Education and Technology MA
The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. They will develop methodological skills to ensure that processes and products respond to the needs of educators and add value to learning and teaching. Students learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.
This programme develops students' theoretical insights and practical skills in technology in education. Students learn how to apply the latest educational theory to their everyday professional practice. The research skills developed allow progression on to doctoral research and/or a strong background for a career in design and evaluation work in the edtech sector.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two elective modules (60 credits) and a dissertation (60 dissertation), or a report (30 credits) and three elective modules (90 credits).
- Education and Technology: Key Issues and Debates (online/mixed)
The use of digital technology is now a central part of education provision and practice. This module introduces students to some of the key issues in the field and addresses some fundamental and often unvoiced questions about the burgeoning development and implementation of digital technologies in education. Some of the key questions we will consider are:
- What are the benefits and limitations of concepts such as 'technology-enhanced learning' or 'blended learning' for educational practices?
- How do theories of learning affect the way in which educational technology is studied and used?
- To what extent do 'improving learning' and 'making education fairer' represent competing goals in debates about educational technology?
- How can social theory, including theories of globalisation and new modes of knowledge production, be used to analyse the implications for technology use in the classroom?
- How can the significance of social media and telepresence for education be theorised?
- What are the principle barriers to the use of educational technology in the classroom and how could they be overcome?
- How has technology use outside education shaped understanding of its risks and benefits in education?
- Education and technology - what possible futures?
The module involves student engagement with the research literature, use of education technology resources and tools, staged writing activities, and online practical and collaborative activities, building up to work for the assignment.
- Researching Digital Learning (online/mixed)
This module aims to introduce a systematic strategy for the interrogation of research relating to technology and education. The module will introduce students to a variety of research approaches used in educational research, with the aim of developing skills for:
- Reviewing and analysing existing research and
- Designing, conducting, analysing and reporting students own research.
Students will also consider ethical issues and processes of approval relating to research. The first part of the module explores a range of methods used in social research, and examines specific examples of research related to students interests. The generality and diversity in research relating to technology in education will be highlighted through discussion of these research examples. The second part of the module focuses on research-oriented tasks. These will be small-scale research exercises involving planning, the collection of data, the analysis of data, and the writing-up of research.
Students choose two optional modules from across the UCL Institute of Education's Master's-level offering.
The following are examples from the recommended UCL Knowledge Lab MA optional modules:
- Design and Use of Technologies for Education
This module provides a critical introduction to key theories and methodologies relevant to learning with technologies in face-to-face, online and 'blended' settings. The module aims to help students develop a critical awareness of the potential and realities of technology-enhanced learning (TEL) - emphasising the design, development and evaluation of the whole learning environment. This includes a focus on the teacher/lecturer as both the designer, source of knowledge needed for design and as a user of technology, a range of technological tools (both new and old) and a focus on the learner and learning. Case studies of innovative teaching and learning initiatives are used to provide a basis for critical examination of the current trends and future directions for technology design use in education.
- Technology and Education Beyond the Classroom
The module focuses on questions of pedagogy and education for supporting learners outside of classroom settings. This would include, for example, online education, mobile learning used as part of a formal curriculum, learning with technology in the workplace, the use of virtual worlds in education and the use of the internet to support homework. These areas are considered in relation to:
- learning in different contexts
- using technology across different contexts
- teaching across different contexts
- assessing across different contexts
- designing programmes of study
- evaluation and quality.
The module is taught primarily using a Virtual Learning Environment (VLE). There will also be occasional web conferences and optional explorations of other technologies within and beyond the VLE. The module will be assessed by structured portfolio.
- Digital Design Thinking and Making
This module will examine how design thinking can drive the development of novel digital technology that fosters cultural and learning opportunities and practices. Weeks 1-3 of the module will focus on how design thinking can support the development of desirable and feasible technologies for digital cultures and education, and why this approach can transform the ways in which we have traditionally approached digital design within these domains. It will introduce students to the features and methods of the design process and the role of design thinking in mobilising communities of designers, learners and educators (e.g. DIY communities, Open Innovation, Design Making). Weeks 4-10 will unpack the design process starting from the design concept all the way to digital prototyping. Students will carry out project-based design work during which they will craft their own design questions and employ design methods, toward developing a digital prototype (e.g. sensor-based technologies, digital games).
