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Course

Competency-Based EdTech Endorsement (ETEP)

Self-paced
12 credits

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Full course description

About The EdTech Endorsement Program

Educators are increasingly expected to exhibit skills and knowledge of using technology to enhance student learning effectively. The UEN Educational Technology Endorsement Program is grounded in the Utah Effective Teaching Standards and Utah's Educational Technology Competencies. Educators completing the endorsement will have gained these skills and knowledge. 

Credit: 12 USBE Credits or 12 SUU Credits
Course Type: Self-Paced
Cost: Free to Utah Educators
Time: Most educators complete in approximately 1-2 year

Enrolling in this course will give you access to the four-course requirement to complete the endorsement.  This includes:

  • EDPD 5074 Foundation of Instructional Design and Pedagogy
  • EDPD 5079 Digital Citizenship and Information Literacy
  • EDPD 5077 Supporting and Developing 21st-Century Learners
  • EDPD 5076 Professional Growth and Leadership 

 

 Expected Learning Outcomes

At the conclusion of this course, participants will be able to:

  • Foundation of Instructional Design and Pedagogy
    • a. Essential Educational Technology Skills
      • Demonstrate competency when implementing local education agency (LEA) and state-provided (USBE, UEN, STEM Action Center) digital learning tools in the classroom.
      • Use technology to find, organize, and curate educational resources.
      • Evaluate hardware and software regarding instructional goals and student data privacy requirements.
    • b. Essential Pedagogical Understanding and Application
      • Explore and apply instructional design principles and core standards for high-quality digital instruction using research-based models of technology integration (PICRAT, TPACK, SAMR, Triple E, etc.) to engage and support learning aligned with LEA goals.
      • Design and implement the appropriate learning modality for various situations (Face-to-Face, Online, Blended, etc.)
      • Engage in reflective practice and data analysis as part of the instructional cycle.
      • Integrate elements of UDL (Universal Design for Learning) in lessons to eliminate barriers to learning.
  • Professional Growth and Leadership
    • a. Seek out, join, and participate in local and global learning communities to pursue professional learning and stay current with research that supports student learning. 
    • b. Collaborate with colleagues to identify, adopt, and evaluate digital tools and resources for learning.
    • c. Plan and provide professional learning experiences for a grade level team, department, school, or professional conference. 
  • Supporting (Developing) 21st Century Learners
    • a. Personalized Learning
      • Facilitate student usage of digital tools in a way that enables students to become responsible creators and critical consumers of digital content.
      • Apply the principles of personalized learning to tailor the preferences and interests of various learners as well as instruction that is paced to a student’s unique needs.
      • Foster a classroom climate of inquiry and a growth mindset.
    • b. Facilitating Learning Through Collaboration
      • Provide opportunities for students to engage virtually with experts, teams, and students, locally and globally.
      • Model and facilitate the responsible repurposing and remixing of digital resources by students.
      • Plan and implement opportunities for students to work collaboratively with others.
    • c. Facilitating Learning Through Creativity
      • Provide opportunities for students to publish and present original content for various audiences.
      • Encourage responsible evaluation of curated material.
      • Engage students in the curation of original works.
      • Facilitate opportunities for students to positively affect his or her society as a result of their creative works.
    • d. Facilitating Learning Through Communication
      • Encourage responsible evaluation and appropriate responses to others’ online communications.
      • Demonstrate communicating complex ideas clearly and effectively through a variety of digital objects.
      • Foster opportunities for students to demonstrate effective communication skills online.
      • Provide examples of effective online student communication.
    • e. Facilitating Learning Through Critical Thinking
      • Design and facilitate Project-Based Learning (PBL) experiences.
      • Provide opportunities for learners to engage in Computational Thinking learning experiences.
  • Digital Citizenship and Information Literacy
    • a. Digital Citizenship
      • Create positive online experiences for students that foster responsible contribution and empathetic engagement.
      • Empower students to recognize and appropriately respond to inappropriate or dangerous online interactions.
      • Promote and model appropriate data privacy practices
      • Guide students to develop a positive and responsible digital identity.
    • b. Information Fluency
      • Model and instruct students in best practices for information literacy and media fluency.
      • Model and instruct students to assess the credibility and usefulness of online resources.
      • Model and instruct students to interpret large amounts of complex information meaningfully and communicate and share across various media platforms.
      • Model and instruct students in the best practices for fair use, copyright protection, and creating original works.
      • Create a culture of learning that provides opportunities for collaboration, critical thinking, creativity, and communication (4 C’s), which empowers learners to adapt, create, consume, and connect.

 

 Final Portfolio Assessment

Participants will draw on their gained skills and knowledge throughout the program to complete a portfolio project at the end of each course.

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