Table 3 Online Programs Offering a Graduate Degree in Educational Technology…….37

Abstract

This evaluation investigates the effectiveness of the EDTECH website (http://edtech.boisestate.edu) and other marketing opportunities in increasing the enrollment of students in the EDTECH graduate programs. Through analysis of website log files, student surveys, and competing programs, the study offers suggestions for improving the overall marketing of the program, with specific recommendations for improving the website. Reports of search engines and their criteria provide a comprehensive background for understanding the complexity and depth of website design and analysis. This study offers important insights into website purpose, design, and effectiveness, creating a starting point for further direction and enhancement of the website and EDTECH recruiting program.

Introduction

An important goal of the Department of Educational Technology (EDTECH) at Boise State University is to systematically increase enrollment of students in the program. The department currently offers five degrees: a Master of Science in educational technology, a Master of Education in educational technology, and three certificate degrees: technology integration, online teaching, and school technology coordination. Since the program is delivered entirely online, the potential for attracting new students is vast, yet also competitive. For instance, the number of online degrees has been dramatically increasing, from about 50 in 1989 to over 1100 today (GetEducated.com; Peterson’s Distance Learning). Universities across the country, as well as entirely virtual universities such as the University of Phoenix (http://www.phoenix.edu/) are offering online graduate degrees in educational or instructional technology. Students now have many choices and options in deciding upon a program. Therefore, it is extremely important that the EDTECH program is publicized in effective and powerful ways.
One way this can be done is through drawing more attention to the website, http://edtech.boisestate.edu, a readily available resource open for business 24 hours a day, seven days a week. Accomplishing this, however, involves many considerations. For instance, the website needs to be easy to navigate, professional, and appealing to the target audience. It should load quickly and provide essential information that can be readily found by the intended users. Also, the site should have a strong presence on the Internet and World Wide Web, optimized for search engine queries. Therefore, this research is intended to evaluate the effectiveness and potential of the EDTECH website through examining search engine criteria, analyzing website log file statistics, gaining feedback from online student surveys, and critiquing websites from competing programs. The research will conclude with suggestions on ways to improve the publicity of our website and program.

Evaluation Methodology

To address the goal of enhancing the effectiveness of our EDTECH website in recruiting students, the following procedures were conducted:

· Research of the literature and online resources about search engines and how to optimize a website for search engine ranking.

· Analysis of the EDTECH website log file, using descriptive statistics.

· Online survey of current EDTECH students and analysis of the results.

· Examination of the websites of competing programs.

· Search engine results for educational technology programs offered online.

· Research of other issues that might affect website design considerations and effectiveness.

Review of the Literature

Creating an Online Presence

Creating and publishing a website is a relatively easy process. It is another story, however, to create and maintain a website that can be easily found through search engine queries. This process requires an understanding of current search engine criteria, along with a host of other variables. Therefore, an important question driving this research is, “How will/do users locate our website?” Simply being listed in the search engines is not likely to increase traffic. In fact, despite the large numbers of search engines that are available, only a few are capable of generating the desired traffic. For instance, if people using the main search engines and directories have not found what they want on the first or second page of a search result query, they will simply type in a new search phrase, where frequently they will find the same results again (Bowman, 2001). As a result, proper website design for optimal search results is essential in successfully publicizing a site with the major search engines.
An expanding business built around this need to have a position near the top of search results has developed, called search engine optimization (see Appendix A). To give an idea of its size, a recent search on Google (March 10, 2005) using the keyword phrase “search engine optimization” resulted in 6, 820,000 hits.
Essentially, search engine optimization (SEO) is the process of improving a web site for higher search engine rankings. There are hundreds of sites online that offer their services to optimize websites. However, it is questionable whether they can really provide all of the answers to search engine placement and positioning, since search engines keep their criteria fairly secret, and their methods are not static. Therefore, it is a premise of this research that a basic understanding of what search engines look for when indexing a site, along with directing our focus to the search engines used by our visitors can provide valuable criteria for improving website publicity. Before analyzing the EDTECH website according to search engine criteria, a basic understanding of search engines and how they work is included in this report.

Three Types of Search Engines

The term "search engine" is often used generically to describe crawler-based search engines, human-powered directories, and hybrid search engines. These types of search engines gather their listings in different ways, through crawler-based searches, human-powered directories, and hybrid searches.

Crawler-based search engines.

Crawler-based search engines, such as Google (http://www.google.com), create their listings automatically. They "crawl" or "spider" the web, then people search through what they have found. If web pages are changed, crawler-based search engines eventually find these changes, and that can affect how those pages are listed. Page titles, body copy and other elements all play a role.
The life span of a typical web query normally lasts less than half a second, yet involves a number of different steps that must be completed before results can be delivered to a person seeking information. The following graphic (Figure 1) illustrates this life span (from http://www.google.com/corporate/tech.html :


3. The search results are returned to the user in a fraction of a second.			1. The web server sends the query to the index servers. The content inside the index servers is similar to the index in the back of a book - it tells which pages contain the words that match the query.

	2. The query travels to the doc servers, which actually retrieve the stored documents. Snippets are generated to describe each search result.

Figure 1. The life span of a typical crawler-based search engine query.

Human-powered directories.

A human-powered directory, such as the Open Directory Project (http://www.dmoz.org/about.html) depends on humans for its listings. (Yahoo!, which used to be a directory, now gets its information from the use of crawlers.) A directory gets its information from submissions, which include a short description to the directory for the entire site, or from editors who write one for sites they review. A search looks for matches only in the descriptions submitted. Changing web pages, therefore, has no effect on how they are listed. Techniques that are useful for improving a listing with a search engine have nothing to do with improving a listing in a directory. The only exception is that a good site, with good content, might be more likely to get reviewed for free than a poor site.

Hybrid search engines.

Today, it is extremely common for crawler-type and human-powered results to be combined when conducting a search. Usually, a hybrid search engine will favor one type of listings over another. For example, MSN Search (http://www.imagine-msn.com/search/tour/moreprecise.aspx) is more likely to present human-powered listings from LookSmart (http://search.looksmart.com/). However, it also presents crawler-based results, especially for more obscure queries.

