Instructional Technology

School/College: School of Education
Degree(s) Offered: Master of Science
Graduate Coordinator:  Muktha Jost         Email: mjost@ncat.edu        Phone: 336-285-2138
Department Chair: Anthony Graham Email: agraham@ncat.edu   Phone: 336-334-7848

The mission of the Master of Science (MS) in Instructional Technology degree program is to prepare highly-qualified instructional technologists for K-12 schools, businesses, and industries. Through courses in instructional design, multimedia development and evaluation, media and technology, and assistive technology, candidates in the Master of Science in Instructional Technology develop knowledge, skills, dispositions, and professional attitudes that empower them to become lifelong learners and exemplary instructional technologists in various professional contexts.  The MS program in Instructional Technology is aligned with professional standards commensurate with the Interstate Teacher Assessment and Support Consortium (InTASC), the National Council for the Accreditation of Teacher Education (NCATE), the North Carolina Department of Public Instruction (NCDPI), and National Board Professional Teaching Standards (NBPTS).

Additional Admission Requirements

  • Two Page Double-Spaced Statement of Purpose or Intent
  • Standard Professional 1 or 2 NC Teaching License required for Media Coordinator track and the Instructional Technology Director track
  • Graduate Record Examination (GRE) Scores (may be admitted conditionally before taking GRE)

Program Outcomes

Candidates in the MS Instructional Technology program will:

  • Demonstrate effective critical writing skills appropriate for educational scholars according to current standards of the profession
  • Demonstrate effective knowledge, skills, and attitudes in diversity issues, learning theories, technological skills, and methods of instruction
  • Demonstrate their depth of technological knowledge and breadth of technological skills for appropriate learning contexts.

Degree Requirements

The MS in Instructional Technology requires a total of 39 credit hours of coursework, submission of approved "Electronic Evidences" and an instructional technology special project.  Students without an appropriate academic background in instructional technology may be required to complete prerequisite courses (e.g., SPED 661 Introduction to Exceptionalities, INST 605 Computers in Education, and other program-approved courses).  The Instructional Technology program has three approved tracks: (1) Media Coordinator (076), (2) Instructional Technology Director (077), and (3) Business and Industry.  

Track 1: Instructional Technology Media Coordinator (076) (39 Credit Hours)

•           CUIN 618 Learning Theories (3.0 credit hours)

•           CUIN 711 Research and Inquiry (3.0 credit hours)

•           INST 680 Cataloging and Media Materials (3.0 credit hours)

•           INST 700 Instructional Design (3.0 credit hours)

•           INST 702 General Teaching and Assessment Methods (3.0 credit hours)

•           INST 703 Leadership and Management (3.0 credit hours)

•           INST 721 Multimedia Development and Evaluation (3.0 credit hours)

•           INST 722 Advanced Internet Uses in Education (3.0 credit hours)

•           INST 723 Media and Technology in the Schools (3.0 credit hours)

•           INST 735 Assistive Technology and Diverse Learners (3.0 credit hours)

•           INST 613 Developmental Media for Children (3.0 credit hours) OR

•           INST 614 Book Selection and Related Materials for Young People (3.0 credit hours) OR

•           ENGL 626 Children's Literature (3.0 credit hours) OR

•           ENGL 627: Literature for Adolescents (3.0 credit hours)

•           INST 790 Internship in Instructional Technology (3.0 credit hours)

•           INST 791 Thesis or Special Project Research and Development (3.0 credit hours)

•           INST 788 Comprehensive Examination (0.0 credit hours)

Track 2: Instructional Technology Director (077) (39 Credit Hours)

•           CUIN 618 Learning Theories (3.0 credit hours)

•           CUIN 711 Research and Inquiry (3.0 credit hours)

•           INST 700 Instructional Design (3.0 credit hours)

•           INST 702 General Teaching and Assessment Methods (3.0 credit hours)

•           INST 703 Leadership and Management (3.0 credit hours)

•           INST 721 Multimedia Development and Evaluation (3.0 credit hours)

•           INST 722 Advanced Internet Uses in Education (3.0 credit hours)

•           INST 723 Media and Technology in the Schools (3.0 credit hours)

•           INST 735 Assistive Technology and Diverse Learners (3.0 credit hours)

•           INST 752 Designing Courses for Online Delivery (3.0 credit hours)

•           INST 788 Comprehensive Examination (0.0 credit hours)

•           INST 790 Internship in Instructional Technology (3.0 credit hours)

•           INST 791 Thesis/ Special Project Research and Development (3.0 credit hours)

•           ELECTIVE Any approved graduate-level course (3.0 credit hours)

Track 3: Business and Industry (39 credit hours)

•           CUIN 618 Learning Theories (3.0 credit hours)

•           CUIN 711 Research and Inquiry (3.0 credit hours)

•           INST 700 Instructional Design (3.0 credit hours)

•           INST 702 General Teaching and Assessment Methods (3.0 credit hours)

•           INST 703 Leadership and Management (3.0 credit hours)

•           INST 705 Instructional Technology Services to Business and Industry (3.0 credit hours)

•           INST 721 Multimedia Development and Evaluation (3.0 credit hours)

•           INST 722 Advanced Internet Uses in Education (3.0 credit hours)

•           INST 735 Assistive Technology and Diverse Learners (3.0 credit hours)

•           INST 752 Designing Courses for Online Delivery (3.0 credit hours)

•           INST 788 Comprehensive Examination (0.0 credit hours)

•           INST 790 Internship in Instructional Technology (3.0 credit hours)

•           INST 791 Thesis/ Special Project Research and Development (3.0 credit hours)

•           ELECTIVE Any approved graduate level course (3.0 credit hours)

Electives:

Candidates must consult the catalog and course offerings and obtain the permission their advisor before selecting elective courses.

