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This program is designed to provide learners with the knowledge and skills necessary to leverage 21st century digital tools and resources to maximize learning for all K-12 students. It is built on a strong foundation in using technology to promote innovation and change in school settings. You can integrate your new learning into classroom- and school-based interventions and instruction that engage students and strongly impact their learning.

Outcome goals and graduates' proficiency levels

We have not yet collected enough information to publish learning outcome data for this program.

Master of Science in Education Innovation and Technology Specializations

  • General Education Innovation and Technology

2017-2018 Demonstration of Program Outcomes

Master of Science in Education Innovation and Technology

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  • %
    0% Non-Performance Does not apply content expertise in subject matter or discipline of one's educational profession.
  • %
    1% Basic Describes subject matter or discipline of one's educational profession, but does not clarify how it is applied.
  • %
    19% Proficient Applies content expertise in subject matter or discipline of one's educational profession.
  • %
    80% Distinguished Explains importance of a particular subject matter or discipline of one's educational profession for students and applies it in developmentally appropriate way.

Apply content expertise in the subject matter or discipline of one's educational profession.

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  • %
    0% Non-Performance Does not cite concepts, theories, or research about effective teaching and learning in a technology-rich environment.
  • %
    2% Basic Cites concepts, theories, or research about effective teaching and learning in a technology-rich environment, but does not integrate their use.
  • %
    23% Proficient Integrates concepts, theories, and research about effective teaching and learning in a technology-rich environment.
  • %
    75% Distinguished Details how concepts, theories, and research about effective teaching and learning in a technology-rich environment are integrated to improve student achievement.

Integrate concepts, theories, and research about effective teaching and learning in a technology-rich environment.

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  • %
    0% Non-Performance Does not apply 21st century technology skills to improve learning, productivity, and professional practice.
  • %
    6% Basic Applies 21st-century technology skills to improve learning, productivity, or professional practice, but not all three.
  • %
    16% Proficient Applies 21st century technology skills to improve learning, productivity, and professional practice.
  • %
    78% Distinguished Analyzes which 21st century technology skills can most improve learning, productivity, and professional practice, and then details how to apply them in a particular context.

Apply 21st century technology skills to improve learning, productivity, and professional practice.

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  • %
    0% Non-Performance Does not engage in critical reflection, analysis, and problem solving that leads to continuous professional growth and improvement.
  • %
    2% Basic Indicates instances of critical reflection, analysis, or problem solving leading to professional growth or improvement.
  • %
    15% Proficient Engages in critical reflection, analysis, and problem solving that lead to continuous professional growth and improvement.
  • %
    83% Distinguished Describes ongoing practices routinely employed for critical reflection, analysis, and problem solving; provides examples of how they lead to continuous professional growth. and improvement.

Engage in critical reflection, analysis, and problem solving that leads to continuous professional growth and improvement.

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  • %
    1% Non-Performance Does not model professional attitudes, values, and beliefs that support student learning and development.
  • %
    5% Basic Describes professional attitudes, values, or beliefs that support student learning and development; does not indicate how they have been applied.
  • %
    24% Proficient Models professional attitudes, values, and beliefs that support student learning and development.
  • %
    70% Distinguished Analyzes how professional attitudes, values, and beliefs support student learning and development, and indicate how they have been applied.

Model professional attitudes, values, and beliefs that support student learning and development.

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  • %
    0% Non-Performance Does not conduct field-based research to advance practice to improve student achievement.
  • %
    3% Basic Conducts field based research, but it is not clear how it advances practice to improve student achievement.
  • %
    21% Proficient Conducts field based research to advance practice to improve student achievement.
  • %
    76% Distinguished Conducts field-based research, detailing how results will advance practice to improve student achievement.

Conduct field-based research to advance practice to improve student achievement.