The Parts of a Crawler-Based Search Engine: Spider, Index, Search Engine Software

Crawler-based search engines work through the interaction of three elements: (1) the spider or crawler, (2) the index, and (3) search engine software. The first element is the spider, which visits a web page, reads it, and then follows links to other pages within the site. The spider returns to the site on a regular basis, such as every month or two, to look for changes.
             Everything the spider finds goes into the second part of the search engine, the index. The index, sometimes called the catalog, is like a giant book containing a copy of every web page that the spider finds. If a web page changes, then this book is updated with new information.
             Sometimes it can take a while for new pages or changes that the spider finds to be added to the index. Thus, a web page may have been "spidered" but not yet "indexed." Until it is indexed, it is not available to those searching with the search engine.
             Search engine software is the third part of a search engine. This is the program that sifts through the millions of pages recorded in the index to find matches to a search and rank them in order of what it believes is most relevant. They determine relevance by following a set of rules, known as an algorithm. Exactly how a search engine’s algorithm works is not disclosed to the public. However, the following general rules applies to all search engines, which can be categorized as “on the page” (more controllable) and “off the page” (less controllable) factors:

“On the Page” Factors

Location and frequency of keywords.

One of the main rules in a ranking algorithm involves the location and frequency of keywords on a web page. Location involves searching for pages with the search terms appearing in the HTML title tags, which are assumed to be most relevant. Search engines will also check to see if the search keywords appear near the top of a web page, such as in the headline or in the first few paragraphs of text. For instance, Figure 2 below contains an example of HTML coding positioned within the EDTECH website header tag. Notice that the title tag includes important words as to the content of the webpage/site. The keyword metatag data are also highlighted.

<html>

<head>

<meta http-equiv="Content-Language" content="en-us">

<meta name="GENERATOR" content="Microsoft FrontPage 4.0">

<meta name="ProgId" content="FrontPage.Editor.Document">

<meta http-equiv="Content-Type" content="text/html; charset=windows-1252">

<title>Educational Technology at Boise State University</title>

<meta name="keywords" content="education, educator, educational, educational technology,

instructional, instructional technology, graduate, graduate certificate, graduate certificates,

masters degree, master's degree, online masters degree, online master's degree,

educational research, instructional theory, integration, integrating technology,

technology integration, multimedia, evaluation, assessment, authentic assessment, teaching online,

online teaching, graduate certificate, problem based learning, problem-based learning,

instructional theory, learning theory, online, Internet, internet, asynchronous, interactive,

technology, constructivist, constructivism, accredited, regionally accredited,

national council for accreditation of teacher education, NCATE">

<meta name="Microsoft Border" content="l">

</head>

Figure 2. Behind the scenes look at the header metadata of the EDTECH homepage.

Frequency is the other major factor in how search engines determine ranking. A search engine will analyze how often keywords appear in relation to other words in a web page. Those with a higher frequency are often deemed more relevant than other web pages.
While all major search engines follow the above procedure to some degree, they each have their own specific criteria. Some search engines index more web pages than others. That is why when search terms are inserted in different search engines, different results occur. Search engines may also penalize pages or exclude them from the index, if they detect search engine "spamming." This occurs when a word is repeated hundreds of times on a page to increase the frequency and put the page higher in the listings. Search engines watch for common spamming methods in a variety of ways, including responding to complaints from their users.
While web designers can control the above coding and design of their websites, there are additional factors in search engine criteria that are less controllable, often called “off the page” factors. These will be discussed next.

“Off the Page” Factors

Link analysis.

In order to maintain an accurate representation of web pages indexed in a search, search engines also use link analysis to determine relevance. By analyzing how pages link to each other, a search engine can often determine what a page is about and whether that page might be important, resulting in a rank increase. This is considered an “off the page” factor, as it cannot be as easily controlled and manipulated by web designers.

Click through measurement.

Another “off the page” factor is click through measurement. This refers to the way search engines watch what someone selects from a list of search results. Search engines will eventually drop high-ranking pages that do not attract clicks, while promoting lower-ranking pages that generate more. As with link analysis, search engines have systems in place that will identify artificial links created by unethical web designers.
All crawler-based search engines work through the basic parts described above, but there are differences in how these parts are adjusted. Information about search engines for this research has been drawn from online resources and journal articles (Goldsborough, 2005; Guenther, 1999, 2004; Sullivan, 2004) and from the three major search engines: Google (Google: Corporate information, 2004) ,Yahoo! (Yahoo! help, 2005) and MSN. For this research, it is critical to obtain and analyze the most recent information, since search engine criteria are constantly changing. Also, since many of the references used for this research are online, it is essential to analyze them according to specified criteria. The online resources, therefore, were judged according to their authority, coverage, objectivity, accuracy, and currency as further defined in Table 1 below:

Table 1

Online Resources Criteria

Authority

Is the page signed?
Are the author's qualifications available?
Does s/he have expertise in this subject?
Is the author associated with an educational institution or other reputable organization?

Does the publisher or publication have a reputation for reliability?
Is contact information for the author or group available on the site?

Coverage

Is the information even relevant to your topic?
Do you think it is useful to you?
Does this page have information that is not found elsewhere?
How in-depth is the material?

Objectivity

Does the information show a minimum of bias?
Is the page a presentation of facts and not designed to sway opinion?
Is the page free of advertisements or sponsored links?

Accuracy

Is the information reliable and error-free?
Can you find the last update?
Is there an editor or someone who verifies/checks the information?
Is the page free of spelling mistakes or other obvious problems?

Currency

Is the page dated?
Can you find the last update?
Are the links current and do they point to existing pages?

Major Crawling Search Engine Criteria

Comparing and understanding the differences in crawling-type search engines can greatly assist a web designer in writing and coding the pages. Table 2 below provides an accurate and concise comparison of the major crawling search engines and their criteria for sorting and ranking query results. Each of the terms is defined following the table.

Table 2

Major Crawling Search Engine Criteria

Crawling	Yes	No	Notes
Deep Crawl	AllTheWeb, Google, Inktomi	AltaVista, Teoma
Frames Support	All	n/a
robots.txt	All	n/a
Meta Robots Tag	All	n/a
Paid Inclusion	All but...	Google
Full Body Text	All	n/a	Some stop words may not be indexed
Stop Words	AltaVista, Inktomi, Google	FAST	Teoma unknown
Meta Description	All provide some support, but AltaVista, AllTheWeb and Teoma make most use of the tag
Meta Keywords	Inktomi, Teoma	AllTheWeb, AltaVista, Google	Teoma support is "unofficial"
ALT text	AltaVista, Google, Teoma	AllTheWeb, Inktomi
Comments	Inktomi	Others

Deep crawl.

