Education and Technology MA
The Education and Technology MA is based at UCL’s Knowledge Lab, a ground-breaking research centre that uses the latest evidence to design and implement innovative educational technology and pedagogies. Supported by scientists from a wide range of fields including education, sociology and computer science, you will develop the methodological skills to design, use and critically appraise ‘Ed Tech’ across a wide range of settings.
This multi-disciplinary programme brings together students from a wide range of fields to explore the ways in which educational theory can be applied to the design, development , implementation and research of learning technologies. As such educators learn to incorporate new technologies into their practice, developers bring an understanding of the learning process into the design and evaluation of technologies, and aspiring researchers build the skills for an academic career in this fast-moving field. Optional modules include topic areas as learning design, design thinking, artificial intelligence and learning analytics, among others.
Students undertake modules to the value of 180 credits.
The programme consists of two compulsory modules (60 credits), and either two elective modules (60 credits) and a dissertation (60 dissertation), or three elective modules (90 credits) and a report (30 credits).
You must select all compulsory modules. They are available to campus-based students, and distance learners and mixed-mode students.
- Education and Technology: Key Issues and Debates
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
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).
- Artificial Intelligence and Data Analytics in Education
The advent of Artificial Intelligence (AI), which is often mistakenly equated with 'robots', and the growing prevalence of smart technologies increasingly necessitate the need for non-AI specialists to understand the key issues, debates and innovations in the field of AI, and to develop both theoretical understanding and practical skills that will enable them to actively contribute to both the AI innovations and to policies and practices that relate to them. The application of AI in Education is of critical importance to the way that both fields evolve as well as to influencing the direction the present debates in an informed way.
This module is appropriate for teachers, educators, and current or potential start-up employees or aspiring entrepreneurs with an introduction to debates, topics, concepts and techniques related to Artificial Intelligence in Education and Data Analytics along with an opportunity for practical application of those concepts to specific educational problems.
- Innovation and Change in Higher Education
This module examines the changing nature of higher education. It provides a critical introduction to key contemporary issues concerning current policy and practice. It is interdisciplinary, drawing on sociology, philosophy, history, economics, organisation and management studies. The module explores key contemporary national and global issues concerning current policy and practice within higher education such as access and widening participation, globalisation and internationalisation, changes in funding regime and the emergence of private providers, professionalism and professional education, quality, the Entrepreneurial University, and new technologies in higher education. It aims to engage students in critical reflections of the policy and practice of higher education, to explore change in relation to their own experiences and/or interests and to introduce a range of literature in the field.
The sessions include lectures and discussions, and there are opportunities to draw on experiences from professional practice. The module is compulsory for the Higher Education Studies MA, but is also available to other UCL Institute of Education MA students with interest and involvement in higher education.
- Digital Technologies for Mathematical Learning
This is an online module, with two optional face-to-face contact based sessions. Throughout the course, you will be given opportunities to familiarise yourself with a wide range of digital tools and resources (graph plotters, dynamic geometry environments, statistical software, fully interactive online packages).
You will be encouraged and supported to critically appraise research to reflect on the implications of using digital technologies for learning and teaching of mathematics in the areas of generalising, expressing, visualising and modelling.
You will study in a flexible way that works for you, guided by a set weekly timetable. Over the ten week module you will follow three cycles of reading relevant research, task design and trials, followed by critical evaluation of the technology-enhanced learning experiences of maths and science.
The "Digital Technologies for Mathematical Learning" is from the Mathematics Education MA and may be of particular interest to STEM teachers, edtech consultants or other educators. Modules outside this list which are offered by other programmes, such as those on the MA Higher Education Studies MA, may be available to those with a particular interest in those fields.
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 lectures and podcasts (for the distance learning students), individual and group work, student presentations and group discussions of reading and writing undertaken in preparation for sessions, both online and face-to-face. Some modules require regular weekly student collaboration in and outside the classroom, and it is thus expected that students who sign up for these can sustain the pace of this work.
Most modules are assessed by written assignments (essays) but some include group-work projects and practicals.
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 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:
Scholarships relevant to this department are displayed below.
- Now closed for 2019/20
- Overseas students
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Recent graduates of this programme have gone on to work as a head of ICT at an international school in Uganda, an education consultant for a multi-academy trust in the UK, an ICT trainer at a university in Nigeria, a lecturer and instructional designer at a university in Taiwan, and PhD students or researchers at the UCL Institute of Education. Other graduates are 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.
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.
Why study this degree at UCL?
The programme's combination of academic and applied multidisciplinary elements provides a unique skill set to either continue in research, or seek a career in the vibrant and rapidly growing EdTech sector. The blending of research and design methods with key issues and debates in the field will equip you with critical thinking skills and the ability to appraise and/or lead evaluation studies. The various optional modules provide the necessary background and specific skills to design, use and critically evaluate technology in a variety of contexts. The teaching and learning strategies of the programme prepare you with oral and written communication, as well as collaborative skills. The final dissertation/report gives you an opportunity to delve deeper in a topic that interests you and helps you develop transferable research project conceptualisation and management skills.
This programme is delivered by leading researchers in rapidly developing fields such as technology-enhanced learning, digital sociology, human- and child- computer interaction, artificial intelligence and learning analytics. It offers a number of opportunities for networking across different sectors in educational contexts, for example:
- 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 Knowledge 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
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.
Application fee: There is an application processing fee for this programme of £75 for online applications and £100 for paper applications. More details about the application fee can be found at www.ucl.ac.uk/prospective-students/graduate/taught/application.
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.
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.