The Key to Performance Enhancement

The development of the digital world has brought with it exciting new career paths in the field of education. Classrooms across the globe now rely on educational technology as a means of teaching. The Bachelors of Educational Technology aims to equip students with the knowledge and understanding of the latest trends and techniques in the interdisciplinary field of education. From the development and design of e-learning programs to special topics in games and simulation, students will gain the skills needed for the digital world.

  • To enhance appropriate technical, creative and analytical skills needed to enrich education systems in the region through design and use of current educational technologies.
  • Demonstrate and articulate the skills necessary to contribute to positive learning environments through the use of educational technology.
  • Demonstrate the skills and knowledge to remain current in the field and appropriately apply technologies to specific educational contexts.


  • Attested high school (grade 12) certificate or its equivalent with minimum average of 60% | for scientific and literary streams. Other streams will require a minimum score average of 70% equivalency and a letter will be required for certificate earned outside UAE.
  • English Proficiency
    PBT 500 | iBT 61 | IELTS ACA. 5.0 | PEARSON 44 | IESOL B1/B2 | CAMBRIDGE 154
  • Letter of Interest & Interview


The American University in the Emirates is accredited by the UAE Ministry of Education |


  • Tuition (One Semester)

    Approx. 25,500 AED
    One academic year is two semesters
  • Admission (One Time)

    3,000 AED

For more information about detailed fees and tution Find here



This course presents the use of computers in everyday life. The students will learn to organize electronic filing systems as well as to communicate ideas effectively using a variety of software tools. The course discusses some of the ethical and moral issues raised by the use of Internet and email. Towards the end of the course, the students in groups will work to select a topic, search for the information, analyze and organize it incorporating a software tool they learned and present it publicly.

This course designed to help students to do well at their studies at university through the development of effective study skills and strategies. Studying at university is very different from previous study students may have done, and therefore the course aims to apply new studying and learning strategies, and identify, develop, and enhance the study and learning skills of students. These skills include time management, taking notes, planning assignments, exam preparation and revision, preparing a presentation, memory techniques, and methods for using course materials including syllabi and textbooks, critical and creative thinking, problem solving, etc. Students will have the opportunity to develop a focused project specific to their interests and study needs.

This course provides students with advanced English-language skills to pursue successfully their Undergraduate Catalog 2016 / 2017 36 studies in various academic specializations. It helps students to develop, improve, and upgrade their listening, speaking, reading, writing, and structure skills. This course also acquaints students with technical writing, research papers, and essays. The prerequisite of this course is passing successfully the Toefl or it’s equivalent.

This course will begin with a review of selected arithmetic topics: fractions, decimals, and percentages, followed by a brief review of signed number operations. The course will cover topics of Basic Algebra such as variable expressions, linear equations, inequalities and applications, and graphing points and lines.

Courses in the Natural Sciences introduce students to the basic concepts of Sciences and the scientific method and enhance awareness of scientific developments and their impact on society and the environment. This area provides students with an understanding of scientific terms, concepts and theories, and the ability to formulate empirically testable hypotheses derived from the study of physical processes and living things.

This course will offer students the knowledge to enable them understand the Islamic culture. The course offers a review of the history of Islam and how it is currently the fastest growing religion in the world.

This course is designed to assist Arabic Speaking students to use language skills correctly with the focus on how to write research papers and business letters. In order to achieve this goal different and integrated types of skills are implemented to assist in the development of the students comprehension of what he/she listens to or reads in addition to writing papers, reporting, writing recommendations, seminars and symposiums. The course also provides the basic skills of good and coherent writing such as, spelling, digitals, correct paragraph structure and writing essays.

This course introduces students to the broad, complex and influential field of the social sciences. The course tends to focus on the disciplines of anthropology, sociology, psychology, political science, economics, and sometimes history and geography. This course will also enable students to sharpen their critical analysis skills as they evaluate changes in important social issues and institutions.