All crawlers will find pages to add to their web page indexes, even if those pages have never been submitted to them. However, some crawlers are better than others. This section of the chart shows which search engines are likely to do a "deep crawl" and gather many pages from your web site, even if these pages were never submitted. In general, the larger a search engine's index is, the more likely it will list many pages per site.

Frames support.

This shows which search engines can follow frame links.

robots.txt.

The robots.txt file is a means for webmasters to keep search engines out of their sites.

Meta robots tag.

This is a special metatag that allows site owners to specify that a page shouldn't be indexed.

Paid inclusion.

Shows whether a search engine offers a program where you can pay to be guaranteed that your pages will be included in its index. This is NOT the same as paid placement, which guarantees a particular position in relation to a particular search term.

Full body text.

All the major search engines say they index the full visible body text of a page, though some will not index stop words or exclude copy deemed to be spam. Google generally does not index past the first 101K of long HTML pages.

Stop words.

Some search engines either leave out words when they index a page or may not search for these words during a query. These stop words are excluded as a way to save storage space or to speed searches.

Meta-description.

All the major crawlers support the meta-description tag to some degree. The ones named on the chart are very consistent, according to http://searchenginewatch.com.

Meta-keywords.

Shows which search engines support the meta-keywords tags.

ALT text / comments.

This shows which search engines index ALT text associated with images or text in comment tags.

Google, MSN, & Yahoo!

While it is important to understand how search engines work and the individual criteria of search engines, it is also important to identify and focus research on the search engines that are most often used. The three most popular search engines as of the date of this research are Google, Yahoo!, and MSN. Searchers use well-known, commercially backed search engines generally for more dependable results. Google, Yahoo!, and MSN are more likely to be well-maintained and upgraded when necessary to keep pace with the growing volumes of information available on the Internet and World Wide Web. Therefore, this research will examine and compare these three search engines in the following section.

Google: http://www.google.com.

Google is well known and is the preferred choice for many searching the web. The crawler-based service provides both comprehensive coverage of the web along with great relevancy. Google stands alone in its focus on developing the "perfect search engine," defined by co-founder Larry Page as something that, "understands exactly what you mean and gives you back exactly what you want” (Google: Corporate information, 2004).
             The software behind Google's search technology conducts a series of simultaneous calculations requiring only a fraction of a second. Traditional search engines rely heavily on how often a word appears on a web page. Google uses a system called PageRank to examine the entire link structure of the web and determine which pages are most important. It then conducts hypertext-matching analysis to determine which pages are relevant to the specific search being conducted. Google’s corporate information says that “by combining overall importance and query-specific relevance, Google is able to put the most relevant and reliable results first” (Google: Corporate information, 2004).
             Google provides the option to find more than web pages. On the top of the search box on the Google home page, one can search for images, participate in discussions that are taking place on Usenet newsgroups, locate news information, or perform product searching. Using the “More” link provides access to human-compiled information from the Open Directory, catalog searching and other services.
             Google is also known for the wide range of features it offers, such as cached links that offer the resurrection of dead pages or older versions of recently changed ones. It offers excellent spell checking, easy access to dictionary definitions, integration of stock quotes, street maps, and telephone numbers. The Google Toolbar has also won a popular following for the easy access it provides to Google and its features directly from the Internet Explorer and Firefox browser.
             In addition to Google's unpaid editorial results, the company also operates its own advertising programs. The cost-per-click AdWords program places ads on Google as well as some of Google's partners. Similarly, Google is also a provider of unpaid editorial results to some other search engines. The basics of getting listed in Google’s search engine are listed at the following URL: http://www.google.com/webmasters/1.html. Since Google is a fully automated search engine, using robots known as “spiders” to crawl the web on a monthly basis and find sites for inclusion in the Google index, it is not necessary to submit a website to be included in the index. The vast majority of sites listed with Google are not manually submitted for inclusion.

Getting listed on Google.

Google does not accept payment for inclusion (known as "paid inclusion") of sites in their index, nor for improving the ranking of sites. The method by which they find pages and rank them as search results is determined by the PageRank technology developed by founders, Larry Page and Sergey Brin.
The best way to ensure Google finds a site is for a page to be linked from lots of pages on other sites.

MSN Search: http://search.msn.com.

MSN has recently upgraded their search engine and is now using its own search engine technology. MSN suggests the following guidelines for successful indexing:

Use only well-formed HTML code in your pages.
Ensure that all tags are closed, and that all links function properly.
If a site contains broken links, MSNBot may not be able to index the site effectively, and people may not be able to reach all pages.
If a page is moved, set up the page's original URL to direct people to the new page, and tell them whether the move is permanent or temporary.
Make sure MSNBot is allowed to crawl the site, and is not on a list of web crawlers that are prohibited from indexing the site.
Use a robots.txt file or metatags to control how MSNBot and other web crawlers index the site. The robots.txt file tells web crawlers which files and folders it is not allowed to crawl. The Web Robots Pages provide detailed information on the robots.txt Robots Exclusion standard.
Keep URLs simple and static. Complicated or frequently changed URLs are difficult to use as link destinations. For example, the URL www.example.com/mypage is easier for MSNBot to crawl and for people to type than a long URL with multiple extensions. Also, a URL that doesn't change is easier for people to remember, which makes it a more likely link destination from other sites.

Content guidelines.

The best way to attract people to a site, and keep them coming back, is to design pages with valuable content that the target audience is interested in.
In the visible page text, include words users might choose as search query terms to find the information on the site.
Limit all pages to a reasonable size. MSN recommends one topic per page. An HTML page with no pictures should be under 150 KB.
Make sure that each page is accessible by at least one static text link.
Create a site map that is fairly flat (i.e., each page is only one to three clicks away from the home page). Links embedded in menus, list boxes, and similar elements are not accessible to web crawlers unless they appear in the site map.
Keep the text that you want indexed outside of images. For example, if a company name or address wants to be indexed, make sure it is displayed on the page outside of a company logo.

Items and techniques discouraged by MSN search.

The following items and techniques are not appropriate uses of the index. Use of these items and techniques may affect how a site is ranked within MSN Search and may result in the removal of a site from the MSN Search index:

Loading pages with irrelevant words in an attempt to increase a page's keyword density. This includes stuffing ALT tags that users are unlikely to view.
Using hidden text or links. Only use text and links that are visible to users.
Using techniques to artificially increase the number of links to your page, such as link farms. ,IS_,,

Yahoo!: http://www.Yahoo!.com.

