Teaching with Technology (MAT) Courses

The MA in Teaching with Technology (MAT) is an engaging, 30-credit program, with courses covering instructional systems design, learning theory, web media production, online learning, learning management systems, virtual learning environments, and educational technology evaluation. Required courses provide some degree of latitude for students with a variety of backgrounds and interests, and electives are available to further individualize your course of study. Required, elective, and partner credit courses are listed here, followed by complete course descriptions.

In addition to the MAT program, Marlboro also offers a four-course Certificate in Educational Technology, Vermont State Educational Technology Specialist (ETS #42) Endorsement Courses, as well as professional development through our Continuing Education Program (CEP). If you have any questions, please come visit us, email or call Matt Livingston in admissions 888-258-5665 x209, or the program chair, Caleb Clark.

Required Core Courses (24 credits)

1:1 Chromebook K-12 Program

Electives (6 credits)

Electives are available from any program at the graduate school (prerequisites apply), as well as our partners below. 

MAT electives constantly change to respond to current technologies, pedagogies, and demand. Electives run with seven or more students registered. 

Some consistent electives are: 

  • MAT618: Online Collaborative Tools (3 credits)
  • Introduction to Making in Education (3 credits)
  • EDU619: Assistive Technology and Universal Design (3 credits)
  • EDU615: Technology and the Common Core (3 credits)
  • MAT620: Making Mobile Media for Educators (3 Credits)
  • MAT622: Transforming Learning with Mobile Devices (3 credits)
  • MSIT602: Project Management I (3 credits)
  • MSIT603: Project Management II (3 credits)

Partner Credit Courses as Electives

Marlboro has formed partnerships with several Vermont institutions that provide excellent instruction in a variety of special areas. The partnerships allow the below institutions to offer Marlboro credit as an option to certain courses and workshops that fit into the MAT program. We have evaluated each offering to meet both our quality and rigor standards, as well as state and national requirements for graduate credit.

Landmark College

Landmark college logo

Since 1985, Landmark College has been the leader in creating successful learning approaches for students with learning disabilities including dyslexia, ADHD and ASD. Landmark College now offers a graduate level, five-course certificate program in Universal Design: Technology Integration (UDTI) designed for professionals and graduate students in the fields of education, technology and support services. This certificate program is designed to provide an in-depth understanding of universal design and technology, and their application to instruction in varied educational environments. Three of the courses are completely online, and the other two courses have a residency component. Students can opt to take the complete certificate program (15 credits) or simply enroll in one or more courses.

Four of the courses in the UDTI certificate program can be used as electives in Marlboro’s MAT program. Visit the Landmark College UDTI webstite, learn more about the certificate program courses and curriculum or click on the links below to see sample syllabi.

For more information please contact: Sarah Downing at (802) 387-1662, or institute@landmark.edu

The Learning Collaborative in Dummerston, VT

The Southeast Vermont Learning Collaborative provides high quality professional development for educators throughout the eleven Windham and Windsor supervisory unions. Throughout the year, selected workshops offer the option for graduate credit in the MAT program.

For more information please go see course listing at: www.LearningCollaborative.org,  or contact Susan 802-257-8600susan@learningcollaborative.org

Vermont Virtual Learning Cooperative (VTVLC)

VTVLC offers several online courses with the option for graduate credit in the MAT program. VTVLC provides online professional development and support through their teacher preparation program that includes mentoring and formal coursework in teaching online.

For more information please contact: Rachel Epler, Administrative Support, 802-885-8331, or repler@vtvlc.org

ISIS for Education (IFE)

IFE ISIS for Education LogoISIS for Education is a company founded by experienced teachers and administrators who are passionately devoted to improving K-12 education. We believe there is no more relentlessly messy yet worthwhile reality than the process of successfully educating children. Contrary to the belief that “big data” can answer all of our questions, success in the educational process does not rely on data alone. And yet building sustainable cultures of effective data leadership and practice can make a difference for children. We prepare schools and districts for transformative leadership through data in three ways:

  • online and onsite training
  • onsite consulting with school and district leadership
  • development of customized visual analytic resources

Our current offering for optional 3 credits with Marlboro College is the course: Effective Data Leadership and Practice (EDLaP I).

Course Descriptions

Educational Technology

Required Courses

EDU620 - Clear Writing Workshop

  • 1 credit
  • Taught in Fall, Winter, Spring
  • This is a required course

Writing effectively is essential in every profession. This course focuses on ways to analyze the structure of professional texts and gain practice in discipline-specific professional writing. Students will select a type of writing using a real-world writing task that incorporates all phases of the writing process.