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  • %
    0% Non-Performance Does not analyze the knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.
  • %
    6% Basic Analyzes knowledge, skills, or dispositions needed to work successfully with diverse learners, their families, or other professionals, but the analysis is not comprehensive.
  • %
    20% Proficient Analyzes the knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.
  • %
    74% Distinguished Analyzes knowledge, skills, dispositions needed to work successfully with diverse learners, their families, and other professionals; supports analysis with key examples and citations of best practices from professional literature.

Analyze the knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.

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  • %
    0% Non-Performance Does not collaborate successfully with families, other professionals, and community members to mobilize resources for learners and ones own professional growth.
  • %
    3% Basic Describes at least one instance of collaboration with families, other professionals, or community members to mobilize resources for learners or one's own professional growth.
  • %
    17% Proficient Collaborates successfully with families, other professionals, and community members to mobilize resources for learners and one's own professional growth.
  • %
    79% Distinguished Describes ongoing practices that result in successful collaboration with families, other professionals, and community members to mobilize resources for learners and one's own professional growth.

Collaborate successfully with families, other professionals, and community members to mobilize resources for learners and ones own professional growth.

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  • %
    0% Non-Performance Does not facilitate innovative practices in classrooms and schools to address key needs and opportunities in these complex, adaptive systems.
  • %
    3% Basic Facilitates innovative practices in classrooms, but does not clearly explain how they address key needs and opportunities.
  • %
    15% Proficient Facilitates innovative practices in classrooms to address key needs and opportunities in these complex, adaptive systems.
  • %
    82% Distinguished Achieves adoption of innovative practices in classrooms to address key needs and opportunities in these complex, adaptive systems.

Facilitate innovative practices in classrooms and schools to address key needs and opportunities in these complex, adaptive systems.

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  • %
    0% Non-Performance Does not apply digital tools to collect student data, plan instructional activities, and evaluate the impact of instruction on student achievement.
  • %
    3% Basic Applies digital tools to collect student data, plan instructional activities, or evaluate the impact of instruction on student achievement, but not all three.
  • %
    22% Proficient Applies digital tools to collect student data, plan instructional activities, and evaluate the impact of instruction on student achievement.
  • %
    74% Distinguished Evaluates and applies best digital tools to collect student data, plan instructional activities, and evaluate impact of instruction on student achievement; explains advantages of each tool.

Apply digital tools to collect student data, plan instructional activities, and evaluate the impact of instruction on student achievement.

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  • %
    1% Non-Performance Does not communicate effectively with all stakeholders using a variety of digital tools.
  • %
    6% Basic Describes at least one example of effective communication with stakeholders using a digital tool.
  • %
    24% Proficient Communicates effectively with all stakeholders using a variety of digital tools.
  • %
    69% Distinguished Describes ongoing practices using a variety of digital tools that result in effective communication with all stakeholders.

Communicate effectively with all stakeholders using a variety of digital tools.

Learning and Career Outcomes | Online MS in Education Innovation and Technology Degree | Capella University
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Outcome Demonstrations
Source: Aggregated faculty judgments of learner demonstration of program outcomes from Q2 2017 — Q1 2018 capstone courses.

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Quality and Professional Relevance

  • We have more than 200 faculty members who teach in our P-12 programs, many of whom also teach and work in districts across the country, providing authentic experiences around best practices and innovative ideas.
  • More than 600 organizations—including corporations, health care organizations, and community colleges—invest in their employees by partnering with Capella to offer discounted education programs.
  • 88% of Capella faculty hold doctorates.    

Expected Program Outcomes

  1. Apply content expertise in the subject matter or discipline of one's educational profession.
  2. Integrate concepts, theories, and research about effective teaching and learning in a technology-rich environment.
  3. Conduct field-based research to advance practice to improve student achievement.
  4. Apply digital tools to collect student data, plan instructional activities, and evaluate the impact of instruction on student achievement.
  5. Apply 21st century technology skills to improve learning, productivity, and professional practice.
  6. Analyze the knowledge, skills, and dispositions needed to work successfully with diverse learners, their families, and other professionals.
  7. Communicate effectively with all stakeholders using a variety of digital tools.
  8. Engage in critical reflection, analysis, and problem solving that leads to continuous professional growth and improvement.
  9. Collaborate successfully with families, other professionals, and community members to mobilize resources for learners and one's own professional growth.
  10. Model professional attitudes, values, and beliefs that support student learning and development.
  11. Facilitate innovative practices in classrooms and schools to address key needs and opportunities in these complex, adaptive systems.