Started in 1994, Yahoo! is the web's oldest directory, or a place where human editors organize web sites into categories. However, in October 2002, Yahoo! changed to crawler-based listings for its main results. These came from Google until February 2004. Now, Yahoo! uses its own search technology. In addition to excellent search results, tabs above the search box on the Yahoo! home page can be used to find images, Yellow Page listings or use Yahoo!'s shopping search engine. Or the Yahoo! Search Home Page (http://search.Yahoo!.com/) offers even more specialized search options.
The Yahoo! Directory still exists (http://dir.Yahoo!.com/). Sites pay a fee to be included in the Yahoo! Directory's commercial listings, though they must meet editor approval before being accepted. Non-commercial content is accepted for free. Yahoo!'s content acquisition program also offers paid inclusion, where sites can also pay to be included in Yahoo!'s crawler-based results. This doesn't guarantee ranking, Yahoo! insists. The CAP program also brings in content from non-profit organizations for free.

Getting listed on Yahoo!.

Web results are the most relevant web pages found by Yahoo! Search Technology in response to search terms. These results are generated from billions of web pages crawled and indexed by Yahoo! Search. Many factors influence whether a particular web site appears in Web Search results and where it falls in the ranking. These factors can include the number of other sites linking to it and the content on the pages.
Web Search lists results ranked by relevance and offers a combination of sites from the entire Web obtained by Yahoo! Search and from the Yahoo! Directory. A particular site's position in a list of results can change over time.
Yahoo! provides the following information on how to improve the ranking of a website in a search (http://help.Yahoo!.com/help/us/ysearch/ranking/ranking-02.html):

Think carefully of the key terms that users will search on to find content. Use those terms to guide the text and construction of web pages.
Users are more likely to click a link if the title matches their search. Choose terms for the title that match the concept of designated pages.
Use a "description" metatag and write the description accurately and carefully. After the title, the description is the most important draw for users. Make sure the document title and description attract the interest of the user but also fit the site content.
Use a "keyword" metatag to list key words for the document. Use a distinct list of keywords that relate to the specific page on the site instead of using one broad set of keywords for every page.
Keep relevant text and links in HTML. Placing them in graphics or image maps means search engines can't always search for the text, and the crawler can't follow links to other pages on the site. An HTML site map, with a link from your welcome page, can help make sure all your pages are crawled.
Use ALT text for graphics. It is good page design to accommodate text browsers for visually impaired visitors, and it helps improve the text content of the page for search purposes.
Correspond with webmasters and other content providers and build rich linkages between related pages.
"Link farms" create links between unrelated pages for no reason except to increase page link counts. Using link farms violates Yahoo!'s Site Guidelines and will not improve page ranking.

Yahoo! Directory.

The following website provides information on how to be listed on the Yahoo! directory: http://help.Yahoo!.com/help/us/dir/suggest/suggest-01.html. First, you need to determine if your site is already listed in the Yahoo! Directory, which is fast and easy. If you determine that your site is not listed, then Yahoo! provides instructions on how to do this.

Analysis of Web Log Files from EDTECH Website

The department is currently using a program called AWStats (http://awstats.sourceforge.net/), which generates advanced web, streaming, ftp or mail server statistics, graphically. This log analyzer shows all possible information the log contains, in a few graphical web pages, which makes it easier for a layperson to analyze and interpret. Unfortunately, this web log analyzer has only been available since February 11, 2005, so data at this point are very limited. However, the information still offers this research valuable information, focusing on search engine requirements and other areas. For instance, for the month of March, 2005, measuring the number of pages accessed, the Google search engine was used by 83% of the visitors, followed by MSN (8%) and Yahoo! (3%). However, it is probably more important to note that most of the connections to the site come from a direct address or bookmark (56.7%), followed by links from an external page (18%) with Internet search engines being the smallest percentage/importance (25.1%).
It is also important to know what browsers and types of operating systems site visitors use. For the month of March, 2005, Internet Explorer was the most popular browser, with 88% usage, and Windows XP was also the operating system favorite, commanding 92.8%. Following are graphical charts that illustrate some of the above percentages:

Figure 3. Search engines used by visitors to the EDTECH website.

Figure 4. Top browsers used by EDTECH site visitors.

Web log statistics indicate that 25.1% of users connect to the EDTECH site via a search engine. Therefore, it is crucial to understand how to optimize the website for major search engines based on the top three search engines identified by the web log files: Google, MSN, and Yahoo!.
Although search engines provide a valuable resource for locating sites online, there are other ways users find the EDTECH site. More than half of the EDTECH visitors access the website through direct address or bookmarks. Also, a good share of visitors finds the site from external links. For instance, various Boise State web pages and the Blackboard Course Management System (http://blackboard.boisestate.edu) create strong links to the site (see Figure 5 below).

Figure 5. Links from external pages to the EDTECH website.

Student Self-Reporting Surveys

An email request to complete an online survey was submitted to a database of EDTECH graduate students in the EDTECH Online Community class in Blackboard, a course management system used by the department. This survey obtained both quantitative and qualitative data, thus providing a rich resource for this study. The survey is available online at: http://edtech2.boisestate.edu/bschroeder/edtech_student_survey.htm and also detailed in Appendix B.

Descriptive Statistics from Student Surveys

As of April 21, 2005, approximately 25% (n=59) of the total emails sent responded to the survey. This sample represents the general population of the total EDTECH student body, with 98.3% of the respondents being in the master’s degree program, 1.7% being in the Technology Integration program, 1.7% in the Online Teaching program, and 1.7% in the Technology Coordinator Program. Also, 72% of the respondents were female and 28% male, very similar to the population distribution of females (72.25%) and males (27.75%) enrolled in the education program at Boise State.
As far as employment, 78% of the respondents work full-time, 17% part-time, and 5% are not working. Sorted by gender, the breakdown of employment is 82% fulltime, 12% part-time, and 6% not working (males), and 76% fulltime, 24% part-time, and 5% not working (females), a non-significant difference between genders.

Figure 6. Employment status of survey respondents.

How Respondents Discovered the Program

About 40 percent of the respondents indicated that they found out about the program through the EDTECH website. Following that was the Internet, with 25.4% of the respondents. (This percentage corresponds very closely with the statistics from the EDTECH web log analysis, which indicated that 25% of the visitors used the Internet to find the website.) The Boise State website and friends each comprised 22% of the total respondents. It is very important to note that the categories of print and events were not used at all or very little (0% and 3.4% respectively) in the respondents’ indications for how they found out about the program. The chart below shows the ways that males and females rated their choices of how they discovered the program. Statistical analysis showed no significant difference between the gender groups.