MAT603 - Web Design and Media Production

  • 3 credits
  • Taught in Fall
  • This is a required course

A foundation course in the delivery of educationally oriented multimedia via the Internet. Students will use a best-of-breed content management system (WordPress) to practice the basic production of educationally oriented text, photos, video, audio and files for download. Students will study and discuss the history of the Internet, Web, current trends, usability, assistive technology, universal design and the analysis, ethics, and effective use of Internet media and software for educational purposes. The final project is the creation of a professional online electronic portfolio in a second authoring platform in Google Sites. E-portfolios are used throughout the EdTech program for final polished work. They are designed to be used after graduation to broadcast one's best work to potential employers and collaborators.

MAT605 - Digital Research Technologies

  • 3 credits
  • Taught in Spring
  • This is a required course

Educators need to develop effective Internet search strategies, academic writing skills, sound criteria for evaluating and analyzing Web sites and online publications, and experience in integrating Web-based research into classroom research methods. This course trains educators to efficiently and effectively search, evaluate and document digital educational resources. Students are guided through an investigation of multimodal, educational materials available online via the open web and library subscription resources. A series of small research projects, on the topic of the student's choice, will be used to build a body of research that culminates in a final paper and bibliography, which follows the submission guidelines of an appropriate academic journal.

MAT606 - Legal and Ethical Issues

  • 1 credit
  • Taught in Fall
  • This is a required course

Intellectual property and copyright issues are covered, with a focus on educational materials. Topics include the latest legislation, guidelines and practices in use by Internet publishers. Current topics such as Creative Commons, file sharing and the effect of the Web on all manner of intellectual property will be studied and discussed.

MAT609 - Capstone I: Planning

  • 2 credits
  • Taught in Fall, Winter, Spring
  • This is a required course

Students enroll in Capstone I: Planning in their penultimate trimester. The course offers guidance and support as students plan their response to the problem or opportunity they have identified. Each student completes a project proposal in his or her own website with the support of others in the class, course faculty and their Program Director. Deliverables for this phase include: completion of a comprehensive project proposal document and the first two pages of students individual Capstone websites, and creation and delivery of an elevator pitch  a very brief statement that communicates their Capstone project.

Capstone involves both process and product. Students engage in the process of identifying a problem or opportunity, planning and carrying out a project, and reflecting on their learning. During the two-trimester process, students create products including a completed website, a project deliverable designed to solve the problem or address the opportunity, and an elevator pitch. There is a strong focus on ensuring an agile approach to planning and implementation and on clear, professional communication. Together process and product provide students with a deep learning experience during their last two trimesters at the Graduate School.

MAT610 - Educational Technology

  • 3 credits
  • Taught in Fall
  • This is a required course

Students will study the theory and history of educational technology and instructional design. This will include topics such as instructional systems design (ISD), cognitive psychology, past and present learning theories, curriculum design, assessment, evaluation, and who the key people and organizations are in the industry. Students will develop their own style of instructional design and their own amalgam of learning theories and use it to design a basic instructional unit of their choosing.

MAT611 - Instructional Design

  • 3 credits
  • Taught in Winter
  • This is a required course
  • Prerequisites: MAT603 Web Design and Media Production; MAT610 Educational Technology

This course puts into practice the theories learned in Educational Technology. Students will continue to study the different approaches of established instructional systems design models, and the integration of technology into teaching. They will apply one of those models to create a fully functioning instructional unit that successfully resolves a real-world instructional problem. The unit will be usability tested and evaluated to see if learning outcomes were met. Students will then learn how to integrate the unit into an instructional setting, addressing issues such as accessibility, change management and training. This prepares students, both professionally and for their eventual Capstone Project, to implement the analysis, creation and evaluation of a given learning solution that appropriately and effectively integrates technology with teaching. Students will write a final report and present their project and findings.
Prereqs: Educational Technology and Web Design I
or permission of the instructor

MAT614 - Facilitating Online Learning

  • 3 credits
  • Taught in Winter
  • This is a required course

How do we facilitate online learning so that students are optimally engaged and learning objectives are being met? Participants will integrate their knowledge of learning theory and instructional design to explore best practices for providing content to students online, engaging them in a vibrant learner-centered community and effectively evaluating their learning. Participants will discuss issues specific to courses that are online-enhanced, blended and fully online. Accessibility and learner support will be emphasized. Participants will utilize Moodle to create a learning module that integrates pedagogy with appropriate technologies to engage students in meeting learning objectives. Facilitating Online Learning (FOL) will itself be facilitated as a workshop where participants will take an active role in teaching each other and introducing topics of interest to the class.

