Learning technologies
This field of study attracts students from several different professional disciplines. Licensed teachers pursue studies in this area to learn methods for integrating technology into their classrooms. Professionals in business and industry are attracted to the multimedia design and development coursework that focuses on software design. Individuals from both P-16 and business find this field useful for understanding the effective design and delivery as well as integration of distance learning environments. Ph.D. students are attracted to the research possibilities and the potential to become a scholar in learning technologies. Because this program features collaborative instruction from three nationally ranked departments within the College — Curriculum and Instruction, Educational Psychology, and Organizational Leadership, Policy, and Development — participants will benefit from a rich, broad-based curriculum and faculty members with both research-based and hands-on expertise.
Degree and licensure information in learning technologies
- Ph.D.: for experienced professionals who want to develop advanced research, knowledge, and leadership skills in their chosen field
- M.A.: a research-based master's degree for individuals who want to develop research and teaching skills, and advanced knowledge in their chosen field
- M.Ed./professional studies: for licensed teachers and other professionals interested in gaining advanced knowledge and skills with specific emphasis in instructional systems and technology
- Certificates: for individuals wanting a shorter professional program in three areas of technology enhanced learning: K–12 technology integration, multimedia design and development, and online distance learning.
- Additional teaching license:
K-12 Teachers of Computer, Keyboarding, and Related Technology Applications
Featured program
Certificate in online distance learning:
The
education landscape is changing with K-12 students enrolling in
online classes outside of their home school districts. Teachers,
business people, and others affected by these changes can prepare
for this dynamic trend by learning how to design and deliver effective
courses online. Certificate coursework includes face-to-face and
online learning opportunities. You will succeed in these courses
no matter how much or little experience you have with technology!
To find out more or to arrange for an on-site workshop on using
technology in K-12 schools, please contact Aaron Doering at
adoering@umn.edu or 612-625-1073.
Faculty & Interests
Aaron Doering: Development of effective distance learning and adventure learning environments, and technology integration in K-12 settings.
Charles Miller: Effects of emotional design on the learner experience.
Cassandra Scharber: Literacy, power, and technology and the possibilities technology offers in aiding the transformation of teaching and learning.
Joel Donna: Professional development of beginning science teachers through online learning and technology integration.
Jennifer Cherry: My research interests include the interplay of various facets of teacher knowledge including pedagogy, technology, and business content.
Angelica Pazurek: Online and distance learning with an emphasis on the design and facilitation of highly-engaging learning experiences, the potential of mobile technologies for transformative learning, technology integration in adult and higher education contexts.
Alumni in action: George Veletsianos
I graduated from the learning technologies Ph.D. program in August 2008. From September 2008 until January 2010, I worked as a lecturer of digital technologies, communication and education, at the University of Manchester, UK. Beginning in January 2010, I have been an assistant professor of instructional technology at the University of Texas, Austin. As a student in the LT program, I took advantage of the multitude of opportunities available to me to engage in collaborative research and design work with LT faculty and colleagues. The work that I did as a student was very helpful when it was time to apply for full-time positions largely because by the time I finished my Ph.D., I had a record of peer-review journal publications and conference presentations.
My research interests involve the design, development, and evaluation of digital learning environments and my foci areas are adventure learning, pedagogical agents, and the learner experience. Recently, I have been exploring the use of social media in these contexts. I blog often on these topics and my work can be found at http://www.veletsianos.com.
Recent publications
Veletsianos, G, & Kleanthous, I. (2009). A Review of Adventure Learning. The International Review of Research in Open and Distance Learning, 10(6), 84-105.
Veletsianos, G., Miller, C., & Doering, A. (2009). EnALI: A Research and Design Framework for Virtual Characters and Pedagogical Agents. Journal of Educational Computing Research, 41(2), 171-194.
Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: Designing and assessing with technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education [Online serial], 9(3).
Veletsianos, G., Scharber, C., & Doering, A. (2008). When Sex, Drugs, and Violence Enter the Classroom: Conversations between Adolescent Social Studies Students and a Female Pedagogical Agent. Interacting with Computers, 20(3), 292-301.
Doering, A., Lewis, C., Veletsianos, G., & Nichols, K. (2008). Preservice Teachers’ Perceptions of Instant Messaging in Two Educational Contexts. Journal of Computing in Teacher Education, 25(1), 45-52.
More info
Professional organizations
Updated January 2011