Figure 7. How survey respondents discovered the EDTECH program.

Important Features of the Program

The survey also wanted to find out what features of the program were important to the EDTECH students. It was not surprising to discover that 98% listed the online aspect of the course as important, with being able to continue to work while taking the coursework coming in as second. The following chart shows the ranking of importance of these criteria:

Figure 8. Reasons for enrolling in the EDTECH program.

There were no large differences when comparing reasons for enrolling in the program by gender, as illustrated by the following chart:

Figure 9. Reasons for enrolling in the EDTECH program by gender.

Additional Comments from Student Surveys

Additional comments made by the respondents indicated that personal follow-up and developing a relationship with key personnel solidified their decisions to enroll:

Jerry Foster has been a great advisor and guide for me.
Needed for current position
Jerry Foster did an excellent job of "selling" the program. He was much more personable than the University of MN, where I was going to attend.
I had been debating between a few schools but a personal and friendly email from Jerry made me definitely decide to enroll at BSU. Most other schools didn't seem to care one way or the other about the student.
Jerry was a lot of help with answering vital questions.
I use technology in the classroom and was looking for a program that would enhance what I was already doing.
Due to the relative invisibility of the program, information about the program's quality faculty and high rating/accreditation is only known once on campus. The website and all marketing materials need to be significantly upgraded in graphics in order to
I hoped to improve technology skills in my own teaching.
Desirable content and future personal marketability in educational field.
I train insurance agents. Had to get savvy with technology.
The things I checked appealed to me as I considered enrollment in the program. Later, the quality of the faculty was important as I continued working through the program.
When comparing programs, it was important to me to have a degree from an established "brick and mortar" university, as opposed to a strictly online school. Also, after contacting 7 universities of this nature that offered a master's degree in educational technology, I was extraordinarily impressed in the response and personal attention I received from everyone at Boise State and in particular from Jerry Foster. This alleviated any concern I had about long-distance education and the lack of personal response and interaction.

Importance of the EDTECH Website from Student Surveys

A ranking of the importance of the website was done on a scale from one to five, with five (5) representing the highest importance. The median of both male and female respondents was four (4), with the mean ranking for the entire group being 3.75 ( 3.77 for female and 3.69 for males).

Frequency of Visiting the EDTECH website from Student Surveys

The usage of the EDTECH website by the survey respondents indicated that (86%) visited the website once per week, with an amazing 28.8% of those surveyed indicating that they hardly ever visited the website. It is interesting to note that when comparing gender groups, a high percentage of females (38%) reported hardly ever using the EDTECH website. The following graph represents the percentages broken down by gender:

Figure 10. Percentages of male and females within each group reporting use of EDTECH website.

Browser Use As Reported by Student Surveys

Finally, browser use as reported by the survey is illustrated in the following chart:

Figure 11. Browser use as reported by all respondents.

Additional Qualitative Data from Student Surveys

Details from the respondents of ways to improve the website are included in Appendix C. There are some patterns to this data, with the importance of accuracy of the website being predominant. Also, relevance is a key issue, along with the need for an instructor page, with email links and links to their course sites. The need for accuracy and up-to-date content seems to be an important issue. Also, providing important links, such as one to the Albertsons Library, was mentioned.

Analysis of San Diego State University EDTEC Website

A university well-known and respected for its educational technology program is San Diego State University. Their educational technology (EDTEC) website URL is http://edtec.sdsu.edu/.

Figure 12. Home page of San Diego State’s Educational Technology Department.

This is a new URL , which is currently being redirected from their old site. The new address is shorter and perhaps easier for visitors to remember. This website has recently undergone a design change, with drop down menus on a vertical navigation bar. The advantages to this system is that it simplifies and refines the navigation structure, while allowing the additional links to be viewed via a mouse over operation. The navigation links appear to be text-based, which is important for search engine spiders. The inclusion of a greater than sign (>) after each navigation link provides a clearer indication that more is included in each link. The website is a vast improvement over the previous one and provides easy to find and clear directions for prospective students and current students. However, the web design utilizes frames, which are sometimes difficult for search engine crawlers to index. The title of the home page, Educational Technology, is within the character number requirements, and provides a clear direction of the site’s purpose and use. In fact, each page has the title of Educational Technology, which should increase the indexing of the entire site to this metatag. However, the home page is void of any content, which could search to inform the visitor and also enhance the indexing capabilities of the page for search engines.
There are some problems with the site, however. All of the pages within the website do not open in the same way. Some open in a new window, others open in the same window, providing a less than intuitive navigation profile. Also, on the course offering page, there are underlined words which are not hyperlinked. The site does include links which tend to strengthen the validity of the program, such as a Projects and Grants link which opens to the various programs that are undertaken by the department. There are links to the university library, the College of Education, and the home page of San Diego State from the home page.
There is an interesting link, however, which includes all of the students’ web pages. This might be an idea for the EDTECH website, showcasing student work and offering prospective students the opportunity to view what they will be able to do.

Google Keyword Search Analysis

The Master’s Degree in Educational Technology at Boise State is a unique program, in that it is offered entirely online and has been increasing enrollment every semester. When performing a search on Google, using the following keywords: “educational technology” and “masters degree” and “online,” the EDTECH website appeared first, following by Western Michigan University, several links to gradschools.com, California State University at Sacramento, and the frequently asked question page from San Diego State University. The first page results of the above search are listed in Appendix D.

Portals

Portals are another way that students might search for a graduate school or program. Currently, the EDTECH department is paying a fee to advertise on GradSchools.com. This portal offers a breakdown of the traffic generated by the site, which is available at http://www.gradschools.com/archive/clients/boisetop_1934.html. This report is difficult to read and interpret and provides little information on the effectiveness of the portal. A search using http://www.gradschools.com was confusing, since this database did not have a field specifically designated as “educational technology.” The closest field was categorized as “Instructional Media/Educational Technology.” When performing a search using this category, many schools came up, with 45 matches for what was categorized as the “Central Plains USA.” However, when investigating the individual schools, less than 20% of the schools offered a master’s degree in the field designated as “educational technology.”

There is also a more specialized link to online programs through Distance.GradSchools.com: http://distance.gradschools.com/. When performing a search using the same category: Instructional Media/Educational Technology, 118 records came up. However, many of the records were duplicates, so this number is not very accurate. A scattered review of the various courses showed a wide range of choices, with a few detailed in the table below.

