Courses Education Innovation and Technology

Master of Science in Education Innovation and Technology

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Foundations of Master’s Studies in Education

This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations. 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 credit for prior learning.

4 quarter credits
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
Integrating Technology into Data Assessment and Evaluation

Learners cultivate an understanding of 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 evaluate 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
Teacher Dispositions and Ethics in the Digital Age

Learners assess the 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 analyze 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
Collaborative Learning Environments

Learners analyze systems for building, supporting, and sustaining collaborative learning by evaluating structures and systems that leverage technology to provide opportunities for collaborative learning and professional collaboration. Learners identify theories, research, and models that support collaborative learning and professional learning communities and investigate how to create opportunities for students and teachers to work collaboratively within live and virtual settings.

4 quarter credits
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
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 mastery-based 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 competency-based education (CBE). This course requires access to an educational setting, students or learners, and/or classroom practitioners.

4 quarter credits
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 credit for prior learning.

6 quarter credits



Three Elective Courses



At least 12 quarter credits

Choose any graduate course(s).






At least 46 quarter credits

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

This specialization is not designed to lead to license, endorsement, other professional credential, or salary advancement. Contact your school district for a determination on qualifications for salary advancement.


Total program credits needed for graduation: 46

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

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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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 program.

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.

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