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General Educational Technology Specialization Master of Science in Education Innovation and Technology

School of Education

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Eight Required Courses

 

 

34 quarter credits

ED5010
Foundations of Master’s Studies in Education

This course provides learners with opportunities to acquire and use graduate-level skills with an emphasis on critically examining and applying current educational research to teaching practices. Learners develop expertise in scholarly research and writing and explore the relevance of multicultural perspectives and diversity to work in their educational settings. Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or prior learning assessment.

4 quarter credits
EDT5100
Leading Innovation and Implementing Change

In this course, learners demonstrate key skills required to lead change in K-12 schools and to implement innovative instructional techniques that enhance learning for all students Learners examine innovative instructional practices that incorporate technology and media, develop ways to use these practices to meet the needs of culturally and linguistically diverse learners and learners with a wide range of learning needs, and apply strategies for collaborating with colleagues to integrate state-of-the-art practices into daily classroom instruction.

4 quarter credits
EDT5102
Integrating Technology into Data Assessment and Evaluation

This course focuses on how to appropriately collect and analyze student data, and apply technology to enhance the assessment and evaluation experience. Learners use technology tools to collect and analyze both quantitative and qualitative data as a means to identify instructional strengths and problems, implement best practice strategies and solutions, and interpret student learning data.Learners also consider the use of a variety of assessments and digital tools in order to best promote learning in a diverse classroom. Finally, using these digital tools, learners apply methods for communicating information to key stakeholders, while adhering to ethical standards regarding student data and being mindful of cultural contexts. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5104
Teacher Dispositions and Ethics in the Digital Age

This course focuses on values, commitments, beliefs, and behaviors that teachers must demonstrate inside and outside of the school setting to promote innovation in K-12 settings, and foster safe and ethical online behavior of students. Learners examine rights and responsibilities required in digital interactions with others, and how to model these behaviors for their students. Finally, learners demonstrate dispositions consistent with promoting innovative practice in K-12 schools. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5900
Innovation and Technology Capstone

In this course, learners demonstrate proficiency in integrating learning and skills from required courses by completing a final project. For MS in Education Innovation and Technology learners only. This course requires access to an educational institution, students, and/ or classroom practitioners. Must be taken during the learner’s final quarter. Cannot be fulfilled by transfer or prior learning assessment.

6 quarter credits

In addition, choose three from the following courses:

EDT5120
Instruction in the 21st-Century Classroom

In this course, learners investigate the use of instructional technology tools in the K–12 classroom, including the Technological Pedagogical Content Knowledge (TPACK) model, Marzano’s Teacher Evaluation model, and Shulman’s model of Pedagogical Reasoning and Action. Learners evaluate structures that help develop classroom digital learning experiences, which enhance teaching and learning. Learners apply the Substitution Augmentation Modification Redefinition (SAMR) model, Digital Bloom’s Taxonomy, and backwards design in planning for effective teaching with technology. Learners also evaluate ways that 1:1 computing is utilized in the classroom as framed by the Online Learning Theoretical Framework. In addition, learners analyze implementation strategies for Bring Your Own Device (BYOD) and blended learning with a special emphasis on the flipped classroom model. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5122
Digital Citizenship and Technology Applications

In this course, learners evaluate the ways that students and teachers become responsible digital citizens. Learners apply best practices for responsibly accessing, evaluating, and using online resources and social media, and analyze the nine elements of digital citizenship, cyber-ethics, cyber-safety, and cyber-bullying. In addition, learners evaluate ways that teachers align their lessons, objectives, and outcomes to a variety of standards for teaching and learning. Learners also explore structures and systems that can be implemented to manage a variety of devices and instructional time in a 1:1 environment. Finally, learners institute routines to increase student achievement and motivation to learn, selecting and creating a secure digital learning environment for students.

4 quarter credits
EDT5125
Integrating Technology to Enhance Learning

In this course, learners investigate the ways in which teachers integrate technology to create personalized learning opportunities that engage, motivate, and empower students. Learners analyze educational theories and strategies that support personalized instruction. Learners also evaluate a variety of educational technology tools that support the personalization of instruction through effective digital integration to increase student achievement and engagement. In order to meet the diverse needs of all students, learners will plan and implement personalized instruction in their own learning environment. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5126
Collaborative Learning Environments

This course focuses on creating systems for building, supporting, and sustaining collaborative learning. Learners evaluate structures and systems that leverage technology to provide opportunities for collaborative learning and professional collaboration. Learners explore theories, research, and models that support collaborative learning and professional learning communities, and also how to create opportunities for students and teachers to work collaboratively within live and virtual settings.

