Southern Utah University

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Southern Utah University
Southern Utah University
Spring Semester 2026

Supporting and Developing 21st Century Learners (Hybrid)

EDUC 5077-225

Course: EDUC 5077-225
Credits: 3
Term: Spring Semester 2026
Department: TED
CRN: 13693

Course Description

This course is designed to explore the essential elements needed for the acquisition of knowledge and competencies to promote 21st century learning skills. Participants in this course will learn about the need for collaboration, communication, and critical and creative thinking. The effective use of technology and media literacy will be addressed. This course prepares K-16 educators by engaging them in thoughtful dialogue and activities that promote 21st century ideas and understanding of students’ diverse, digital, and global learning needs. (As Needed) [Graded (Standard Letter)]

“This course is intended to build upon foundational skills to reach heightened understanding of how to integrate technology tools into the K-12 classroom in order to create valuable learning experiences for students. Course participants will research technology utilization in classrooms; investigate theoretical foundations to evaluate, select, and utilize various technology applications; develop, implement and evaluate class technology integration projects; and gain an understanding of multiple models for assessing student learning in technology enhanced environments.” -Utah State Board of Education

During this course educators will explore the following topics:

  • Blended Learning Models
  • 4 C’s of Technology Integration
  • Technological, Pedagogical, and Content Knowledge (TPACK) Framework
  • Evaluation of Educational Technology
  • Assessment of Student Learning
  • Personalized Learning
  • Theoretical Perspectives of Technology Integration
  • Response to Intervention (RTI)

Required Texts

Required Materials (provided by OSD):

Text/Digital Binder:

  • Gonzalez, J. (2021). A teacher's guide to tech [PDF].
  • Sheninger, E. (2021). Disruptive Thinking in Our Classrooms. ConnectEDD Publishing LLC

Learning Outcomes

Expected Learning Outcomes:

Learners Will:

  • Understand contemporary frameworks for integrating technology in the classroom.
  • Learn how to use technology to make lessons more rigorous and create tasks that enhance/transform student learning.
  • Investigate various technology tools and determine effective classroom applications.
  • Determine how technology can support Response to Intervention (RtI).
  • Devise lesson plans that use technology to differentiate instruction and develop students’ self-efficacy and self-regulation.
  • Evaluate current Educational Technology integration standards.
  • Demonstrate capacity to effectively implement technology in the classroom.

Course Requirements

Assignment Submission Requirements:

Given that the majority of the content for this course will be delivered online, via Canvas, you will be expected to follow the specific assignment submission requirements as outlined in Canvas and will submit your work via Canvas.

Assignment Descriptions*:

Portfolio Platform Establishment

The final project will be a collection of artifacts that you have completed during the course. To house these artifacts you will create an online portfolio using a tool like Google Sites or Weebly.

Teaching Philosophy Video

Reflect on the content delivered in the lesson by creating a brief video that encompasses’ your teaching philosophy, taking into account the implications of technology integration.

Tech-Enhanced Lesson Plan

Design a learning experience that encourages students to demonstrate their learning in nontraditional ways. The emphasis will be on how you will use this experience to assess your students

HyperDoc

Using knowledge about effective technology integration, develop an interactive HyperDoc that is focused on student-led inquiry. After you have created the hyperdoc, a) implement it with your students and reflect on the process or b) find a colleague (not in the course) to review your hyperdoc and reflect on the feedback given.

Flipped Learning Instructional Video

Create a brief instructional video that can be used to “flip” a lesson. After you have created the video, a) use it with your students and reflect on the process or b) find a colleague (not in the course) to review your video and reflect on the feedback given.

Coaching Observation, Feedback, and Reflections

Create a valuable learning experience for your students and schedule a time for the instructor to observe the experience and also have a feedback session to discuss the growth you have made through this course.

Peer Review

Thoroughly review a peer’s final project portfolio and offer useful and effective feedback.

Final Project Portfolio

Create an aesthetically pleasing online portfolio to house the 6 artifacts that were created during the course. Additionally, include a homepage with a brief introduction about yourself as well as a resource page that includes a link to tech tools used to create each artifact and a brief description about that tool.

Grading Scale:

Demonstrate in class and/or in online valued-added components, participation in class discussions and activities, knowledge and ideas concerning class topics. Those students missing class or online components because of activities sponsored by Ogden School District, must be cleared prior to the event with the Instructor. You must receive a minimum of 70% to pass the course and continue in the Ogden School District Educational Technology Program Endorsement.

A = 95-100% A- = 90-94%
B+ = 87-89% B = 84-86% B- = 80-83%
C+ = 77-79% C = 74-76% C- = 70-73%
D+ = 67-69% D = 64-66% D- = 60-63%
F = 59% and below

Course Outline

Course Length: 15 weeks (3 hours per week)

Tentative Schedule of Assignments and Activities:

Students can expect to spend 3 hours per week of contact time for this course, for a total of 45 contact hours total for the course.

