"After graduation, I worked for Programme Communication in the UNICEF India office in charge of qualitative research for Information, Education, and Communication materials and media campaigns for HIV/AIDS prevention. Currently, I work as a planner for McCann Healthcare Worldwide Japan, the group company of the advertising company McCann Erickson that specializes in health care. I conduct HPV (cervical cancer) media campaigns in Japan, develop educational materials (website, brochure, CD-Roms) for health care professionals, patients, and consumers to raise awareness. In 2008, with McCann's support, I will attend Harvard School of Public Health with a major in Health Communication. I will research and find effective ways to combine education and public health to develop educational materials and media campaigns for behavior change.

"At BU, I learned to always keep in my mind what's best for target learners what and how they want to learn. I try to suggest to experts who want to communicate information ways to effectively convey a message. As a child, I was a visual learner, and great materials deepened my understanding. If great materials and curriculum can support a teacher, students can better understand information. The more an educational media technologist understands the experts' concepts, the better he or she can convey the concepts through media. In India, where I worked as an intern at UNICEF, there was no electricity in some villages. So only picture books and thread, cards, and newspapers could be used. However, with great facilitators, the lectures were truly great. Since then, I believe that one of the instructional designer's goals is to judge what kind of media can be the best for the given environment and how it can best be utilized.

"I was lucky that I learned the importance of behavior change theory during my study at SED while I took a course at the BU School of Public Health. I realized that there is so much opportunity for educational media in public health, which is why I also want to deepen my knowledge in that field.

"BU gave me a fantastic opportunity to explore my career. Great teachers and courses, thoughtful staffs regarding administration, student-friendly educational systems, wonderful friends, and a fantastic location to study public health/medical. Bu allows students to find their own missions."

— Hana Hayashi, Junior Strategic Plannner, McCann Healthcare Worldwide Japan
Tokyo, Japan
SED'07, Ed.M.

"The School of Education gave me a very solid foundation, from which I was able to start a successful career in Educational Technology in my country. I have been working in Education for more than 25 years. During this time, I have been teaching and doing research in the field of Educational Technology—activities that have assisted many students and teachers in many educational organizations in Mexico."

— Dr. Antonio Santos, Profesor Investigador
Puebla, Mexico
SED'82

"The masters degree from SED, specializing in adult learning through interactive media, has been a major factor in any career successes I've been fortunate to have. Prior to the masters, I had been in corporate training for a number of years and realized that I needed something more to advance my career. Dr. Gaylen Kelly put this masters program in place and am forever greatful for his vision and leadership."

— Peter Manijak, Education Director, Hitachi Data Systems
Medway, MA
SED'93, Ed.M.

"We research various public health issues, such as kidney disease and diabetes. I mainly focus on health communication/education, including developing patient education programs and evaluation, and curriculum development. In the clinical field, education is a hot topic. People should know about their own helath without feeling overwhelmed by difficult medical terms. In our projects, it is important to distribute the difficult medical information clearly and easily to the public, utilizing various media and most importantly, with evaluation.

"I worked for the e-learning section at a publisher company before I came to Boston. While there, I learned that selling a learning management system to customers and making profits does not necessarily solve educational problems for customers. I always wanted to help people solve problems, not just sell a product, which led me to learn more about academic programs in educational media.

"I am not a medical doctor or nurses who see the patients, but I am now working with them. I have a differnet role but focus on the same goal, which excites me. Educational media is not always at school—sometimes it's at the hospital, museum, city government, or any industry. Current SED educational media master's candidates should think about to which field you want to apply their knowledge and skills. What is the problem they want to solve? Students should try to intern while in the program. My work at the BU School of Public Health and Beth Israel Deaconess Medical Center was ao meaningful in helping me find the problem I want to solve."

— Sachiko Ohde, Clinical Researcher, St. Luke's International Hospital/St.Luke's Life Science Institute Clinical Practice and Evaluation Center
Tokyo, Japan
SED'07, Ed.M.

"I spent 30 years in high tech, software, and insurance. I moved to California, got remarried, and went back to teaching. I am a 4th grade teacher at Markham Elementary School in Hayward, California. One of the ways SED helped me to succeed is by introducing me to all the media and technology of the day (1980-82), which motivated me to learn more. My studies at BU put me on my path and motivated me to use educational media in my daily teaching."

