departments & programs academic departments mathematics, science & technology education technology education master's program in technology education Master's Program in
Technology Education
The Master's Program is designed for professionals who wish to develop their instructional competencies and for those who wish to be supervisors and administrators of technology education programs. The Program is structured so students can:
• Analyze significant technological developments and assess the impact of these developments on technological change, technology education, and the students in North Carolina.
• Develop and implement technology-based instructional programs and apply research methods which aid in improving the practice of technology education.
• Explore their interests through specialized study in an approved minor.
The intent of the Technology Education Master's degree is to elevate the knowledge and skills of students for the purpose of increasing their career oppportunities in education and related professions. Students complete a Plan of Graduate Work with their graduate advisory committee which outlines the core and elective courses while pursuing graduate study.
Professional options in graduate study include:
• Master teacher
• Local vocational education administrator
• State consultant
• Business/industry trainer
• Positions in government
There are two types of Master's degrees both of which require 36 semester hours of credit beyond the bachelor's. First, is the Master's of Education degree that does not require a thesis, and the second is the Master's of Science which does require a six semester-hour thesis.
Admission to the Master's Program Applicants must complete a graduate school application with the following supporting evidence: at least a 3.0 grade point average on previous graduate work or undergraduate major, three professional references, an outline of their career goals, and recent (within the past five years) test scores from either Graduate Record Exam or Miller Analogies Test.
Course Offerings:
| TED 530 | Foundations for Teaching Technology | 3(3-0-0) F |
| Preq: Graduate standing | ||
| Three topics related to teaching technology at the secondary and post-secondary levels: philosophical and historical foundations; methodology and curriculum development; and current trends and issues. Emphasis is on developing critical thinking skills, research, technology skill development, and writing procedures. | ||
| TED 532 | Current Trends in Technical Graphics Education | 3(3-0-0) F |
| Preq: Graduate standing | ||
| Current trends in the technology, techniques, and theories relating to technical graphics education. Discussion will center on assigned readings and student-researched presentations on topical subjects. Readings will be drawn from journals and texts, on-line databases and articles, and current news media sources. | ||
| TED 534 | Instructional Design in Technical and Technology Education | 3(2-2-0) S |
| Preq: Graduate standing | ||
| Create instructional activities for technical and technology education. Examine learning theories appropriate for technical and technology education. Explore and apply models for instructional design. Examine issues relative to electronic applications in technical and technology education classrooms. | ||
| TED 536 | Scientific and Technical Visualization: Theory and Practice | 3(3-0-0) F, (ALTYREVEN) |
| Theory and practice of scientific and technical visualization as a means of displaying scientific data and concepts using graphical methods. Both practitioner and theory driven models of communication are considered. How computer and print graphics can be used to assist individuals in the exploration of scientific and technical concepts. Particular focus on how to integrate scientific/technical graphics into the instructional settings. | ||
| TED 551 | Technology Education: A Discipline | 3(3-0-0) F, Alt Yrs(odd) |
| Preq: Graduate standing or PBS status | ||
| Defines essential attributes of technology and examines the relationship between technology education and related disciplines. Analyzes the theory, models, and literature that constitute the foundation of technology education. Synthesizes relevantresearch and identifies areas of needed research. | ||
| TED 552 | Curricula for Emerging Technologies | 3(2-2-0) F, Alt Yrs(even) |
| Preq: Graduate standing or PBS status | ||
| Analyze advanced technologies and develop instructional programs for technology education curricula in secondary schools. Topics include technologies in production, transportation and communication. | ||
| TED 555 | Developing and Implementing Technology Education | 3(3-0-0) S, Alt Yrs(odd) |
| Preq: Graduate standing or PBS status | ||
| Technology Education curriculum trends, standards, design, implementation and management. Students will analyze current curricular trens and develop strategies for implementing and managing technology education programs. | ||
| TED 556 | Laboratory Management and Safety in TED | 3(0-4-0) S |
| Preq: Graduate standing | ||
| Laboratory management, planning, and safety considerations for technology education. Analysis of recent research, environmental factors, development of a safety system, safety education, and legal implications. Use of student leaders in managementof a safe learning environment. Offfered by Distance Education Only | ||
| TED 558 | Teaching Creative Problem Solving | 3(2-2-0) S, Alt Yrs(even) |
| Preq: Graduate standing or PBS status | ||
| Provides teachers with the opportunity to study the research associated with creativity and apply these theories to implement a creative problem solving program. | ||
For more information contact:
Dr. Aaron Clark
Box 7801, NC State University
Raleigh, North Carolina 27695-7801
(919) 515-1771
last updated 03/25/09