Module 1
Module 1 Competencies Week 1 | 1/7- 1/13 Face-to-face: 1/7 Contact Time: 3 Hours Introductions and Establishing Portfolio (Learning)What do you hope to get out of this course? What are your expectations? What framework strategies have you used, seen used, or would like to use?Reading: 1) Why Pedagogy First, Tech Second Stance is Key to the Future (Sheninger, 2016) 2) What is successful technology integration? (Edutopia, 2007)
Module 1 Week 2 | 1/14- 1/20 Online Contact Time: 3 Hours Theoretical Implications of Technology Implementation (Learning)What are the “best practices” in technology integration? What are the basic beliefs that underlie each of the two opposing positions? Which one are you closer to and how would you respond to the opposing view?Reading: 1) Disruptive Thinking in Our Classrooms (Sheninger, 2021, Chapter 1)
Module 1 Week 3 | 1/21- 1/27 Online Contact Time: 3 Hours Theoretical Implications of Technology Implementation (Learning)What are some challenges of technology integration that you've experienced in your work? What are some things you are considering to combat the challenge?Reading: 1) Disruptive Thinking in Our Classrooms (Sheninger, 2021, Chapter 2)
Module 1 Week 4 | 1/28- 2/3 Online Contact Time: 3 Hours Theoretical Implications of Technology Implementation (Implementation)How are you creating teaching and learning opportunities for your students to demonstrate their learning using technology?Assignments: Teaching Philosophy Video
Module 2
Module 2 Week 5 | 2/4 - 2/10 Online Contact Time: 3 Hours Tech-Enhanced Lessons (Learning)What are ways you can use technology in the classroom to increase rigor?Reading: 1) Assessment that Matters: Using Technology to Personalize Learning: Chapter 1 (Meldrum, 2016) 2) Disruptive Thinking in Our Classrooms (Sheninger, 2021, Chapter 3)
Week 6 | 2/11 - 2/17 Online Contact Time: 3 Hour Tech-Enhanced Lessons (Implementation)How can you use the 4 C’s of Technology Integration in conjunction with the ISTE Standards for Teachers, to create more personalized learning for your students?Assignment: Tech-Enhanced Lesson Plan
Module 3
Module 3 Week 7 | 2/18 - 2/24 Face-to-Face: 2/18 Contact Time: 3 Hour Blended Learning (Learning)How are you creating teaching and learning opportunities for your students to demonstrate their learning using technology? Provide specific examples.Reading: 1) How Personalized Learning Starts with Less Teacher Talk, More Student Voice (Cooper, 2017) 2) The Hyper Doc Handbook: Digital Lesson Design Using Google Apps: Chapter 2 (Highfill, Hilton, & Landis, 2016) 3) ISTE Standards for Teachers
Week 8 | 2/25 - 3/3 Online Contact Time: 3 Hours BlendedLearning (Learning)How can technology support Response to Intervention (RTI)? Give an example that either you’ve seen or implemented.Reading: 1) Disruptive Thinking in Our Classrooms (Sheninger, 2021, Chapter 4)
Week 9 | 3/4 - 3/10 Online Contact Time: 3 Hour Blended Learning (Implementation)In what ways can you use technology to make lessons more rigorous and create tasks that enhance/transform student learning? Provide specific examples.Assignment: Flipped Learning Lesson
Module 4
Week 10 | 3/11 - 3/17 Online Contact Time: 3 Hours Personalized Learning (Learning)How are you using technology to differentiate instruction and develop students’ self-efficacy and self-regulation?Reading: 2) Disruptive Thinking in Our Classrooms (Sheninger, 2021, Chapter 5)
Week 11 | 3/18 - 3/24 Online Contact Time: 3 Hour Personalized Learning (Implementation)What is the best use of face-to-face time? Jon Bergmann, one of the founders of the Flipped Classroom, found that for his students, “It was not me standing in front of my students yakking. That was not the correct answer; the correct answer was hands-on activities [and] inquiry- and project-based learning.” To what extent do you think that Bergmann’s answer is true for all students?Assignment: HyperDoc
Module 5
Module 5 Week 12 |3/25 - 4/7 Online Contact Time: 3 Hour Observation/Feedback Reflection (Learning)How did your lesson tie in the 4 C’s of Technological Integration with the ELEOT, Environment G, observation tool?Reading: 1) Disruptive Thinking in Our Classrooms (Sheninger, 2021, Chapter 6)
Week 13 | 4/8 - 4/14 Online Contact Time: 3 Hours Observation/Feedback (Implementation)TBAAssignment: Coaching Observation, Feedback and Reflection
Week 14 | 4/15 - 4/21 Face-to-Face: 4/15 Contact Time: 3 Hour Peer Review (Implementation)How have your own teaching practices or thoughts about teaching been impacted by what you have learned or accomplished in this course? What will you do differently as an educator as a result of this course?Assignment: Peer Review
Module 6
Week 15 | 4/22 - 4/28 Online Contact Time: 3 Hours Final Project (Implementation)Looking back on all the artifacts you have created this semester, which one are you most proud of and why? Please include a link to your portfolio where this artifact is found.Assignment: Final Project Portfolio

Instructor's policies on late assignments and/or makeup work

Late work Policy:

Only one assignment may be submitted late. This one time waiver will be granted ONLY if requested before the assignment is due. This one late assignment can be no more than one week late or it can only receive up to 50%. This one time waiver cannot be used on the final project submission. Any other work submitted past the due date, even if done according to standards, will receive a 20% deduction. Any other work submitted more than one week late will receive at most 50%. All assignment due dates fall on a Wednesday evening at 11:59 pm (MST).

Attendance Policy

Demonstrate in class and/or in online valued-added components, participation in class discussions and activities, knowledge and ideas concerning class topics. Those students missing class or online components because of activities sponsored by Ogden School District, must be cleared prior to the event with the Instructor.

Course Fees

$69

If an teacher with Ogden School District, the Digital Teaching & Learning Department will pay the fee.  If you do not work for Ogden School District, the fee is $250 to cover the cost of the course, books, and instructor.  This fee can be paid to the Student Achievement Department Administrative Assistant in Building 2.  This fee must be paid prior to the first class.

Standards Alignment

Communication

I will typically respond to email within 24 hours (M-F). This is not always the case during holidays, breaks, or other unforeseen situations. If you do not receive a response within 24 hours, please send the message again. Including “EDUC 5077” in the subject line will make your message a priority and ensure that it’s brought to my attention.

Any communication sent via email will have [OSD EdTech Endorsement] in the subject line.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.