MAT616 - Games and Simulations

  • 1 credit
  • Taught in Spring
  • This is a required course

This is a participatory exploration of the educational issues and opportunities in 3D virtual worlds. Students research pedagogical issues and uses of three dimensional environments and experiment with instructional techniques. The course will be taught completely online using a combination of a learning management system and a virtual world platform, such as Second Life. Participants will learn to navigate within a virtual world by creating an avatar (digital representation of self), building and using educational tools, and meeting and collaborating with other educators.

MAT699 - Capstone II: Implementing

  • 4 credits
  • Taught in Fall, Winter, Spring
  • This is a required course
  • Prerequisites: MAT609 Capstone I: Planning

Students enroll in Capstone II: Implementing in their final trimester and complete their Capstone project thereby completing a key degree requirement. Supported by an Advisor, students: create the deliverable planned in Capstone I; deliver a formal presentation of his/her project; participate in a conversation about what they have learned doing the Capstone and their course of study; and submit their completed Capstone website, which includes a written Project Summary and Retrospective on Learning. Students Capstones are assessed on a pass/fail basis.

Capstone involves both process and product. Students engage in the process of identifying a problem or opportunity, planning and carrying out a project, and reflecting on their learning. During the two-trimester process, students create products including a completed website, a project deliverable designed to solve the problem or address the opportunity, and an elevator pitch. There is a strong focus on ensuring an agile approach to planning and implementation and on clear, professional communication. Together process and product provide students with a deep learning experience during their last two trimesters at the Graduate School.

Elective Courses

EDU100 - UVM rate discount classes associated with masters degrees

  • Variable credits
  • Taught in Fall

UVM rate discount classes associated with masters degrees

EDU101 - MA Teaching with Technology K-12 elective

  • Variable credits

MA Teaching with Technology K-12 elective

EDU615 - Technology and the Common Core

  • 3 credits

The Common Core State Standards present an opportunity for greater technology integration in our schools. Participants in this course will collaborate to find pathways to digital age teaching and learning as they unpack the Common Core to discover the connections between these new standards and opportunities to redefine instruction. Using curricular models such as Understanding by Design and transformation models such as SAMR, participants will use digital tools and strategies to produce materials that integrate the Common Core standards into their teaching. This online course will provide a rich and engaging professional learning environment online combined with three synchronous video conferencing sessions to share ideas and develop a class rapport.

EDU619 - Assistive Technology and Universal Design

  • 3 credits
  • Taught in Spring

The course will provide an overview of Assistive Technologies (AT) and innovative practices as guided by Universal Design (UD). Students will gain an understanding of the ways AT and the UD principles are shaping our understanding of traditional classroom instruction, assessment, accommodations and student support, both at the secondary and postsecondary levels. Course discussions will focus on the applications of universal design and traditional assistive technology software (e.g.; Kurzweil, Inspiration, and Dragon-Naturally Speaking). Students will design and develop a UD instructional product of their choosing.

Online instruction will be supplemented by on site observations at Landmark College.

EDU625 - Making Mobile Media for Educators

  • 3 credits

An introductory course targeted at educators who to make mobile media (games, simulation, interactive ebooks, apps, online learning modules, iTunes U courses) to support teaching and learning. Relevant readings on the current state of mobile learning in education will be assigned and discussed as students create their own mobile media. You We will explore development options that use combination of both computers and mobile devices (tablets, phones, etc). You will need a computer for this course (Mac or Windows) and access to a mobile device to share and test the mobile media you create. Participants will choose one app development platform for Android or Apple devices and become familiar with that platforms development cycle (from conception to publishing). Examples of a final project are: An iTunes U course, a working app prototype, an interactive multimedia ebook, a STEM (Science Technology Engineering, Mathematics) unit, or an online course. A basic ability to use mobile devices, computers and the Net is the only prerequisite. No experience in app development or computer science needed.