An introduction to the fundamental principles and practices of psychology, including theories and methods, biological factors influencing behavior, learning, memory, thinking, intelligence, language, human development and personality

This course is designed to introduce, first, the concepts, measurements, and theories of broad-based sustainable development as well as the relationships between economic development, human development, and environment. Students will also be familiar with several theories of development. Then, the characteristics and the quality of life in GCC will be investigated and compared to those in other countries. The focus would be on the causes, problems and challenges associated with the development of GCC countries such as population structure and localization policies, the feasibility of GCC States integration, the impact of oil and non-oil production on development. The students will work on a project in groups by gathering information from public libraries and by interviewing public officials. The students will be given the latitude of choosing a topic to write about. The prerequisite is ASC 110.



This course introduces the student to the development of the human race. You will study a Four Field introduction to Anthropology wherein you will gain an understanding of Human Development and how both ancient and modern humans are studied. An understanding of Anthropology, the study of culture and human development is an important pillar in a degree which aims to develop educators in multi-cultural and economically diverse settings.

This course provides an overview of World / General History. The course will conclude with discussions about perspectives on World History.

This course introduces the science of Sociology. Students will examine Society, Institutions and the relationships that make up a social context. The scientific methodology used to study social interactions, stratification and other elements of sociological enquiry will be discussed to emphasize the core concept of sociology as a systematic study of societies and social structures.

This course is designed to introduce students to basic microeconomics concepts relating to individual decision-making. The course exposes students to the meaning, nature, and methods of studying Microeconomics. The concepts of supply, demand, and elasticity are used to analyze the  behaviors of consumers and firms in different types of markets. Main topics covered include: consumer behavior, firm production costs, Pure Competition, Monopolistic Competition, Monopoly, and  Oligopoly.

This course will introduce the students to the key concepts of philosophy and its principle tools.  The course will discuss major thinkers and different schools of philosophical thought, and will apply philosophical analysis to the topics of knowledge, religion, mind, freedom, responsibility, and ethics.

This course will provide the students with a comprehensive overview of geography. Emphasis is on concepts that are necessary to understand global, regional and local issues. The course will cover physical geography from landforms to the effects of various types of erosion. This physical geography is followed with work on Social and Cultural Geography and the relationships between these three means of mapping, analyzing and presenting information.

This course will provide the students with a comprehensive overview of English literature in the United States. It will familiarize the students primarily with early Anglo-American writers and the different literary movements that took place in the United States. Today American literature includes many minority literary works, but the historical matrix remains Anglo-Saxon if we are to consider the dominant culture as the starting historical point.

The General Statistics course is designed to develop good understanding of the basic concepts of statistical theorems, and applications. The course covers topics such as data collection methods, organization of data, analysis and interpretation of results. A software package will be used to analyze the statistical data.



This course aims to expose students to the historical, philosophical and sociological foundations of education. It further seeks to address questions related to the current societal and governmental policies affecting education and teaching profession today and in the future with focus on the United Arab Emirates context.

This course provides an introduction to the field of instructional technology and examples of how technology is used in educational settings. In this course, students will examine a brief history and current perspectives of the field, as well as emerging trends and issues. Students will learn the functions and capacities of technology as potentially useful to support teaching and learning endeavors. Students will also have opportunities to work on group projects and hands-on activities in this course.

This course provides an introduction of learning, motivational, and developmental theories with a focus on their application to the field of education across a variety of learning environments. Course content includes the concepts of behavior, cognitive and constructivist learning theories to teaching and managing an effective learning environment. Units of study also include the principles of motivation, classroom management, assessment of student performance, and learning and cognition influences on the learning process (behavioral & cognitive learning, humanistic aspects of learning, and perspectives on motivation). Additionally, the powerful role of the educator and curriculum decision-making are examined. Theory, research-based strategies, and inclusive pedagogy in an educational environment are emphasized.

