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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Educational Technology 
SAQA QUAL ID QUALIFICATION TITLE
114893  Master of Education in Educational Technology 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of Master of Education in Educational Technology is to prepare researchers who could contribute to the development of knowledge in the field of Technology Education, including competencies about the professional practice at an advanced level. This qualification comprises of a significant research component, and learners can complete a single research project, culminating in the production and acceptance of a thesis carrying a minimum of 180 Credits at Level 9. The qualifying learner upon completion will be able to deal with complex issues in Technology Education both systematically and creatively. These prospective learners will also be able to make sound judgments, using the data and information at their disposal. Furthermore, be prepared to communicate their conclusions to specialist and non-specialist audiences, demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding and skills.

Rationale:
The qualification is a Postgraduate qualification pegged at National Qualification Framework Level 9 and articulate to a Doctor of Education qualification. The qualification is designed to enable learners to undertake well-founded and independent inquiry in the field of technology education, training and development, and to provide learners with advanced professional and academic knowledge in an aspect of education. The main reason that led to identifying the need for qualification is that in our society we have so many challenges that need to be investigated or probed scientifically so that the solutions may uplift the way of living by eradicating poverty, unemployment and inequalities. The qualified prospective learner of this qualification, not only will they be able work at any institutions that can investigate any situation and come up with solutions, but will also be able to create own employment. Graduates will be empowered with the necessary skillset in curriculum design and technology to pursue careers in schools, corporations, associations and government. The qualification exposed learners to a range of opportunities in curriculum development and instructional design. For teachers, a Master's Degree in educational technology equips them to integrate technology as an instructional tool. Furthermore, learners may also become instructional technology leaders in their respective institutions, mentoring their peers in the utilisation of educational technological tools. Some learners may enter careers in education administration of which job titles may include, district technology coordinator; instructional technology supervisor; and technology specialist and Training and development managers, hence not only benefit to the graduates but also the society and the economy. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. Learners can achieve this qualification in part through Recognition of Prior Learning processes. The institution conduct RPL in compliance with the institution policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended by the Senate Committed for Recognition of Learning (SCRPL). It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate. Academic staffs (subject matter experts) that have proper RPL knowledge and experience must conduct evaluations.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of a compulsory module at NQF Level 9 totalling 180 Credits.

    Compulsory Module, 180 Credits:
  • Full dissertation. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of education in general, and educational technology in particular.
    2. Critically analyse and evaluate knowledge in educational technology, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to educational technology.
    3. Conduct independent inquiry in a field of educational technology, training or development, and to report their findings in academically appropriate ways.
    4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate familiarity with significant lines of debate in the relevant field of educational technology;
  • Evaluate literature within an area of educational technology specialisation;
  • Demonstrate the ability to reconstruct knowledge creatively and imaginatively, with a degree of independence;
  • Evaluate theories of education relevant to educational technology;
  • Relate knowledge, skills and competences to specific educational contexts;
  • Demonstrate an awareness of the constructed and provisional nature of pedagogical knowledge;
  • Demonstrate epistemological maturity by evaluating the foundations of educational thought and expertise.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Display intellectual independence and critical/analytical skill in the development of well-grounded and systematically developed arguments;
  • Justify claims and conclusions with appropriate evidence and argument;
  • Provide and synthesise accounts of intricate scholarly work in an area of study in education technology;
  • Assess theoretical positions and proffered solutions to educational, technological problems;
  • Provide independent critical analyses of data and theories in the field of study.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan and conduct an inquiry using appropriate research techniques;
  • Collect, analyse, organise and critically evaluate necessary information and data from primary and secondary sources;
  • Show evidence of engagement with the broader field of relevant educational literature;
  • Evaluate appropriate theoretical and methodological frameworks;
  • Use related educational research designs, methods and data analysis in a responsible, reflective and adaptable manner;
  • Report on research findings and communicate these in written or oral form;
  • Complete a dissertation or academic report based on independent research that should give rise to at least one article (with expert assistance) that meets the criteria for publication in an academic journal.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Manage educational contradictions and make educational value commitments.
  • Interact and engage in debate with learning or professional groups in education.
  • Contribute to others' understanding of educational technology issues through discourse and research.
  • Facilitate discussion on complex educational technology issues in an informed and visionary manner.
  • Evaluate their own and others' work in education technology.
  • Demonstrate responsibility, self-reflexivity and adaptability as an educational leader.
  • Reflect on values and responsibilities appropriate to academic and professional leadership.

    Integrated Assessment:
    The focus of assessment in research is on learners ability to conduct, and report in an academically acceptable way, an independent inquiry into an aspect of their area of specialisation, thereby applying their theoretical knowledge and understanding of this aspect to identifying or solving educational problems. Evidence of candidates' competence should be collected using a range of strategies which are appropriate to the purpose, exit outcomes and National Qualification Framework level of this qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The institution studied the qualifications structures and standards frameworks of several overseas countries for comparison, including the United Kingdom, the Netherlands, Belgium and New Zealand. While all these countries specify the requirements of initial teacher education/training in terms of standards/criteria, only one - New Zealand - has developed level descriptors for Postgraduate qualifications. All four countries specify required learning for initial teacher qualifications in terms of core curricula/components but not for Postgraduate work. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal articulation and vertical articulation.

    Horizontal Articulation:
  • Master of Education in Information and Communication Technology, Level 9.
  • Master of Education, Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Education, Level 10.
  • Doctor of Education, Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.