EDU910 - Tech4Educators

  • 3 credits

A summer intensive for teachers and administrators in K-12 and higher education. With Web 2.0 - the offering of applications online - technology for educators has never been easier to learn and apply to the classroom. Learn to: Use blogs and wikis for student journaling and communication with parents. Make a Webquest for students Build simple websites for delivering content that are free to host online. Understand learning environments such as Second Life, and the Vermont Young Writers Project. Learn about and use an industry-standard Learning Management System (LMS), Moodle. Manage and manipulate photos and graphics using online tools. Create podcasts and basic video screencasts as learning tools. Add animation and avatars, online drawing, photography, and other multimedia tools & applications, to your teaching strategies.

MAT613 - Planning for Change

  • 3 credits
  • Taught in Spring

After an instructional unit is created, it needs to be integrated into the organization for which it was made. This is a complex process, involving many layers of cultural change within an individual classroom, school district, campus or business. This course provides planning strategies for leaders of change. Topics of study include the political and economic ramifications of introducing new technology, strategies for change management, various organizational models, and the need for professional development. 3 Credits.

MAT618 - Online Collaborative Tools

  • 3 credits
  • Taught in Fall

Web-based Cloud collaboration has both empowered and disrupted organizations. It is changing the way we work and learn. This 100% online class will prepare you to successfully use online collaboration in the classroom/workplace, and provide the chance to practice being an expert user of Google Apps for Education. Readings will include Wikinomics: How Mass Collaboration Changes Everything, and Disrupting Class, How Disruptive Innovation Will Change the Way the World Learns. Students will design a final project that demonstrates using Google Apps for Education at an expert level. Students may choose to prepare to take the Google Educator Certification exams as a final project. Access to a well functioning laptop and DSL/Cable speed Internet connection are required.

MAT622 - Transforming Learning with Mobile Devices

  • 3 credits
  • Taught in Winter

Tablets, smartphones, readers and other mobile devices are rapidly becoming part of the learning landscape. This course will explore and evaluate features and resources to leverage when integrating mobile devices in instructional design and curriculum. Course topics will include apps, multimedia, and multimodal resources such as ibooks, ebooks, iTunes U and Open University. There will be a heavy focus on moving beyond consumption into creation and collaboration with mobile devices, using text, audio, images, and video. Personalized learning, accessibility, and other pedagogical considerations will be explored as we pursue a creative inquiry into what type of transformation is possible with mobile devices. This course is fully online and asynchronous; two synchronous online meetings will be arranged once the course starts.

A tablet or mobile device with the ability to capture and edit images, videos, and audio, and up to a $50 budget for purchasing apps will be required. This course will focus on iPads/ipod touch/iphone. Other mobile devices may be used instead of Apple devices with permission of the instructor. Please confer with the instructor about using non-Apple devices prior to enrollment.

MBAS600 - Foundations of Sustainability in Business

  • 3 credits
  • Taught in Winter

This course provides an overview of key concepts, historical perspectives, and state-of-the-art concepts, tools, methods and metrics within Corporate Sustainability Management (CSM), Corporate Social Responsibility (CSR), and environmental management. This introductory business management course is predicated on the assumption that the performance of all organizations must be judged, not only in terms of their financial performance, but also by their non-financial social and environmental performance.

MBAS601 - People and Teams

  • 3 credits
  • Taught in Winter

Theory and practice of how individuals and groups act and interact in an
organizational context with a focus on distributed and virtual teams in
networked organizations. Attempts to answer the questions: 1. What
makes teams and organizations effective and sustainable? 2. What are
the challenges to effective and sustainable teams and organizations? 3.
How can you understand your personal predilections as a team member and
organizational 'player'?

MBAS602 - Stakeholder-Based Communication, Persuasion and Negotiation

  • 3 credits
  • Taught in Spring

The integration of sustainability into business expands the scope of communications beyond the traditional focus of shareholder primacy to encompass all relevant stakeholders. This course teaches students to communicate clearly, receive information discerningly, persuade convincingly, negotiate diplomatically, and report on sustainability in the context of ecological, social, and economic limits and thresholds. Foundational concepts and toolsets include: Stakeholder Theory as articulated by Freeman; Stakeholder Engagement based on AccountAbility 1000 Stakeholder Engagement Standard; Ury & Fishers notion of Principled Negotiation; Lakoffs concept of Cognitive Framing; and Sustainability Reporting guided by the Global Reporting Initiative Sustainability Reporting Framework.