Master of Science in Education Program Graduates

Data from graduates across MS in Education Degree Programs have been combined for these Career Outcomes results.

The graphs below show some key findings from Capella's Alumni Outcomes Survey. We use this information to help improve our courses, programs and services and to give you an idea of how alumni are using their degrees.

      Career Preparation

 MS in Education Degree Program Graduates 

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  • %
    86%
  • %
    79%
  • %
    86%

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Career Preparation
MS in Education Degree Program Graduates

 The skills and knowledge have been immediately applicable to my career: 86%

 My degree has positioned me to achieve my professional ambitions: 79%

 Capella's competency based curriculum has prepared me for the needs of my profession: 86%

 

Percentage of respondents who answered "strongly agree" or "agree"
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 - Q1 2018.

Career & Professional Accomplishments

MS in Education Degree Program Graduates

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  • %
    31%
  • %
    52%
  • %
    41%
  • %
    48%
  • %
    45%

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Career and Professional Accomplishments
MS in Education Degree Program Graduates

Made a significant contribution to my profession: 31%

Successfully changed jobs and-or-careers: 52%

Assumed leadership responsibilities: 41%

Received a salary increase: 48%

Received a promotion: 45%

Multiple factors, including prior experience, age, geography, and degree field, affect career outcomes, and Capella does not guarantee a job, promotion, salary increase, or other career growth.

Percentage of respondents who indicated they had accomplished each item.

Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 – Q1 2018.

Master of Science in Education Degree Program Graduates

Data from graduates across MS in Education Degree Programs have been combined for these Student Experience results.

The graphs below show some key findings from Capella's Alumni Outcomes Survey. We use this information to help improve our courses, programs and services and to give you an idea of how alumni feel about Capella and what general skills and abilities they gained.

Satisfaction With Capella

MS in Education Degree Program Graduates

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  • %
    86%
  • %
    94%
  • %
    78%

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Satisfaction with Capella
MS in Education Degree Program Graduates

 I have or intend to recommend Capella: 86%

 I am satisfied with my Capella education: 94%

 Capella gave me the most efficient direct path to completing my degree: 78%

 

Percentage of respondents who answered affirmatively.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 – Q1 2018.

Skills & Abilities

MS in Education Degree Program Graduates

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    100%

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  • %
    93%

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  • %
    100%

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  • %
    100%

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  • %
    92%

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  • %
    93%

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Skills & Abilities
MS in Education Degree Program Graduates

Write clearly, accurately, and professionally; use sources appropriately : 100%

Communicate thoughts and ideas in varied settings : 100%

Show ethical conduct reflecting values and beliefs of discipline : 100%

Show knowledge of field; respect contributions of other fields : 100%

Analyze theoretical issues or investigate real-world phenomena, create knowledge : 100%

Locate, evaluate and communicate information; address legal, professional, other issues : 100%

Critically examine, analyze, and evaluate thinking using intellectual standards and creativity : 93%

Critically evaluate, select, and use discipline-appropriate technology : 100%

Show appreciation for group and individual differences : 100%

Demonstrate effective leadership in diverse environments : 92%

Apply the specialized knowledge associated with professional practice area : 93%

Percentage of respondents who rated themselves as "proficient" or "exceptional" on ability to demonstrate the skill or ability on the job.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2017 – Q2 2018.

Earn Your Master's Degree

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Four graduate schools. More than 40 specializations. Enroll in an online master’s degree program at Capella.

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"When I started my master's program, all of a sudden everything was completely tailored to what I needed in my classroom and what I should be doing with my students."

Talonda Thomas, MS

2009 Graduate

School of Education

Specialization in
Professional Studies in Education