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  1. Programs
  3. INSTRUCTIONAL DESIGN AND TECHNOLOGY

INSTRUCTIONAL DESIGN AND TECHNOLOGY

West Virginia University

Master's DegreeCIP: 13.0501

Become a contributor for free to openly demonstrate student outcomes, industry alignment & eligibility criteria.

No description available.

Dates

Since Feb 2007

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Program Pathways

Credentials this program stacks toward

No program pathways.

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Program Details

Detailed information about this program

No detailed information available.

Requirements

What you need to earn this credential

No requirements listed.

Financial Aid

Eligible funding programs

No funding information available.

Scholarships

No scholarships listed.

Visit Program Website
Locations

Where this program is offered

  • Morgantown, West Virginia

    PO Box 6201, Morgantown, West Virginia, 26506

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Related Programs

Programs related to this one

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Skills & Competencies

Skills developed through this program

Auto-populated·from O*NET via SOC 25-9031.00

Skills

SpeakingMonitoringActive ListeningLearning StrategiesWritingInstructingReading ComprehensionActive LearningComplex Problem SolvingCritical ThinkingService OrientationSocial PerceptivenessJudgment and Decision Making

Knowledge

Education and TrainingEnglish LanguageAdministration and ManagementComputers and ElectronicsCustomer and Personal ServiceMathematicsAdministrativePersonnel and Human Resources

Abilities

Written ComprehensionOral ExpressionWritten ExpressionOral ComprehensionSpeech ClaritySpeech RecognitionDeductive ReasoningNear VisionProblem SensitivityOriginalityInformation OrderingCategory FlexibilityFluency of Ideas

Tasks

  • Observe work of teaching staff to evaluate performance and to recommend changes that could strengthe
  • Plan and conduct teacher training programs and conferences dealing with new classroom procedures, in
  • Interpret and enforce provisions of state education codes and rules and regulations of state educati
  • Check books in and out of the library.
  • Teach library patrons basic computer skills, such as searching computerized databases.
  • Review and evaluate materials, using book reviews, catalogs, faculty recommendations, and current ho
  • Present information with a variety of instructional techniques or formats, such as role playing, sim
  • Obtain, organize, or develop training procedure manuals, guides, or course materials, such as handou
  • Evaluate modes of training delivery, such as in-person or virtual, to optimize training effectivenes

Technology

Document management softwareVideo creation and editing softwareDevelopment environment softwareComputer based training softwareGraphics or photo imaging softwareNetwork conferencing softwareWeb page creation and editing softwareDesktop publishing software

Tools

Computer data input scannersComputer laser printersDesktop computersDigital camcordersDigital camerasDigital paperDigital video disk DVD playersInteractive whiteboardsLaptop computersMP3 playersMulti-line telephone systemsMultimedia projection equipmentOverhead display projectorsPersonal computersPhotocopying equipmentAudio or video editing systemsAudio presentation systemsAudio tape playersBarcode scannersBookmobilesCash registersClaw hammersCompact disk CD playersFilm projectorsHigh speed video duplicatorsLaser printersLiquid crystal display LCD projectors

Work Values

RelationshipsIndependenceAchievementWorking ConditionsRecognitionSupport
Career Pathways

Occupations this program prepares you for

  • Instructional Coordinators25-9031.00
  • Librarians and Media Collections Specialists25-4022.00
  • Training and Development Specialists13-1151.00
What You'll Learn

Key competencies developed through this program

Auto-populated·from NSX Competency Framework

Mastery: advanced (Level 4)(based on Master's Degree)

  • System-wide instructional vision — establish the strategic framework for evaluating and elevating teaching quality across an entire school system or multi-district consortium, setting observation standards and performance benchmarks used by all instructional coordinators.
  • Organizational professional development architecture — design and institutionalize a comprehensive, multi-year professional learning system that continuously advances educator skills in pedagogy, technology, and compliance across an entire educational organization.
  • State and federal policy influence — represent the organization in state-level policy forums and regulatory review processes, shaping the interpretation and implementation of education codes to benefit district programs and student outcomes.
  • Executive-level student welfare strategy — sponsor and champion district-wide or state-level initiatives that transform systems supporting student intellectual, social, and physical welfare, establishing evaluation frameworks and securing cross-agency partnerships.
  • Curriculum governance and standards leadership — lead the development of district or state curriculum frameworks, arbitrating alignment between instructional philosophy, regulatory requirements, and workforce readiness standards at an organizational scale.
  • Thought leadership in instructional practice — publish, present, and advocate for evidence-based instructional models at professional conferences, shaping sector-wide understanding of best practices across the educational instruction community.
  • Strategic resource and budget authority — lead multi-year instructional resource planning and capital investment decisions at the executive or board-advisory level, aligning technology and materials procurement with long-range student achievement goals.
  • Innovation in educational program design — pioneer the adoption of emerging technologies and pedagogical research into foundational curriculum redesign, creating scalable models of instructional currency adopted across a district, state, or national network.
  • Talent development and succession planning — mentor and develop the next generation of instructional coordinators and curriculum leaders, building organizational capability through coaching, structured career pathways, and leadership training programs.
  • Cross-sector systems analysis — analyze interdependencies among curriculum policy, instructional delivery, community needs, and workforce trends using advanced systems-thinking methods, informing executive decisions that shape educational outcomes at a regional or national scale.

Some details on this page are auto-populated from public workforce data sources: O*NET (opens in new tab), BLS (opens in new tab), College Scorecard (opens in new tab), DOL Training Provider Results (opens in new tab), NSX (opens in new tab). Provided in partnership with LER.me Career Intelligence.

Student Outcomes

Performance metrics for this program

Auto-populated·from Scorecard + DOL
Completion Rate
67%
Placement Rate
96%