— Jerry Guarino, 4th Grade Teacher
Hayward, CA
SED'82, Ed.M.

"Immediately hired as Director of Educational Media at the University of Notre Dame, I held that position for 20 years. It was an amazing roller coaster ride from the time of film strip projectors, slide projectors, and 16 mm film to the creation, under my supervision, of a classroom facility with 84 classrooms, all fully media- and computer-ready by means of a fiber optic delivery system—in 1992 when we were years ahead of most academic facilities. My background in media and technology from SED, although the equipment has changed significantly, has held me in good standing. In fact, at age 76, I am still active in the field as Information Technology Consultant for the Division of Education at St. Catharine College in Kentucky."

— Elaine DesRosiers, Information Technology Consultant
St. Catharine, KY
SED'76, Ed.D.

The Master’s Program
While the Educational Media and Technology master of education (Ed.M.) program is comprehensive, it offers you the opportunity to specialize in a particular field. Theory, research, and practice are emphasized throughout our program, which is comprised of 26 credit hours of required courses and 10 credits of elected courses. Six Educational Media and Technology courses and one research course make up the program’s core requirement.

In core courses, students learn research, history, design, evaluation, and advanced technology skills that prepare them to support teaching and learning with technology. In the elective courses, students specialize in technology applications and policies in areas such as PreK-12 schools, higher education, medicine, public health, publishing, government, or adult learning and training in business and industry.

To gain professional experience, students are encouraged to participate in some of the many attractive opportunities for collaboration and internships available at Boston University and around the Boston area. We help to place you in any of the settings in which our students have careers.

Ed.M. Required Courses

Course descriptions

Certificate of Advanced Graduate Study
The Certificate of Advanced Graduate Study (CAGS) is a comprehensive program, but allows for customization. The CAGS includes requirements for all 32 credit hours of coursework beyond the master’s degree based on the premise that an applicant may pursue a CAGS in Educational Media and Technology without previous coursework in the area. However, because students come to the program from many different backgrounds, some substitutions may be made with advisor approval.


The Doctoral Program
A doctorate in Curriculum and Teaching is available through the Educational Media and Technology Program. The doctoral sequence follows the requirements for the School of Education’s Curriculum and Teaching program and is customized with regard to the courses in educational media and technology. Doctoral students complete coursework that meet school-wide, departmental, research, and academic program requirements.

Ed.D. Requirements

• Students complete 60 credits hours beyond a master’s degree (relevant coursework for a second master’s degree or a CAGS may count toward the doctoral requirement)
  
• At least two consecutive semesters of full-time residency
  
• Comprehensive examinations in the Department of Curriculum and Teaching and the Educational Media and Technology Program
  
• Dissertation

Instructional Technology Licensure
Students may earn a Massachusetts initial license as an Instructional Technology Teacher (ITT) through completing the following courses in addition to the master’s degree core requirements. For students who have completed coursework similar to these requirements, substitutions are available. Teachers already holding a license can earn an additional license in Instructional Technology by completing a simpler program of courses specified by your advisor that meet the subject matter requirements for the Massachusetts Instructional Technology License (visit www.doe.mass.edu/lawsregs).

Total Credits for Licensure and Master’s Degree: 52 credits

Course descriptions

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Graduate Certificate in Instructional Technology
The Certificate in Instructional Technology (CIT) is a 16-credit program that provides introductory instruction in supporting teaching, learning, and training with technology. Students focus on evaluating, designing, and utilizing technology-based resources that support education and training across a wide spectrum of learning environments.

Graduate students focusing on Educational Media and Technology come to Boston University from a variety of different backgrounds and with a wide range of professional goals. The Educational Media and Technology graduate program prepares students for leadership positions as educators, instructional designers, developers of educational resources, and more. Our graduates are teachers, professors, school-based instructional technologists, technology coordinators, researchers, training directors, and software and curriculum developers. In addition to these positions, graduates also serve as policy makers, consultants to business and industry, and entrepreneurs.

Online Courses
The following courses in the Educational Media and Technology program are currently offered both on-campus and in an online format:

Course descriptions

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