LOYOLA MARYMOUNT UNIVERSITY
SCHOOL OF EDUCATION
Advanced Applications of Technology
EDUC 6080, 6081
Ray Gen, Ed. D.
raygen@gmail.com
rgen@lmu.edu
http://www.genconnection.com
http://docraygen.lmu.6080.googlepages.com/
310.908.1718 cell
google chat - raygen
Fall
Technology Class Meetings:
Wednesday Class: Sept 2, 9, 16, 23
Saturday Class: Sept
2, 12, 19, 26
Spring Technology Class Meetings:
Wednesday Class: April 14 (online), 21, 28,
May 5
Saturday Class: April 17 (online), 24, May
1, 5
Catalog Description:
This course integrates the advanced study of technology with the study of teaching English Learners and Special Needs students. Learners in support of a 5th year induction program.
This one-year integrated course is designed to build upon beginning teachers’ expertise in equitable assessment and instruction for English Language Learners (ELL) through and with equitable uses of technology. This one-year integrated course will also include the study of and field experience in methods and strategies of integrating technology into the curriculum to support all students. Candidates will explore a variety of electronic communication tools for use within the classroom as well as to expand the network of professional educators. Candidates will address the areas of information literacy, the digital divide, and using technology to create life-long learners.
Course Goals and Objectives:
Upon completion of this course, candidates will be able to demonstrate the following knowledge and skills related to the integration of technology to support teaching and learning for all students:
· Appropriate use of a variety of technology based information sources, assessment tools, and applications for the manipulation of data related to the school environment;
· Skillful integration of technology to increase information literacy for all students;
· Ability to use available technology to increase communication with students, parents, and other community members; and
· Skillful use of technology to expand the community of learners outside the walls of the classroom.
Standard One: Engaging and Supporting all Students in Learning
Standard Two: Creating and Maintaining Effective Environments for Student Learning
Standard Three: Understanding and Organizing Subject Matter for Student Learning
Standard Four: Planning Instruction and Designing Learning Experiences for All Students
Standard Five: Assessing Student Learning
Standard Six: Developing as a Professional Educator
For more information: http://www.ctc.ca.gov/reports/cstpreport.pdf
National Educational Technology Standards for Teachers (NETS)
TEACHING,
LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans, that include methods and strategies for
applying technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards and student technology standards.
B. use technology to support learner-centered strategies that address the diverse needs of students.
C. apply technology to develop students' higher order skills and creativity.
D. manage student learning activities in a technology-enhanced environment.
PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice.
Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
SOCIAL,
ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social,ethical,legal,and human issues surrounding the
use of technology in PK-12 schools and apply those principles in practice.
Teachers:
A. model and teach legal and ethical practice related to technology use.
B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
C. identify and use technology resources that affirm diversity
D. promote safe and healthy use of technology resources.
E. facilitate equitable access to technology resources for all students.
For more information:
http://cnets.iste.org/teachers/t_stands.html
For more information: http://www.lmu.edu/education/mission/
SPECIAL ACCOMMODATIONS: Students with special needs who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the Disability Support Services Office. Any student who currently has a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Office (Daum Hall # 224, x84535) as early in the semester as possible. All discussions will remain confidential. Please visit www.lmu.edu/dss for additional information.
Conceptual Framework:
Social Justice Integration of Theory and Practice
Technology Sociocultural/Constructivist Perspective
Leadership Culturally Responsive Pedagogy
Community Collaboration
For more information on the Conceptual Framework: http://www.lmu.edu/education/conceptual.pdf
Dispositions:
We strive to be, and to
educate professionals to be, educators who manifest the dispositions to:
RESPECT and value all individuals and communities; EDUCATE by
integrating theory and practice; ADVOCATE for access to a socially just
education; and LEAD in order to facilitate transformation.
For more information on Dispositions, see the introduction of the Conceptual Framework: http://www.lmu.edu/education/conceptual.pdf
Electronic Sources:
ISTE- The Leading Organization for Educational Technology Professionals. (2004). http://www.iste.org.
Seale, Virginia compiler (2002). Technology in Education at AEL: 170 Ideas and Resources for Teachers. http://www.ael.org/rtec/ideas.htm.
techLearning.com/Technology & Learning-The Resource for Education Technology Leaders. (2004). http://www.techlearning.com.
The Big6. (2003) http://www.big6.com.
Policy on Class Attendance:
This course is required for a State of California Teacher Credential. Completion of the course certifies to the State Board of Education that the student has mastered the required competencies for this area. Therefore, class attendance is necessary and no classes are optional. If a student will miss more than one class in the course of the semester, it is suggested that the student take this course in a different semester when s/he does not have conflicts. Please contact the professor individually to discuss this. A student who is absent more than once (except in cases of illness or an emergency), is late for class excessively, or leaves class early may receive a grade that is at least one grade lower than the computed grade (e.g. A minus becomes a B plus). A student with excessive absences cannot receive a grade of A or A minus at the end of the course. Class participation in small group and large group activities is necessary to pass the course. Students should come to class prepared to participate and should regularly participate in discussions.
Policy on Academic Honesty:
Loyola Marymount University expects honesty and integrity from all members of its community. All acts of cheating on assignments or examinations, plagiarism, forgery of signature, or falsification of data, unauthorized access to University computer accounts or files, and removal, mutilation, or deliberate concealment of materials belonging to the University library will be dealt with appropriately.
Students found guilty of any offence against academic honesty and integrity are subject to a failing grade in the course by the instructor. In addition, students may be suspended or dismissed from the University upon the recommendation of the Program Director, the Dean of the student’s college or the Chair of the Graduate Council.
In addition, students enrolled in credential or licensing programs may be suspended, dismissed, or denied recommendation for the credential or license for any violation of the published Code of Ethics for the professional group.
(Graduate Bulletin, p. 15)
Special Accommodations:
Students with special needs who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructor. The instructor can direct the students to the appropriate office on campus for assistance.
Written Work:
Written work should be well written, grammatically correct, and conform to the American Psychological Association (APA) style manual, 5th edition. All assignments (with the exception of the study guides and any assignment submitted via email) should be typewritten and double-spaced.
Grading Scale:
25-23 pts A
22-20 pts B
19-18 pts C
below 18 F
Meeting 1
Introduction
to Course
Google Account - Gmail (set up if you do not
already have one)
Instructions for Gmail
Introduction to Educational
Technology
Google Docs
Introduction
( http://docs.google.com
)
Class Survey
National Problem - Classes filled with Millennials and Generation Z but are taught by Boomers and
Gen Xers (TSL as well as ESL)
Meeting 2
Design your
own web site – google account required before you come to class
Advanced
PowerPoint – presentation in Class 4
Google Sites -
Set up
Google Pages - Sample1
Sample 2
If you have your own web space:
Web Design
Tutorial for
FrontPage
Tutorial for
transforming Word to Web
Advanced Microsoft PowerPoint Applications
Meeting 3
Advanced Microsoft Word Applications
Google Docs - Word Processor
Advanced Microsoft Excel Applications
Google Docs - Spread Sheet
Google Forms
Meeting 4
Presentation of Web Site
Presentation of PowerPoint
MovieMaking - Windows: Movie Maker; Mac: iMovie
Spring Term
Meeting 5 (online)
Read
Ian Juke's article. Be prepared to dicsuss.
Cinch Podcasting
1 (646) 200-0000
My Cinch PodCast
Meeting 6
MovieMaking
Twitter
FaceBook
Meeting 7
Wikis (see
sample)
Tech Workshop
Meeting 8
Presentations