Table 3

Online Programs Offering a Graduate Degree in Educational Technology

Degree	Name	Credits
M.Ed., Educational Technology	University of Texas System, TeleCampus	36
M.S., Education, Instructional Technology	University of Nebraska, Kearney	36
M.A., Education, Curriculum & Technology	University of Phoenix	Unknown, link directs visitor to information page to complete for contact followup
M.S., Education, Instructional Technology	University of Wyoming	34
M.Ed., Educational Technology	University of Missouri	30-35
M.A., Educational Technology	University of British Columbia
M.A., Educational Technology	Pepperdine University (requires 3 face-to-face meetings throughout the coursework)	30

A website that says it is the only online college directory that offers free listings to CHEA (Council of Higher Education Accreditation)-accredited colleges and universities is geteducated.com (http://www.geteducated.com/default.htm). This website offers advice to prospective students, such as being wary of bogus universities offering online diplomas.

Recommendations

There is much to consider in evaluating the recruiting methods of the EDTECH department. Defining the website as a very important vehicle for publicizing the program is crucial. Also, identifying other ways to publicize the program should be addressed. Researching and comparing competing programs is another way to evaluate the EDTECH program. Analysis of the EDTECH web log and student surveys provided rich information from which to formulate recommendations. Therefore, the recommendations will begin with a plan for website design and content standards.
As previously reported, the major search engines used by visitors to the EDTECH website are Google, MSN, and Yahoo!. While search engines account for the smallest percentage of visitors to the site, it is still important to evaluate the EDTECH website in terms of search engine criteria. In this way, recommendations for changes and improvements can be made and tested, offering more opportunities to refine the website design for search engine optimization.

Recommendation 1: Website Design and Content Standards

It is one recommendation of this evaluation to create Web Design and Content Standards in order to implement a more stringent, informative, and coherent program of web design for the department. A checklist of standards should be developed that the webmaster could work from. The following general and specific recommendations are currently suggested:

1. Ensure that the EDTECH site presents valuable content in which the target audience is interested. Content should be up-to-date and valuable to the user, providing reliable information and resources. One way to do this is to create an online feedback form which requests visitor comments on site design and other features that might need changing or improving. Calendars and deadline dates should be accurate and current.

2. Create page title metatags that match the concept of each page.

3. Consider using a drop down vertical navigation structure, which would create an uncluttered and more focused starting point. Directional arrows (such as the > symbol) should be used to indicate further content within or underneath those links.

4. Include words in the visible page text that users might choose as search query terms to the find the information on the site.

5. Use a "description" metatag and write the description accurately and carefully. After the title, the description is the most important draw for users.

6. Use a "keyword" metatag to list key words for the page. Use a distinct list of keywords that relate to the specific page on the site instead of using one broad set of keywords for every page.

7. Use only well-formed HTML code, with the consideration of using Dreamweaver software for all site design.

8. Ensure that all tags are closed, and that all links function properly.

9. Keep relevant text and links in HTML.

10. Create an HTML site map, with a link from the website homepage.

11. Make sure that each page is accessible by at least one static text link.

12. Move the EDTECH logo image from the upper-left hand corner to another location. Use ALT text for all graphics.

13. Use text for visible page titles.

14. Create a “text only” link to accommodate text browsers for visually impaired visitors.

15. Confirm that the homepage's original URL directs visitors to the new page and tells them whether the move is permanent or temporary.

16. Keep URLs simple and static. Complicated or frequently changed URLs are difficult to use as likely destinations.

17. Limit all pages to a reasonable size. MSN recommends one topic per page and an HTML page with no pictures should be under 150 KB. Guidelines for the department should be to aim for web pages including pictures to be no more than 40KB.

18. Linked pages should be only one to three clicks away from the home page.

19. Create a “bookmark this site” on web pages, making it even easier for visitors to come back to the site and also for search engine spiders to index the page.

20. Include information zones providing information on authors (as needed), modification dates, and complete contact information.

21. Check website in both Internet Explorer and Firefox browsers.

22. Make links as informative as possible, such as “Course Description & Calendar” renamed to “Suggested Course Order” and putting schedules and/or calendars on another page.

23. Inform students of the Blackboard EDTECH Community and how to log on.

24. Provide a clear link to return to the EDTECH home page from all of the pages.

25. Make sure title metatag contains no more than 80 characters. Current tag contains 157 characters.

26. Provide text on home page that is relevant to page content. According to metatag analyzer (http://www.widexl.com/remote/search-engines/metatag-analyzer.html) , title relevancy to page content is 44%.

27. Make sure author metatag contains no more than 52 characters. Currently our home page author contains 98 characters.

28. Compress or delete large image (145.84 KB) on home page.

29. Regularly check web log on http://education.boisestate.edu/cgi-bin/awstats.pl?month=03&year=2005&output=main&config=edtech&framename=index , gathering and analyzing new information. Also make the year to date function workable.

30. Reduce the number of meta-keywords in the HTML code. The home page, for instance has more than 255 characters used for the keywords tag. Many search engines will only be able to scan the first 100-200 characters and ignore the rest when displaying the site to searchers. Need to weigh importance on the first few keywords and avoid repetition wherever.

31. Consider moving the EDTECH site back to the EDTECH server, thus avoiding redirection tags. Many search engines penalize the use of this tag.

32. Continually ask and monitor student and user feedback on website, making adjustments as necessary. Promote strength of the program through student testimonials, faculty accomplishments, and other advantages to the EDTECH program at Boise State.

33. Include student page, with student work and portfolios.

Recommendation 2: Build and Maintain Strong Relationships with Other Webmasters

As discussed previously, some of the users of the EDTECH website are directed there from external links. It is imperative that the department nurture and build rich relationships with those who are responsible for creating and maintaining these links. Monthly correspondences with webmasters are suggested.

Recommendation 3: Publicize the EDTECH Website though Departmental Standards

It is also recommended that the department implement additional standards that will further publicize the website. The following are some suggestions:

1. All instructor course websites should include a text-based link to the EDTECH website.

2. All email correspondences from the department should include an automatic signature that includes a link to the website.

3. Phone messages should also include the website address, with information such as “For additional information or questions about our program, go to our website, edtech.boisestate.edu.”

4. Any web page that faculty authors should include a text-based link to the website.

5. All letterheads, envelopes, business cards, brochures, etc., should include a highly visible web address.

6. All predominant signs in the department, including instructor name plaques, should include the website address.

7. Emails should be sent out to users on a periodic basis, informing them of new website content or announcements, which could increase traffic on the site.

