Promote Effective Digital Learning

Marian University’s Master of Arts in Education (M.A.E.) with a focus in Educational Technology equips you to leverage technology and create more compelling educational and training experiences. In our curriculum, you benefit from:

  • 100% online courses
  • “Make It and Take It” approach – complete a culminating project that is immediately applicable to your career
  • Completion of your master’s degree in 19 months
  • Updated curriculum covering Instructional Design, Game Design, and Application Development

Designed for students coming from education, corporate training, and human resources backgrounds, professionals from these fields will bring a level of experience that will aid them in their progress. Our course options also appeal to those in business and information technology fields, bringing a more analytical and technical perspective to the program.

Fit earning your master’s into your busy schedule—100% online!

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MPath Online Program Schedule: 7-Week Accelerated

The online program is one of the Marian University MPath graduate programs offered in a 7-Week Accelerated format. With 100% online classes and 6 possible starts per year, the 7-Week Accelerated program provides a high-quality online degree with the flexibility that today’s adult learners are seeking. The flexible coursework design and ability to focus on fewer topics at once is custom made for working teachers who are ready to take their education and career to the next level.

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The Curriculum

The curriculum consists of ten courses (see below). Each class is 7 weeks in length. If taken consecutively, the degree can be completed in 19 months.

Sample Course Plan:
Download Sample Course Plan

30 credits:

Exploration of the foundational technology skills required in an educational technology program. Learners build on foundational skills and learn intermediate and advanced techniques. Learners begin an electronic portfolio that demonstrates proficiency in the Educational Technology Program Learning Outcomes. Learners evaluate educational websites and web-based tools used in the educational setting. Collaboration with peers includes rich discussion of the skill-set necessary to be successful in an online learning environment.

This course examines the trends and issues of education in the age of technology. Students will analyze various aspects of teaching the digital learner in an online environment. Students will participate in online discussions of key talking points pertaining to learning theories, curriculum connections with standards, pedagogy, assessments, student-teacher-parent collaboration and 21st century skills. Students will also interact with assigned web sites and conduct research.

Provides learners with the fundamentals of instructional design and experiences necessary to develop the knowledge, skills, and attitudes required for designing effective instruction that meets the needs of the workforce for the 21st century. Focuses on instructional design theories and principles with emphasis on a variety of instructional design models with a focus on recent contributions from cognitive science and related ID fields.

This course will provide practical experience in researching, planning, budgeting, reporting, and evaluating grant proposals integrating technology. Students will engage in individual and group inquiry with an opportunity to read and respond to texts and documents. Emphasis will be on analytical thinking, problem solving, and persuasive writing to obtain funding for project initiatives.

Exploration of case-based approach to learning instructional design (ID) skills. Learners will explore the instructional systems development (ISD) process from analysis through evaluation, and engage in authentic instructional design activities via participation in a community of practice. Activities include co-analyzing instructional design problems, working with diverse teams and individuals in educational and corporate settings to create real instructional design products/cases for potential employers.

Examination of history and philosophy of games, the game production process, employee factors for success in the field, and current issues and practices in the game development industry. Provides learners with a theoretical and conceptual understanding of the field of game design, along with practical exposure to the process of creating games.

Exploration of future ready concepts to prepare students for a global society. Framework introduced includes professional learning through technology, curriculum, assessment and evaluation of app-based technology. Students examine current plans for vision and policy. Classroom management in the classroom of the future is discussed. Curricular integration of digital citizenship is emphasized.

Practical application of building, playtesting, and continually improving a team built game for any workforce. Focus on learner demonstrating proficiency with applying the fundamental skills and techniques of game design. Construction of a game prototype, refining a game protoype through productive cycle of play testing.

Exploration of multimodal literacies and expansion of ways information is acquired and interpreted. Research in cognitive load and learning implication is examined. Multimodal literacy tools are evaluated to support candidates in information acquisition. Candidates explore many aspects of the writing, design, and distribution processes of multimodal literacies. Candidates identify how digital technologies have increasing capacity for individuals to adapt the tools for their own information and communication purposes. Candidates apply literacy skills to real world problems and knowledge-building.