MBAS621 - Introduction to Systems Thinking

  • 1 credit
  • Taught in Spring

This course introduces the concepts and tools of systems thinking. Creating sustainability within organizations, businesses and the world requires paradigmatic shifts, and insights into how to effectively create change. Systems thinkers have shown that the effective levers of change are often counter-intuitive, or only become obvious when the mental model which structures them is revealed. This course will use a case study approach to develop competence and comfort with systems thinking analysis and prepare students for Applied Systems Thinking.

MDO602 - Fundraising and Philanthropy

  • 3 credits
  • Taught in Winter

This course assumes a basic level of understanding of fundraising methods and history, and covers the mechanics of various fundraising techniques as well as the psychological and philosophical underpinnings of the field. It assumes that giving, as well as encouraging others to give, will be an ongoing basis for sustaining work in the nonprofit sector, but will explore the implications of impending political, technological, generational and taxation change. There will be practical instruction and discussion on direct mail, grassroots, major donor, social media, event, and planned gift fundraising, with serious investigation of the human factors that make these successful. There will also be a current events' component of the course, tracking and studying potential change in the motivations for giving, as diverse as the generational transfer of wealth and proposed charitable deduction revisions. Students will be encouraged to follow a specific nonprofit and its fundraising program through the course, either of their own employment or their own charitable interests.

MDO604 - Outcomes and Evaluations

  • 3 credits
  • Taught in Spring

This course explores the rationale and methods for setting and assessing measurable outcomes in mission-driven environments. Students will examine the benefits and challenges of establishing program, organizational, and community level outcomes and using metrics to determine "what is better as a result of our efforts?" They will come away with the tools and strategies to set, assess, and use the results of measurable outcomes. The course will use a three-pronged approach: didactic learning about the purpose and techniques of outcome measurement; applied learning, with student teams each working with an organization to develop outcomes and assessment strategies; and sharing and analyzing the experience, deepening students' ability to translate learning to practice.

MDO605 - Project Management

  • 3 credits
  • Taught in Fall

Based on the Project Management Body of Knowledge (PMBOK®), this course guides executive directors, event planners and others responsible for the delivery of projects through the agile application of the project management processes. Key topics include project selection and scoping, risk analysis, schedule and budget management, quality planning, team building, and project communication. We will explore methods to adapt standard practices to fit the unique requirements of delivering volunteer-based projects.

MDO616 - Nonprofit Seminar

  • 1 credit
  • Taught in Fall, Winter, Spring

Short topic courses covering various aspects of nonprofit management and mission driven organizations.

MSM602 - Project Management

  • 3 credits

In Project Management 1, students learn the Agile Project Management framework with an emphasis on planning. Starting from an organizations strategy, students learn how to develop the project road map, identify user roles, and write user stories. Additional topics include stakeholder identification, team development, release planning, value assignment, communication, quality, risk and change management.

MSM603 - Project Management II

  • 3 credits

In Project Management 2, students learn Agile Project Management techniques to successfully complete projects. Students will actually run the two-week cycles of a typical project sprint or iteration. Students learn how to quickly incorporate changes to project plans in order to constantly and consistently deliver business value. Specific topics include sprint planning, feature estimation, daily scrum, burndown charts and velocity, and retrospectives. Project Management 1 is recommended but not required.

MSM616 - Leadership I

  • 1 credit

This course explores the various aspects of leading teams, specifically in a Project Management environment. Students will explore internal and external aspects of Project Management while developing better strategies for leading groups of all types. This first semester will focus on identifying and developing internal leadership characteristics. Students will come away with techniques for becoming more productive and a strategy for developing leadership skills within their organization.

MSM616 - Leadership II

  • 1 credit

This course explores the various aspects of leading teams, with a focus in a Project Management environment. Students will explore the internal and external aspects of Project Management while developing better strategies for leading groups of all types. This second semester will focus on leading teams: their inception, development, and continued support in both virtual and non-virtual environment. We will explore new ways of communicating, interacting and understanding the promotion of teamwork. We will investigate new techniques and processes for moving teams to higher and higher levels of productivity.

MSM616 - Leadership III

  • 1 credit

This course will deal with what an individual needs to do to be able to lead within any one part of an organization. The majority of the people who are getting the work done in our large corporations are not the Executive Staff. These individuals have to report up and across, and down as well. This course will explore the needs and requirements of that dynamic, and give suggestions on the best ways to deal with each one of those leadership challenges. Also, we will take a look at some of the latest information on how to make changes stick within an organization.