Additional Details

At the conclusion of the program, candidates must: (1) maintain a 3.00 Grade Point Average, and (2) achieve "acceptable" scores on the state-approved "Electronic Evidences" and (3) satisfactorily complete an Instructional Technology special project/thesis. 

Comprehensive Exam:       Required

Licensure requirements:     Required

Assistantships

Graduate Research Assistantships and Graduate Teaching Assistantships may be available to graduate students enrolled in the Master of Science in Instructional Technology program.  Assistantships are only available to full-time graduate students (i.e., enrolled in at least 9.0 credit hours during the academic semester).  Candidates who apply for a graduate assistantship position must work 20 hours per week.  Please contact the department chairperson to inquire about assistantship availability.

Advising

Candidates enrolled in the Master of Science in Instructional Technology degree program are advised by the program coordinator.  Please email or call the program coordinator to receive additional information regarding the program.  If the program coordinator is unavailable, please contact the department chairperson.

Licensure

Candidates enrolled in the Media Coordinator or Instructional Technology Director tracks of the Master of Science in Instructional Technology program must satisfy programmatic requirements to achieve an add-on license in the state of North Carolina.  These requirements include coursework, an appropriate grade point average, and passing scores on state-approved Electronic Evidences.

Program Certification/Accreditation

The Master of Science (MS) program in Instructional Technology is an accredited program by the National Council for the Accreditation of Teacher Education (NCATE) and by the North Carolina Department of Public Instruction (NCDPI).

Directory of Faculty

  • David Boger, Professor, B.S., Livingston College; M.S., New Mexico Highlands University; Ph.D., University of New Mexico
  • Tyrette S. Carter, Associate Professor, B.A., University of Virginia, M.Ed., Averett College, Ph.D., University of Virginia
  • Elizabeth Jane Davis, Associate Professor, B.A., Duke University; M.Ed., University of Virginia; Ph.D., University of North Carolina at Greensboro
  • Charlesetta Dawson, Assistant Professor, B.A., M.A., University of Northern Iowa; Ph.D., University of North Carolina at Greensboro
  • Kimberly Erwin, Assistant Professor, B.S., M.S., North Carolina A&T State University, Ph.D., Virginia Polytechnic Institute and State University
  • Loury Floyd, Associate Professor and Assistant Dean, B.S., North Carolina A&T State University; M.S., University of Wisconsin-LaCrosse; Ph.D., The College of William and Mary
  • Anthony Graham, Associate Professor and Chairperson, B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Greensboro
  • Karen D. Guy, Assistant Professor, B.S., North Carolina A&T State University; M.Ed., North Carolina Central University; Ed.D., University of North Dakota
  • Vivian Hampton, Associate Professor, B.A., North Carolina Central University; M.Ed., Howard University; Ph.D., University of Maryland
  • Pamela I. Hunter, Associate Professor, B.A., Livingston College; M.Ed., University of North Carolina at Greensboro; Ph.D., Ohio State University
  • Sharon Hunter, Clinical Faculty, B.S., North Carolina A & T State University; M.A., University of North Carolina at Charlotte, Ed.D., Nova Southern University
  • Ioney James, Associate Professor, B.A., University of West Indies, M.S., Central Connecticut State University, Ph.D., University of Albany
  • Muktha Jost, Professor, B.A., Madras University; M.S., University of Kansas; Ph.D., Iowa State University
  • Cathy Kea, Professor, B.A., North Carolina Central University; M.S., University of Wisconsin-LaCross; Ph.D., University of Kansas
  • Dorothy D. Leflore, Associate Professor, B.S., Mississippi Valley State University; M.S., University of Oregon; Ph.D., University of Oregon
  • Stephen McCary-Henderson, Associate Professor, B.S., North Carolina A&T State University; M.Ed. University of Southern Mississippi; Ph.D., Union Institute and University
  • Barbara Mosley, Associate Professor, B.A., M.S., North Carolina A&T State University; Ph.D., Virginia Polytechnic Institute & State University
  • Felicia Sawyer, Clinical Faculty, B.A., North Carolina Central University; M.A.T., The Ohio State University; Ph.D., Capella University
  • Nichole Smith, Assistant Professor, B.S., B.A, Appalachian State University; M.Ed., University of North Carolina at Greensboro; Ed.D., University of North Carolina at Chapel Hill
  • Thomas J. Smith, Associate Professor, B.A., Manchester College; M.S., Indiana University; Ph.D., University of South Carolina
  • Karen Smith-Gratto, Professor, B.A., Christopher Newport College; M.A., Ph.D., University of New Orleans
  • Dawn C. Waegerle, Assistant Professor, B.A., M.A., Oral Roberts University; Ed.D. College of William and Mary
  • Ereka Williams, Associate Professor, B.S., M.A.; Fayetteville State University; Ph.D., University of North Carolina at Greensboro
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