The course will begin with a review of the historical, philosophical, legal, and ethical underpinnings of the school counseling profession.  The current and emerging role of the school counselor will be covered with particular attention to areas of recent emphasis in the field of school counseling, including the balance between remedial and developmental activities, academic, career, social/personal development, and consultation and liaison services within and outside of the school setting. Students will also be introduced to various school counseling functions, such as student advocacy, academic planning, individual and group counseling, and developmental programming. Specifically, students will learn about ways to develop and implement developmental, comprehensive school counseling and guidance programs in schools at all grade levels. An additional purpose of this course is to enhance students’ interpersonal skills through attention to affective concerns, including paired and small-group activities. Students will examine trends, affective concerns of children and adolescents, and legal and ethical considerations within a multicultural context.

This is an introductory course on the history, philosophy, and major approaches commonly used to systematically evaluate educational and social programs. The course is designed to provide students with curricular experiences and demonstrated knowledge in basic statistics, testing & assessment, and research and program evaluation. This course covers the essential concepts related to research design and methodology that practitioners need to become critical evaluators of research and prepare for conducting research in their practices. Students gain a more complete understanding of the research process. Included in this understanding are models of program evaluation and the use of research findings for program modification, while gaining an introductory understanding of measurement issues in research and assessment. Focus is on understanding each component of the research process, qualitative and quantitative designs, program evaluation, measurement issues, and data analysis. The course topics include the basic uses and purposes behind program evaluation, taxonomy of evaluation models (or approaches), descriptions of several important evaluation approaches, and guidelines for planning, conducting, and using evaluations. This course will provide an overview of basic concepts and issues involved in: (1) testing & assessment, (2) applied statistics, and (3) research within the perspective and context of the role of education and human service professionals.

This is a 3 credit hour course designed to develop skills in the fundamentals of measurement and evaluation. This course is designed to facilitate students acquiring the fundamental concepts, principles, theories, and techniques of educational measurement and classroom assessment. The underlying premise for the value of such knowledge for educators is that it is necessary for sound educational decision-making. Thus, students will develop a broad understanding of the planning and development of informal classroom assessment, evaluation of standardized tests, test planning and construction, scoring and grading examinations, test analysis, and use of valid and reliable statistical methods.

This course aims to provide a deep understanding of the physical, cognitive, social development of children from infancy to preschool years including growth, motor and senses development, Piaget’s approach to cognitive development, the roots and the development of language and learning, intellectual development, sociability and forming relationships and developing a sense of self. Theory, research, curriculum and policy will guide the discussions of the practical elements of the course on how to apply educational knowledge in practice for the development of young children, and for the benefit of the children, families and the communities. Some of the key issues to be explored are: the importance of play in children's early learning, emerging literacy and mathematics, creative studies, care and education.

Since school administrators must engage in many decision-making processes in the educational context, this course is designed to prepare students to make data-driven decisions based on reflection of context, theory, research, inquiry, and culturally competent practice. Schools are complex organizations and school administrators are charged with the responsibility of bringing together a diverse array of human resources and creating a cohesive effective group. This course aims to introduce students to the administration of education in general, and the United Arab Emirates (UAE) educational systems, in particular. This course will introduce the prospective school administrator to theories of organizational behavior and practices of managing and leading people within the context of the school organization. Students will better understand the dynamics of schools and school personnel, as well as the organizational culture that guides and defines public education. The relationship of UAE local, state, and federal agencies in the development of educational policy and educational delivery is emphasized.

Developmental Psychology is the study of why and how humans change over the course of our lifespan, from conception to death. This course is designed to explore topics such as biological, cognitive, emotional, and social development, by conceptualizing the individual as a whole, with special attention to various cultural contexts of development and the rich diversity of the human experience across the lifespan. Specific topics will include: behavioral genetics, temperament, parent-child relations, sibling relations, peer relations, the self, intelligence, emotional development, and problems of social development (antisocial behavior, depression). In addition, several theoretical controversies will be discussed, including that of nature versus nurture.  Students will have the opportunity to integrate their personal experiences, knowledge of psychology, and their observations of human development with the content of this course. In addition, students will investigate common research methodologies employed by developmental psychologists and have an opportunity to apply principles of developmental psychology in educational settings.

