming industry
- Health sciences
- Media industry
- Public sector and NGOs
- Retail
- Technology
- Telecommunications
- Transportation
Our internships coordinator can help place you in a work environment you are interested in pursuing.