Previous students have chosen optional modules from Psychology, Mathematics or Science Education, Higher and Professional Education and other programmes.
MA Mathematics Education Programme
All students undertake an independent project culminating either in a dissertation of 20,000 words or a report of 10,000 words, supervised either on campus or online.
Teaching and Learning
Teaching is delivered through individual and group working; lectures and podcasts, student presentations and group discussion of reading and writing undertaken in preparation for sessions, both online and face-to-face; collaborative activities in face-to-face and online contexts. All modules are assessed by written assignments.
Note on fees: The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Current Students website. Fees for flexible, modular study are charged pro-rata to the appropriate full-time Master's fee taken in an academic session.
Applicants should have a minimum of a second-class UK Bachelor's degree or overseas qualification of an equivalent standard in a relevant subject (related to education and/or technology), and relevant experience in teaching, education and/or a technology related field. Applicants who do not meet these criteria may sometimes be considered on the basis of an excellent personal statement.
English Language Requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Good
Further information can be found on our English language requirements page.
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
This programme is suitable for international students on a Tier 4 visa - study must be full-time, face-to-face, starting October.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:
Graduates of this programme are currently working as educators, university learning technologists, government education researchers, designers or developers of educational technology, consultants, PR and marketing managers. Some graduates continue their studies as PhD students.
Recent career destinations for this degree
- International School Teacher (Head of ICT), Rainbow International School Uganda
- Research Officer, Institute of Education
- Education Consultant, CfBT
- ICT Trainer, Alvan Ikoku Federal College of Education and studying MOODLE DESIGN, Unspecified Institution
- Lecturer / Instructional Designer, National University of Kaohsiung and studying MA Education and Technology, Institute of Education, University of London (IOE)
The Education and Technology MA is highly regarded within education and industry. Graduates from our programme have gone on to develop their careers in the education sector as senior teachers, learning technologists, education researchers, and to undertake PhD research.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2012–2014 graduating cohorts six months after graduation.
Why study this degree at UCL?
This programme is run by UCL's Knowledge Lab (UCLKL) where researchers explore the future of learning with digital technologies in a wide range of educational settings. This brings together scientists from a range of fields including education, sociology, and semiotics who explore design, development and evaluation across a broad range of digital media. The research is interdisciplinary in nature, with collaborations involving, for example, computer scientists, designers, and subject specialist educators.
This programme offers a number of opportunities for networking across different sectors in educational contexts:
- The UCL Knowledge Lab runs regular seminars and talks from external academic visitors, which students are encouraged to attend, and are broadcast on Moodle for distance learners, providing networking opportunities with academics.
- Several projects within the UCL Knowlege Lab are in collaboration with tech companies, providing potential opportunities to link with industry.
- The programme attracts students from across the world providing international networking links across different educational sectors.
The MA attracts students from a wide variety of backgrounds and nationalities, providing scope for broad intellectual discussion and debate, and opportunities for multidisciplinary working, and global networking.
Department: Culture, Communication & Media
Research Excellence Framework (REF)
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Culture, Communication & Media
78% rated 4* (world-leading) or 3* (internationally excellent)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
What our students and staff say
"The UCL Knowledge Lab (previously known as London Knowledge Lab) provides an excellent environment within which to conduct my research and teaching, with its focus on digital technologies and learning. It fosters an interdisciplinary, collaborative approach, which is critical for my research. My research focuses on emergent digital technologies (sensor, mobile, tangible), critically examining the opportunities and potential they bring for fostering new forms of interaction, ways of learning and the impact this may have on cognition. I enjoy research and being in London has had fostered the development of networks and establishing collaborations - locally, nationally and internationally."
Professor Sara PriceEducation and Technology MA
UCL Institute of Education
Application and next steps
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.
Who can apply?
This programme attracts a wide range of teachers and lecturers, software developers and technicians, NGO workers, education managers and administrators, local authority advisors, information resource managers and entrepreneurs. It is suited to those seeking continuing professional development, as well as those aiming for a research degree and academic career.
- All applicants
- 27 July 2018
For more information see our Applications page.Apply now
What are we looking for?
When we assess your application we would like to learn:
- why you want to study Education and Technology at graduate level
- why you want to study Education and Technology at UCL
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree
Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.