Recommendation 4: Designation of Webmaster to Work Exclusively on Site

The process of designing a web site to maintain a strong web presence is dynamic and complex, since search engines are constantly changing their criteria. Unfortunately, it is not a process that can be done once and then forgotten. It involves the persistent examination of website rankings with search engines, an updating of web content, an examination of competing websites and programs, and an unrelenting desire to create the best site possible. It is a job that requires more work than meets the eye. It is a job that requires a skilled webmaster, or someone who is willing to put in the time and effort to learn and implement web guidelines. Therefore, it is the recommendation of this evaluation that a position for an EDTECH webmaster H be created, requiring the continual maintenance of the website according to the design and content standards, correspondence with instrumental webmasters, and the monitoring of departmental publicity efforts. This person should have the ability to focus solely on improving the publicity of the site. Included, but not limited to this person’s duties would be:

1. Increasing awareness of website design and content standards for all people working on website.

2. Continual examination and recording of search engine queries, noting position and placement on the search engine results page.

3. Maintaining a presence on the Internet and World Wide Web through implementation of departmental web standards.

4. Monthly examination of competing websites and programs.

5. Downloading, review, and possible implementation of user website feedback.

6. Sending out email notifications of website enhancements and changes.

7. Weekly review of web log statistics, with monthly report to department chair.

8. Making recommendations for website changes.

9. Updating current knowledge of search engine criteria through examination of search engine websites.

Conclusion

This evaluation offers many insights into the workings of web search engines, how users find websites, and the many ways to market a website. It is not meant to be comprehensive, but rather offer ideas on standardizing web design and other ways to strengthen a presence on the Internet. Like search engine criteria, publicizing a website is a dynamic, recursive process, subject to examination, tweaking, revision, and then examination once again. Most importantly, it requires a dedicated effort by the webmaster and the staff and faculty of the EDTECH department. It is the responsibility of the webmaster to gauge the effectiveness of any modifications to the website or marketing plans, continually tracking enrollment trends and other relevant data. The intended outcome of this process should be a steady increase in enrollment.

References

Google: Corporate information. (2004). Retrieved March 10, 2005, from http://www.google.com/corporate/tech.html

Yahoo! help. (2005). Retrieved March 11, 2005, from http://help.Yahoo!.com/help/us/ysearch/ranking/ranking-02.html

Bowman, J. K. (2001). Search engine optimization concepts. Retrieved March 10, 2005, from http://spider-food.net/concepts-b.html

GetEducated.com. Retrieved April 15, 2005, from http://www.geteducated.com/articles/degreemills.htm

Goldsborough, R. (2005). Get your site noticed without spamming. Black Issues in Higher Education, 21(26), 40.

Guenther, K. (1999). Publicity through better website design. Computers in Libraries, 63-67.

Guenther, K. (2004). Getting your web site recongnized. Online, 47-49.

Peterson’s Distance Learning website. Retrieved April 15, 2005, from http://www.petersons.com/distancelearning/

Sullivan, D. (2004). Search engine results chart. Retrieved March 10, 2005, from http://searchenginewatch.com/webmasters/article.php/2167981#main

Appendix A: Search Engine Optimization Resources

(From spider-food.net: http://spider-food.net/links.html)

Pandia
http://www.pandia.com
Learn how to search the Web more efficiently, read about search engines, optimization and sites devoted to searching.

Spider Food Forums
http://forums.spider-food.net
Please feel free to visit our community in addition to these other great resources.

Jim World
http://jimworld.com/
Another excellent search engine optimization community. Make sure you check it out in addition to our own forums.

WordTracker
http://spider-food.net/WordTracker.html
Possibly the one optimization tool I know that is endorsed by ALL leading search engine optimization consultants.

WebMaster World
http://webmasterworld.com
Fantastically successful community run by one of the best in the business. No talk of SEO would be complete without a visit to this resource.

Fantomaster
http://fantomaster.com/
Provides a wealth of information, extensive guidance on cloaking, and many tools for search engine optimization.

SEO Uncovered
http://seo-uncovered.com
Well organized presentation and insight into the optimization process.

WebWorkshop
http://www.webworkshop.net/
In depth articles, forums, and commentary.

Web Search at About.com
http://websearch.about.com/
Excellent commentary, information and advice from your About.com Guide to Search, Jennifer Laycock. High recommend.

Search Engine Lowdown
http://searchenginelowdown.com
This great resource will help you keep up with the news in addition to providing useful tips. One of my favorite stops on the web.

Search Guild
http://searchguild.com/
Excellent resource. Great articles. Great folks. It's another don't miss stop on the SEO trail.

Google Guy Says
http://www.markcarey.com/googleguy-says/
Offers review regarding commentary from Webmaster Worlds member named Google Guy

First Place Software
http://spider-food.net/WP-Gold
Your gateway to Web Position Gold at Spider-Food.net. Newsletter, archived tutorials, discussion forum, link popularity check, and free trial download.

Planet Ocean Communications
http://www.searchenginehelp.com/optimize/
If you have only $100 in your optimization budget, visit here. Great advice based on research and not rumor. Money back guarantee.

Comscore
http://www.comscore.com/
Formerly Media Metrix. Provides valuable statistics for those in the optimization and marketing community.

Bruce Clay
http://bruceclay.com
Another great resource and long time industry standard. Offers excellent advice on many search engine optimization topics.

A Promotion Guide
http://www.apromotionguide.com/
A good reference for SEO. Articles, news and other information about website promotion and search engines.

Search Engine Watch
http://searchenginewatch.com
The industry standard. Danny Sullivan's Search Engine Watch is considered by many to be the most authoritative search engine optimization resource on the Web.

Search Engine World
http://searchengineworld.com
Brett Tabke's site offers the kind of guidance you just can't find in many places. Always professional and informative. Several one-of-a-kind tools.

SearchEngines.com
http://searchengines.com
One of the most organized and comprehensive search engine resources on the net with easy to use navigation.

Self Promotion
http://selfpromotion.com/
Great resource and an excellent free submission service. Also check out the "Getting Listed in Yahoo!" tutorial.

Spider Hunter
http://spiderhunter.com
The place you should visit before you even think about cloaking. You'll find lots of 'how to' advice here plus free scripts.

Traffick - The Portal Portal
http://traffick.com
Excellent resource site for web portals. Provides timely articles and complete coverage of the portal community.