This course aims to identify the social, emotional and psychological needs of pupils with special needs in inclusive classroom contexts. Students would be able to develop knowledge, skills and strategies to help pupils with all sorts of needs to learn better and feel comfortable in the classrooms along with their colleagues. Students may need to participate in seminar activities focused on collaborative means to develop skills required to help pupils with needs to learn better in the university or any other professional contexts.

This course aims to acquaint students with the definitions, function, goals, and characteristics of curricula and curriculum development through both theoretical implications and practical experiences. This course contains a 2 credit practicum experience as a requirement that aims to enhance the service learning and outreach vision of the program.. The school site practicum will provide opportunities for candidates to implement selected instructional strategies discussed in class.

This course is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about, and develop skills in instructional methods while applying and practicing these methods in a collaborative learning setting. Major topics include: characteristics of effective and intentional teaching; student diversity, social justice and how understanding students influences learning; planning for instruction; creating effective lessons using a variety of approaches & technologies; classroom management; assessment of student learning; and professional development. Over the course of the semester students will look at varied theories of teaching and have an opportunity to observe teachers in practice as a basis for discussing theory. We will examine how a teacher takes the training and theoretical knowledge they receive and makes sound judgments as to how they are to be applied in specific teaching contexts.

This course aims to provide a general overview of the issues, principles and strategies associated with effective teaching practices in diverse learning environment (multi-culturalism). It explores how race, ethnicity, culture influence students experiences in school and learn multi-cultural strategies in teaching. This course will focus on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language and socio-economic Undergraduate Catalog 2016 / 2017 108 level. The classrooms settings represented by the demography present in UAE schools will provide the focus for these examinations. The prerequisites is EDU 212.

This course aims to acquaint students with the importance of using audio-visual aids in teaching. It also acquaints them with some teaching patterns, teaching aids production, and evaluation. It also aims to enable students to implement lesson plans with the use of teaching aids.



This is a foundations course that provides an overview of the field of educational technology. An introduction to the field of educational technology includes definitions, theories, histories, trends, issues, and applications. Students learn the history of the field and explore how educational theories relate to learning with technologies. Students also explore the ways those theories have influenced technology-enhanced teaching and learning, including new instructional strategies and learning environments. Readings, presentations, discussions, and projects will be devoted to broadening an understanding of the field as they relate to learning and performance in a wide range of contexts including K-12, higher education, government agencies, organizations, and online spaces.

In this course, students explore the idea of instructional systems design (ISD) and practice doing instructional systems design. ISD is used as a broad term, encompassing a wide range of activities, including:

  • analysis
    • identifying learning needs and characteristics
    • identifying problems, issues, or cases
    • analyzing goals, contexts, and tasks
  • design and development of a solution
    • designing instruction
    • message (visual) design
    • instructional strategies
    • media production (print, audiovisual, computer-based, and integrated technologies)
  • implementation
    • implementing instruction
    • media utilization
    • diffusion of innovations
  • evaluation
    • learner assessment
    • formative evaluation and revision
    • summative evaluation
  • project management
    • consulting with clients
    • resource management
    • developing policies and regulations
    • participating in group processes

(Also, see more details on each activity at:

This course is designed to provide students with skills and experiences that will allow them to effectively and appropriately integrate technology into teaching and learning activities. In this course, students are expected to develop individual teaching philosophy and what this means to their future students. They are expected to develop positive attitude towards technology, and awareness of the capabilities and limitations of technology. Students participate in activities that model effective technology integration, students research and develop classroom lessons and activities that utilize emerging technologies, and using technology to support professional development activities. Students also explore the implications of Educational Technology on learners and learning, instructional strategies, classroom management, and access to- and control of- knowledge. Students pedagogically examine an array of learning technologies and practical examples across grade levels and subject areas while conceptualizing the best ways to incorporate learning technologies into a context of interest to them. Finally, students engage in classroom observations through case-based learning and field placements.

