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Registered with the Digital Government Authority under number:
20260412890THE program uses several teaching and learning strategies that qualify graduates to acquire 21st-century skills and the digital skills suited to the digital generation. It employs a learning-management system and its various tools to create a purposeful digital learning environment that enables students to achieve the program and course learning outcomes. These strategies include: 1. Lectures and virtual classrooms. 2. Discussion and dialogue; discussion forums. 3. Brainstorming and problem-solving. 4. Analytical and research reports and activities. 5. Work in small groups; blogs; wikis. 6. Case studies. 7. Debates and research activities. 8. Individual and group presentations. 9. Debates and role-play. 10. Peer assessment and self-assessment.
To be a regionally and globally recognized leader in delivering distinguished academic programs in Educational Technology that enhance the quality of learning outcomes and support the achievement of Saudi Vision 2030.
Preparing educational personnel in the field of educational technology in accordance with international standards, through leading educational and research environments, to contribute to improving the educational process.
Last Modified Date: 01/10/2026 - 1:57 PM Saudi Arabia Time
| Course Code | Course | Credits | Prerequisites |
|---|---|---|---|
| EDUC 601 | Computers in Education | 3 | – |
| Description | This course aims to familiarize students with the characteristics of the computer and its uses in the educational process; the advantages of its use; the guidelines to be followed when teaching with the computer; the rationale for its use; the classification of computer software; the roles of the computer in education and its applications; teaching and learning with multimedia; educational computer software and how to evaluate it; innovations in the field of instructional computing; e-books and how to design, produce, and classify them; as well as understanding e-learning and its modes. | ||
| EDUC 600 | Inferential Statistics | 3 | – |
| Description | This course addresses the topics necessary for formulating and statistically testing hypotheses using appropriate statistical methods (whether parametric or non-parametric, according to the size and nature of the data) with the SPSS program. It presents the relevant information in a logical sequence, building the course step by step so as to provide the knowledge the student needs at this stage, both theoretically and practically. | ||
| EDET 615 | Networks and Communications | 3 | – |
| Description | This course teaches the fundamental concepts and basics of networks and communications. Among the main topics of the course are the types of networks and how to use and employ them in the educational field, network management, and network security. | ||
| EDET 601 | Computer Applications in Education | 2 | – |
| Description | This course aims to familiarize students with the characteristics of the computer and its uses in the educational process; the advantages of its use; the guidelines to be followed when teaching with the computer; the rationale for its use; the classification of computer software; the roles of the computer in education and its applications; teaching and learning with multimedia; educational computer software and how to evaluate it; innovations in the field of instructional computing; e-books and how to design, produce, and classify them; as well as understanding e-learning and its modes. | ||
| EDUC 694 | Research Methods in Education | 3 | – |
| Description | This course focuses on the knowledge and skills related to scientific research in the field of educational technology. It addresses in detail how to use quantitative, qualitative, and mixed methods and employ them in educational-technology research; training in the methodological steps for each type of research; and the practice of applied skills related to defining the research problem, research objectives and hypotheses, the significance of the research, analysis of previous studies, selection of the research sample, managing the relationships among variables, methodological designs, measurement and data collection, interpretation of results, and the use of theories. The course also addresses the use of digital reference-management software and tools such as EndNote, quantitative data analysis using SPSS, qualitative data analysis using MAXQDA, and plagiarism avoidance using iThenticate, in addition to using the analytics of electronic databases to reach accurate research findings. | ||
| EDET 612 | The Internet and Education | 3 | – |
| Description | This course addresses the uses of the Internet in education and scientific research. It covers the development of the Internet in the field of education, its areas and levels of use, the obstacles to employing it in education, and proposals for benefiting from it and overcoming obstacles and difficulties. The course also addresses strategies for employing the Internet in education, web-based learning systems, and web tools. | ||
| EDET 611 | Educational Video and Television | 3 | – |
| Description | This course aims to give the student the main concepts related to the knowledge and skills involved in designing and producing digital educational television and video. Specifically, the course covers the fundamentals of photography, camera functions, video editing, media analysis, and filmmaking. The student will learn the technology, art, and practices involved in producing effective visual storytelling. An additional focus of this course is media literacy and the cognitive theories related to learning from educational videos and television programs. | ||
| EDUC 602 | Readings in Educational Technology in English | 3 | – |
| Description | This course includes readings of scientific research, topics, and articles in the field of education in general and educational technology in particular in the English language, together with their translation and discussion; describing their objectives and their research methods and approaches; an analytical reading of their results and of the recent trends related to them; extracting the specialized scientific terminology in the field of educational technology; and writing a report on them in English. | ||
| EDUC 695 | Research Seminar | 3 | EDUC 694 |
| Description | This course addresses selected issues and problems in educational technology and how to approach them scientifically through the preparation of a research plan submitted by the student. These plans are discussed to ensure adherence to sound scientific-research methods, and are then developed into research projects. | ||
| EDET 616 | Producing Computer-Based Educational Programs | 3 | – |
| Description | This course addresses many educational applications of computer software. It studies the most common and most widely used software in the field of education, with a focus on the methods and standards for using different applications to develop and produce computer software. The course covers the knowledge and skills related to designing, developing, and producing educational computer software and applications in terms of technical and instructional variables, design standards, instructional-design models and their stages, learning objects, digital learning objects, and hypermedia elements, as well as the types of educational computer software and how to employ them in the field of education. | ||
| EDET 613 | Educational Programming Language | 3 | – |
| Description | This course presents a definition of programming, its concepts, and the importance of learning it for education specialists, as well as the characteristics of the programmer and the analyst, the development of educational software, and the levels of programming languages. The course also introduces the most common and most widely used programming language in the world, focusing on the capabilities and methods of employing and using it in education. | ||
| EDET 614 | Programmed Instruction | 3 | – |
| Description | In this course, the student must understand the main concepts and the importance of programmed instruction, along with further details about the strategy, philosophy, objectives, and types of programmed instruction (linear and branching programming). In addition, the course explains the devices used in programmed instruction and the advantages and disadvantages of instructional programming. It also addresses how to provide the student with the basic skills to design, produce, and evaluate instructional units using “Articulate Storyline 2.0” or other relevant authoring applications — one of the most important skills in the field of designing and producing interactive electronic content. | ||
| EDET 618 | Emerging Trends in Educational Technology | 3 | – |
| Description | This course aims to provide students with knowledge and skills about educational-technology innovations — including the concept of educational-technology innovations, their characteristics, and their requirements for use; the educational models and strategies related to educational-technology innovations; the foundations and standards for designing and developing innovations; the cognitive theories that support their design and use; and the most important factors affecting the dissemination and adoption of innovations. | ||
| EDUC 603 | Evaluation of Educational Programs | 3 | – |
| Description | This course addresses the concept of educational evaluation and its simulations, models, and tools, and the international standards for evaluating modern educational technologies. It reviews standards for digital content, accessibility, usability, digital intellectual property, and the environmental operation of systems, in addition to explaining electronic evaluation and its tools, software, and simulations and the most important rating scales, as well as evaluating some modern technologies such as multimedia software, course-delivery systems, social networks, and virtual-reality environments. | ||
| EDET 698 | The Research Project | 2 | – |
| Description | This course addresses a set of research projects in the field of educational technology and teaching and learning resources in terms of their design, production, development, management, and evaluation. The student submits a research project addressing an educational problem that is discussed and defined in the research seminar, and the student defends it to confirm their mastery of research skills. | ||
