MS in Education: Educational Leadership and Administration (Principal Licensure Preparation) Candidate Handbook:

Appendix E. Technology Proficiencies

The technology proficiencies listed below describe the Riley College of Education and Human Sciences’ expectations for the candidate’s knowledge, skills, and professional dispositions with respect to the use of digital tools and resources for facilitating learning and communication. The proficiencies are grounded in the SAMR (Substitution, Augmentation, Modification, Redefinition) Model. The SAMR Model provides a framework for integrating technology into the learning environment. Candidates will have the opportunity to learn about and practice the different skills related to technology and will be assessed on the proficiencies as they advance through the program. For more information, please review the following article:
Bouchrika, I., PhD (2023, May 3). How to use SAMR model in designing instruction (an EdTech integration guide). Research.com. Retrieved June 1, 2023, from https://research.com/education/how-to-use-samr-model-in-designing-instruction

1. Design of Learning Experiences and the Environment—Candidates design learning experiences and foster learning environments that integrate various technologies.
   1. The candidate demonstrates how to evaluate technology and media resources for quality, accuracy, and effectiveness to support the processes of content and skill development.
   2. The candidate creates a collaborative community by using effective technologies to plan and implement effective learning opportunities for all students in diverse learning environments.
   3. The candidate demonstrates use of online research databases and research-based practices in education to improve student learning, engagement, and equitable outcomes.
2. Facilitation of Learning and Assessment—Candidates use technology to facilitate learning for a diverse population of students, colleagues, and other stakeholders.
   1. The candidate engages all students in exploring real-world issues and solving authentic problems using digital tools and resources to improve and/or enhance student learning and help them to develop 21st Century skills.
   2. The candidate meets the diverse needs of all students by providing equitable access to digital tools and resources.
   3. The candidate uses appropriate technologies for assessment (administering assessments, monitoring student progress, analyzing assessment results to inform future instruction) to improve and/or enhance student learning.
   4. The candidate engages students in using current communication and collaboration tools and digital resources that promote diversity, cultural understanding, and global awareness.
   5. Model and provide a variety of real world learning opportunities (digital, virtual, F2F, hybrid, and hands-on) for students to develop their creativity, communication skills, critical thinking, collaboration and other 21st Century skills needed to be productive members of society and the workplace. 
3. Communication and Collaboration—Candidates use digital media tools in communicating and working collaboratively with students, families, colleagues, and community stakeholders to improve and/or enhance student learning.
   1. The candidate communicates relevant information and ideas effectively to students, parents, and colleagues using a variety of digital tools and formats to improve and/or enhance student learning.
   2. The candidate evaluates a variety of professional communication tools to improve collaboration with all stakeholders.
4. Professional—As lifelong learners, candidates improve their technology proficiency through collaboration, leadership, ethical practice, and additional professional development opportunities to improve student learning.
   1. The candidate implements the district/school technology plan by collaborating with others to improve teaching and learning.
   2. The candidate demonstrates a commitment to continuous professional development by reflecting on current professional research, legal issues, and ethical expectations to model effective technology decision making, to enhance student learning, and to facilitate positive social change.
   3. The candidate exhibits digital citizenship by advocating for equitable access to technology and promotes safe, legal, and responsible use of technology and digital communication tools.
   4. The candidate collaborates with colleagues to plan and develop meaningful and equitable learning experiences that integrate technology in authentic ways to promote student learning of content, as well as real world 21st Century skills.