4 quarter credits
EDT5130
Understanding Competency-Based Curriculum and Instruction

Learners in this course gain an understanding of the differences between standards, outcomes, and competencies and how they can be integrated into the curriculum. Learners build on this understanding, mapping competencies to outcomes and aligning standards to competencies and outcomes. Learners integrate competency- based curriculum and lesson planning with best-practice teaching approaches and develop competency-based classroom management techniques. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5132
Authentic Assessments and the Data-Driven Classroom

In this course, learners analyze authentic assessment as an evaluation process that includes multiple forms of performance that reflect student learning, achievement, and motivation in real-world contexts. Learners develop a variety of authentic assessment techniques, including performance assessments, portfolios, and self-assessments and collect, summarize, analyze, and apply assessment data. The course also emphasizes techniques for organizing and participating in grade-level or school-wide collaborative teams.

4 quarter credits
EDT5134
Adaptive Learning and Competency-Based Assessments

In this course, learners utilize a variety of formative and authentic assessment techniques in an educational setting and interpret data from formative assessments to inform instruction. Learners implement adaptive learning approaches to meet the diverse needs of all learners and apply Universal Design for Learning (UDL) principles to competency-based assessment. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5140
Personalized Learning: Instruction and Assessment

This course focuses on personalizing instruction in a blended environment to leverage student engagement, motivation, and achievement. Learners evaluate the application of connectivism, constructivist instructional design, problem-based/projectbased learning, and Understanding by Design as well as research-based strategies intended to increase personalization and collaboration in the classroom. Finally, learners evaluate and design formative and summative assessments and analyze the data gathered from these assessments to guide improvement in personalized learning. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5142
Adaptive Instruction and Assessment

In this course, learners analyze theories of constructivism and cognitive flexibility and implement adaptive learning approaches to meet the needs of diverse learners. Further, learners apply the Universal Design framework to instructional design and evaluate adaptive learning dashboards that provide continuous assessment of masterybased learning. Learners also analyze facilitator-driven and assessment-driven systems and evaluate the effectiveness of mastery-based learning in student needs, including those of students with disabilities, English language learners, and students who are gifted or talented. The course includes an emphasis on the purpose and impact of computer-aided instruction and assessment on student achievement in competencybased education (CBE). This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5144
Using Data to Personalize Instruction

Learners in this course plan, develop, and evaluate technology-driven classroom instruction. Learners analyze assessment data used to promote student learning and to evaluate the effectiveness of technology integration in personalized instruction. Learners collect, summarize, analyze, and apply assessment data, and analyze strategies for organizing and gaining participation in grade-level or school-wide collaborative teams. The course includes a focus on ethical principles within the online learning environment and ways to protect the data privacy of students and the intellectual property of an organization. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5150
Instructional Coaching to Improve Teaching and Learning

This course focuses on coaching models and techniques that are solution oriented. Learners evaluate and implement coaching models, planning strategies for professional growth, setting goals, monitoring progress, and identifying accountabilities in order to determine the effectiveness of assessment and evaluation models that aim to strengthen the knowledge, skills, dispositions, and classroom practices of teachers. Learners also review comprehensive performance assessment and evaluation systems that provide targeted support, assistance, and professional growth opportunities based on teachers’ individual needs as well as the needs of their students, schools, and districts. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
EDT5152
Planning and Implementing Site-Based Initiatives

Learners in this course develop a plan to introduce and implement an initiative within their school, including evaluating plan components; identifying key members of the planning team, participants affected by the initiative, types of professional development needed to successfully launch the initiative, and determining metrics for evaluating the initiative’s effectiveness. Learners also develop the skills necessary to integrate adult learning theory and current research-based best practices into professional development program planning. This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits

 

 

Three Elective Courses

 

 

12 quarter credits

Choose any graduate course(s).

 

 

Total

 

 

46 quarter credits

This specialization does not lead to license, endorsement, or other professional credential. For more information, see the Licensure section for this program on Capella’s website (www.capella. edu). Teachers are advised to contact their school district to determine whether a program may qualify for salary advancement.

Courses

Total program credits needed for graduation: 46

Masters in General Educational Technology | Courses - Capella University

One academic quarter is three months. You will have a three-week break between each quarter.

Masters in General Educational Technology | Courses - Capella University

What Can I Expect?

Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

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Masters in General Educational Technology | Courses - Capella University

Transfer Credits

There are many ways to reduce tuition costs, including transferring credits which may help save time and money. You can transfer up to 12 credits into this specialization.

Masters in General Educational Technology | Courses - Capella University

Take an Individual Course

Whether you're completing additional credits for your own education, want to see if online learning is right for you, or are simply interested in a specific topic, you can enroll in many of Capella's online courses without committing to a degree program. We recommend speaking with an enrollment counselor to discuss your goals and ensure that the credits you earn now may be applicable to a Capella degree program.

Learn more about individual courses.

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