This course will examine the fusion of technology, pedagogy and content knowledge in the educational environment with an emphasis on 21st century leadership skills. This course will also provide opportunities for learning how to lead the integration of technology through professional growth and development training and mentoring. This course will also require the completion of an electronic portfolio as the capstone assessment for the Educational Technology Program.

International Society for Technology in Education

ISTE Standards for Teachers
ISTE-T Standards

ISTE Standards for Coaches
ISTE-C Standards

Wisconsin Teacher Standards
WI Teacher Standards

The mission of the Educational Technology area of focus is to educate candidates in the field of technology integration by providing candidates with the knowledge base necessary to transform curricula and teaching practices for the 21st century. Candidates examine current educational trends, issues, ethics, and theory while meeting teaching and technology standards in order to meet the changing needs of all students.

Learning Outcomes:
After completion of this program, candidates will:

  1. Understand the teaching standards, including the dispositions expected of professional educators, that are able to accurately describe, assess, and reflect on best practices as they pertain to their development as teachers.
  2. Make commitments to engage in ongoing professional development as master degree candidates that focus on teaching strategies, technology integration, and learner outcomes. In addition, the candidates must maintain a 3.0 GPA.
  3. Be able to design instruction, effectively use a variety of instructional strategies, and adapt instruction to encourage the development of critical thinking, problem solving, and performance skills of all students.
  4. Continually examine and evaluate technology and the impact it has on student learning. Candidates will collaborate with peers, professional colleagues, and community members while designing multimedia projects to promote effective teaching and student learning.
  5. Have knowledge and skills in researching, planning, budgeting, reporting, and evaluating grant proposals integrating technology. The major emphasis is on the application of analytical thinking, problem solving, persuasive writing, collaborating, and assessing outcomes through practical experience to obtain funding for project initiatives.
  6. Demonstrate understanding of the technology tools used to create and maintain online courses, best practices for online teaching and learning, and develop their own online course/unit.
  7. Demonstrate current best practices in the integration of mobile technology and learning through productivity and classroom work flow. Candidates will meet the diverse needs of their students through learning extensions.

The Education Programs offered by the Marian University School of Education are approved by the:

wi-dept-public-instruction-logo         aacte-logo          caep-logo

Marian University is accredited by the Higher Learning Commission.

Application Requirements
To be accepted into the Master of Arts in Education, you must have at least a 2.75 GPA from a regionally accredited college or university. Marian University does not require the GRE.

Follow this link to the application page. You will be required to complete the application and submit an official transcript showing that your degree was conferred.

Graduation Requirements
To receive the Master of Arts in Education degree, candidates must meet the following criteria:

  • Completion of the coursework or its equivalent with a minimum GPA of 3.0 (on a 4.0 scale)
  • Grades below C (2.0) are not counted toward meeting degree requirements
  • Submission of an application for degree completion
Coach Jason Bartelt

I could not be happier with my experience at Marian. It was the perfect program to keep me up to date with the ever-growing world of technology. Each class helped me grow as a professional and equipped me with valuable knowledge. Since graduation, I have not only seen a higher level of efficiency in my own work, but in the work of my entire department as well.

– Jason Bartelt, Director of Athletics

Bob Wagner
Bob Wagner has been with Marian University since 1992 as an adjunct professor in Educational Technology. After teaching Elementary and Middle School in Neenah for 30 years, he retired in 2002 and came to Marian to work in the Educational Technology Department. In 2003, he redesigned the Educational Technology program to meet the needs of the 21st century teacher and student. Bob enjoys teaching in the program because he believes the curriculum meets the needs of today’s students, while preparing them for tomorrow.

Gladys Arome
Gladys Arome began her career in TV media and K-12 library media, before finally transitioning into higher education. While working for colleges and universities, she designed classes for both face-to-face and online learning environments and mentored graduate students toward completion of their dissertations for more than 15 years. Gladys enjoys interacting with students and sharing knowledge on the potential capabilities of technology to enhance teaching and learning in educational settings. She also enjoys the use of technology for training and development to engage individuals in all work settings, as well as exploring new technologies and their potential to improve work performance.

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If you have any questions or concerns during this process, please contact:

Adult & Online Studies
45 South National Ave.
Fond du Lac, WI 54935

920.923.8726 or 1-800-2-MARIAN ext. 8726