High Rankings
http://highrankings.com/
Popular resource for self promotion, search engine optimization topics, and marketing. Also has forums.

Wilson Internet
http://www.wilsonweb.com
Offers the Web's largest source of key information about doing business on the Net -- hundreds of articles, thousands of links to resources on e-commerce and Web marketing

Search Engine Matrix
http://searchenginematrix.com/
Some of you will have specific search engine optimization questions for the adult entertainment industry. If so, this is the web site you should visit.

Appendix B: Online Student Survey

Some questions about you:
Are you currently enrolled in the EdTech graduate program at Boise State?
In which program are you enrolled?
How many credits have you taken so far in the program?
If you are currently enrolled, are you holding a full-time position, part-time position, not working?

Are you a teacher?

What is your age?

What is your gender?

What is your zip code?

Why did our program appeal to you (select all that apply):

Online program/flexibility of time
Availability
Could still work while taking classes
Quality of faculty
Small classes
Updated Curriculum
High rating of program/Accreditation
Entrance requirements
Competitive price
Technical support
Personal response to questions
Other (Please explain):

How did you find out about the master’s degree in Educational Technology program here at Boise State? (Check all that apply)

BSU EDTECH website: http://edtech.boisestate.edu
Gradschools.com: http://gradschools.com/
Boise State website: http://www.boisestate.edu
Friend/word of mouth
Print advertisement/direct mailing
Internet/Internet Portals
Recruiting Event
Other: Please list:

How important was our EdTech website (http://edtech.boisestate.edu) in your decision to enroll/find out more about our program?

Very important, it was the only resource I researched
Important, it was a major resource for information
Somewhat important, it was one of the resources I used
Hardly important, I knew about it, but did not use it for information
Not important, I didn’t know about it

Did you conduct searches online for educational technology master’s degree programs?

If so, what search engine(s) did you use? (check all that apply):

Google
MSN
Yahoo
AltaVista
Other
N/A

What other programs/schools were you considering?

How often do you visit the EdTech website for information about the program?

Do you have any suggestions for change/improvement to our website?

Appendix C: Additional Comments from Student Surveys

No, I have always had my questions answered, always found the forms I needed.....very complete.
I would suggest adding planned curricular changes in a section on the website. Prospective students can then see that it's not a static environment and the future courses may make the difference in enrolling or not.
The textbook page needs updating.
Make sure information is accurate. Information on textbooks and calendar of classes was not always accurate.
Some of the forms and pages don't seem to correspond. The program completion form doesn't match the required courses. I would also be interested in seeing a list of the instructors, what they teach, and a brief bio of them.
I would like to see a list of faculty and staff on the EDTECH web site, including contact information.
Send out a link to all new students during the beginning of each semester to remind them it is there.
Be sure information is as current and up to date as possible.
I use it each semester when it's time to register for a new class. I don't feel much need for it otherwise on a frequent basis. The Edtech newsletter has been helpful - I'm relying on that for updates more than checking the website regularly.

It was nice to have an 800 number available to make contact when I first was looking at the program - it doesn't seem to be there anymore.
Please make all papers available including graduation forms and change of requirement forms.
Provide a simplified calendar that lists dates for only the EdTech programs. The BSU calendar has so many different session structures that it is impossible to figure it out.
Be sure the required textbooks list is accurate & current.
Provide a page of bios & information about each instructor to help assist in selecting a thesis committee.
Website is fine. Keep Blackboard as your Learning Center...I have seen others and it is the best. Be sure all of your instructors have their pictures posted. It is a great program and I am loving every minute of it. I especially enjoy doing my homework when it fits my schedule and I also appreciate the fact that no "in-person weekend meetings" are required for your program (as UOP requires).
Include a link to the library (it may already be there).
Keep it up to date with schedule changes.

Appendix D: Google Search Page

Educational Technology at Boise State University
... You can earn a Master of Science Degree entirely online. ... contents are
Copyright 2003 - Boise State University Department of Educational Technology.
education.boisestate.edu/edtech2/ - 9k - Cached - Similar pages

Educational Technology - Masters of Arts FAQ
... The Masters degree is not a totally online degree, but many of the courses
... University transfer to the Educational Technology masters degree? ...
www.wmich.edu/edtech/masters/faq.html - 16k - Cached - Similar pages

Graduates - Master of Arts in Educational Technology
... Just in Time Support Through Online Learning Communities, Ms. Bartosiewicz
completed both the Certificate Program and the Masters degree. ...
www.wmich.edu/edtech/masters/grads.html - 26k - Cached - Similar pages
[ More results from www.wmich.edu ]

Distance Learning, Online Educational Instruction and Design ...
... learning,online Educational Instruction and Design graduate programs,online
graduate programs,masters degree online,online masters degree.
programs.gradschools.com/distance/edu_instdesign.html - 74k - Cached - Similar pages

Distance Learning, Online Information Technology Graduate Programs ...
... programs,online graduate programs,masters degree online,online masters degree.
... Information Age educators to be: leaders in educational technology; ...
programs.gradschools.com/ distance/information_technology.html - 136k - Cached - Similar pages
[ More results from programs.gradschools.com ]

masters degree educational technology - Degrees R Us
... masters degree educational technology information, pricing, and reviews ...
Online Masters Degrees in Educational Technology - eLearners.com ...
degrees.ultimateinsult.net/ masters-degree-educational-technology.html - 14k - Cached - Similar pages

Masters Degree in Education: Educational Technology
... in Education: Educational Technology from California State University, Sacramento.
... 75% of their instruction using online resources and delivery. ...
imet.csus.edu/about_imet/default.html - 16k - Cached - Similar pages

Find Your ONLINE GRADUATE SCHOOL Degree
... also Masters degree in Educational Technology (both Global Availability) ...
University of Texas MBA Online, M Ed in Educational Technology Online ...
onlinegraduateschool.tripod.com/All.htm - 45k - Cached - Similar pages

Find Your ONLINE GRADUATE SCHOOL - Education Degrees
... (Global Availability), also Masters degree in Educational Technology ...
University of Texas M Ed in Educational Technology Online , M Ed in Curriculum ...
onlinegraduateschool.tripod.com/education.htm - 25k - Cached - Similar pages

educational technology results by www.heathereducational.com
... Earn a masters degree in educational technology leadership with our online
program, designed for individuals wanting to lead the way in improving ...
www.heathereducational.com/ result.php?Keywords=educational+technology&host=www.heathereducational.com... - 27k - Cached - Similar page

Evaluation conducted for the Department of Educational Technology