This course focuses on issues typically encountered by technology leadership personnel at schools, organizations, or agencies. Topics discussed in this class will include planning for, implementing, and integrating technology into instructional activities, staff development and training, Internet acceptable use, acquiring funding for technology initiatives, building stakeholder collaboration, and managing technology systems in diverse settings. An emphasis on developing a vision of transformational technology leadership will be an important component of this course. In addition students will be involved in real-world projects with products that will be shared with an authentic audience. Within their project work students will experience first-hand the challenging role of “technology leader” and develop an understanding of the complexity of the work that these professionals face every day.

Educational games and simulations have been one of the most current and fast moving areas in the field of Educational Technology. Understanding how games and simulations can support both formal and non-formal learning is at the center of this special topics course; how students interact with games, online environments, and other game players, what cognitive processes take place during gaming, and what the educational effects are. This course enables students to gain an  understanding of the theories of gaming and simulation. Students will critically address the social phenomenon of games and simulations, and other immersive environments. Students will also evaluate different educational game and simulation designs. In this course, students examine goals for learning with games and design an interactive game or simulation for learners in their concentration area.

This practicum is to be taken in the final semester of the third year of the program and should serve as a practical experience following the theory and intervention courses. This seminar course is designed as a capstone for the Educational Technology specialization. It focuses on technology integration, planning, implementation, and evaluation at various levels (e.g., individual instructor, course, program and organizational levels, etc.). Through a variety of learning activities, learners in this seminar course will explore various aspects of technology integration within their field placement site. Students will be engaged in supervised work experiences applying skills and knowledge of educational technology in schools or organizations. Students will be required to engage in the design and integration of educational technology theory and curriculum development in addition to participating in a bi-weekly 1 hour seminar (group supervision). Prerequisite: 93 Credit hours.

Bachelor of Education students are required to take a three credit hour course on the Capstone Graduation Project. Capstone project is a multifaceted assignment that provides students with an opportunity to synthesize their academic, intellectual, and field experiences at the end of the program. In addition to passing courses and earning required credits, students are expected to show their proficiency in core-content knowledge and demonstrate proficiency in applying skills in their specialization area (i.e., educational technology) in order to successfully graduate from this program. Students are also expected to demonstrate English language and technology proficiency. Students have two options for the Capstone Graduation Project: (1) Design a Unit of Blended Learning Project, and (2) Practical Technological Project.



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This course is designed to provide students with foundational knowledge of the theory and practice of group counseling.  The class will focus on how groups function, group dynamics, the process and stages of groups, types of groups, ethical considerations, and techniques used in facilitating groups. This course is an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counseling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counselor.

This course is designed to provide students with foundational knowledge of the theory and practice of group counseling.  The class will focus on how groups function, group dynamics, the process and stages of groups, types of groups, ethical considerations, and techniques used in facilitating groups. This course is an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counseling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counselor.

This course will provide counselors the awareness, understanding, practical and theoretical methods and skills to build basic competency in counseling children and adolescents with specific developmental, social, or behavioral issues in a variety of settings (i.e., school, community, family, etc.). Because the primary objective and rationale of this course emerges from a developmental perspective, content will focus on helping children and adolescents grow up feeling relatively normal and healthy, cope with what are diagnostically referred to as adjustment disorders, and to help them adjust to emerging adulthood. The course will also include topics on social and cultural issues challenging children and adolescents, common psychological disorders that affect them, and provision of counseling services for children and adolescents with exceptional issues such as giftedness, abuse, neglect, special needs, etc.

Students will develop knowledge about the major career development theories that are used in the school counseling profession. Students will learn to apply theories, assessment and occupational information in the school setting so as to advise appropriately on issues related to occupational and career aspirations.  Strategies presented will be related to career exploration, career-related assessment, application of career development materials, technical and college career tracks of curriculum development. Exploration of gender and cultural/ethnicity issues that may impact the career development of individuals in our society are emphasized.

