Masters in Educational Technology

The California State University Fullerton offers an online Masters program in Educational Technology. Participants in this program will complete 16 months or 30 semester units in a cohort-based model that actively engages and connects them with peers and instructors as they explore the how and why of using technology in ways to engage promote student-centered learning.

Program participants take courses in the following areas:

  • Distance Education in Schools
  • Technology & Problem-Solving
  • Instructional Design
  • Multimedia Design and Development  
  • Web Design & Instruction
  • Educational Technology Leadership   
  • Understanding Educational Research
  • Learning Theory
  • Curriculum Design & Development
  • Creating a Professional Portfolio



  • 16 month masters program
  • All course work and learning offered online
  • Appropriate for pre- or in-service K-12 educators and technology coaches
  • Novice to intermediate technology skill required


Seal of Alignment Review

The Masters program in Educational Technology at California State University, Fullerton successfully underwent the International Society for Technology in Education (ISTE) Seal of Alignment review for Proficiency. Reviewers determined that this resource provides substantial opportunities for participating teachers to practice the skills and knowledge necessary to meet the ISTE Standards for Coaches. This 16-month program offers offer a high-quality, sequenced, and interactive online learning experience. Students who complete this program are exposed to both the theory and practice of using technology in student-centered ways and are prepared to become technology leaders and advocates. 


“The CSU Fullerton Masters program in Educational Technology is extremely well designed, highly engaging, and constructivist in approach. With robust teacher engagement and high quality materials, the program exposes participants to valuable learning experiences that prepare them to meet a number of the ISTE Standards for Coaches.”

—ISTE Review Report

The CSU Fullerton Educational Technology Masters program was found to support implementation of the following ISTE Standards for Coaches:


1. Visionary leadership 

1.b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels.
1.c. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines.
1.d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.

2. Teaching, learning, and assessments

2.a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
2.b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research- based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
2.c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
2.d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)
2.e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals
2.f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences 

3. Digital age learning environments

3.a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments
3.b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
3.d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
3.e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
3.f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure
3.g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community 

4. Professional development and program evaluation

4.a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
4.b. Design, develop, and implement technology- rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment
4.c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning 

5. Digital citizenship

5.a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
5.b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies

6. Content knowledge and professional growth

6.a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the Standards•S and Standards•T
6.c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology- enhanced learning experiences

Seal of Alignment for Proficiency


This resource offers a flexible implementation plan and opportunities to practice the skills and knowledge necessary to meet the ISTE Standards for Coaches.

Sealholder Since:December 2015

Learn more about Seal of Alignment