The goal of this course is to introduce students to the origins and development of the field of comparative and international education (K-12 and Higher Education systems) and to explore how both scholars and educational policymakers have engaged some of the debates that characterize research in education around the world. The course content presented will be equitably balanced and inclusive of both K-12 and Higher Education systems. Students will be oriented to comparative studies literature and develop understanding of the relative utility of different theoretical approaches and research methods for understanding formal and non-formal educational issues in comparative perspective. Special attention is devoted to similarities and differences in educational policy and practice between advanced and developing societies. Students are invited to consider current educational issues both at home and abroad, while developing global perspective and skills of comparative inquiry to use their own reflective classroom learning.  This course presents works that consider “why” particular national systems operate as they do and the interrelated effects of globalization, the distribution of knowledge, and the inherent conflict highly evident in today’s world among people of differing ethnicities, nationalities, genders, races, and religions.

The main purpose of this course is to acquaint the student of education with principles of supervision and evaluation useful for the refinement of the teaching/learning environment. Participants will learn how to develop leadership and supervisory platforms and professional development plans for individuals and school personnel. Therefore, the two major goals of this course are: 1) to familiarize each learner with fundamental concepts relevant to the supervision and evaluation of teachers; and 2) to assist each learner develop and articulate a platform for supervision and evaluation that explicitly relates these concepts to espoused personal practices. Because the platform of this course instructor explicitly values the roles that individual goal setting and self-evaluation play in adult learning situations, a corollary intent of this course is to model an educational structure which both has explicit, rigorous expectations and encourages individual goal setting and self-evaluation. To this end, the articulation and personal assessment of learning goals is expected from each learner taking the course. Special attention will be given to differing perspectives on the supervisory function within the educational organization context. Various supervisory styles introduced, including issues include hiring, mentoring, tenure, dismissal and remediation plans for personnel management. This course emphasizes school culture and climate, teachers as adult learners, developmental leadership, democratic education, addressing diversity, community building, and how collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners.

Fundamentals of Graphic Illustration and Digital Imaging introduces students to the use of computer as a powerful digital drawing and imaging tool. The course focuses on mastering fundamental illustration and digital imaging skills, and developing efficient working practices. The learning experiences incorporates a variety of visual art techniques as they relate to the design and execution of layouts, illustrations and design work for advertising, displays, promotional materials, instructional manuals etc. through the study of effective methods used to design products that impart information and ideas. Instruction also covers visual communication design theory and preparation of copy, lettering, posters, vector illustrations, graphics, and artwork in addition to the incorporation of photographic images.

This course focuses on multimedia education -learning from text, audio, still images, animation, video, and interactivity, as it has developed in recent years. Areas to be explored by students include online presentations, e-courses, interactive lessons, simulation games, intelligent tutoring systems, slideshows, even textbooks, as those play a crucial role in education and in any teaching and learning context. This course prepares students to develop the ability to apply theories of multimedia learning and design principles to the design and production of effective Web-based multimedia lessons. It addresses theoretical foundations, principles of multimedia learning, multimedia design process, interface design, typography, graphic design, audio and video production, and instructional animations. Examples of the most recent developments in multimedia learning will be examined based on authentic research evidence and within the context of pedagogical and cognitive theories.

This course is designed to introduce students to the use of design thinking and graphic design for organizing and presenting data and information from different sources in an interdisciplinary environment. Students will learn how to translate data to visual representations that aim at disseminating, documenting, and preserving knowledge in order to improve information communication and reception for different audiences and spaces. Additionally, students learn the process of conceptualizing and designing the presentation of varied types of information. Students will focus on the planning, creation, and organization of the informational design process as applied to multimedia projects.


Student builds the schedule based on available offered courses in the registered semester

Weekday Morning Classes

SUN – TUE | BETWEEN 9:00 AM – 4:00 PM
MON – WED | BETWEEN 9:00 AM – 4:00 PM

Weekday Evening Classes

SUN – TUE | BETWEEN 4:00 PM – 9:00 PM
MON – WED | BETWEEN 4:00 PM – 9:00 PM

Weekend Classes

FRI - SAT | BETWEEN 9:00 AM – 8:00 PM