Ray Gen, Ed. D.

Chapman University

ED 552 Using Technological Tools in Teaching

Spring 2 2008  (April 1-May 27)

Tuesdays  5:00 pm - 9:30 pm (face-to-face & online)


Contact Information:


Dr. Ray Gen
rgen@esusd.k12.ca.us (quickest daytime  response)
raygen@gmail.com (quickest evening response)
http://docraygen.chapman552.googlepages.com (class web site)

310.908.1718 (cell)


I encourage you to contact me beyond the class meetings if you have any questions about the assignments. I have provided my contact information in the hope that you will use it if you so desire or need.


Course Syllabus

Catalogue Description:

This course builds on the knowledge and skills acquired in EDUU 551, taking students deeper into the world of technology and its applications to teaching and learning. The primary focus of the course is on becoming comfortable with a wide variety of technological equipment including the advanced use of computers, the use of digital peripherals, and audio/video production. The purpose of the course is not only to expose students to the wide variety of technological tools that can be used in teaching, but also to bring each student to the point at which he or she is able to use these tools with proficiency.  Assignments will be project-based.  Students will develop curriculum plans, design instructional units, and create technology-rich environments that effectively utilize constructivist teaching strategies and promote active learning.

Required Reading:

                class handouts


Strongly Recommended :
Rogers, Everett. (2003). The diffusion of innovations. 5th ed. Free Press. New York.  ISBN 0-7432-2209-1      
USB memory device like Pen Drive


Recommended Reading:
California Technology Assistance Project - http://ctap.k12.ca.us/ 
Proficiency Profiles - http://www.fcoe.k12.ca.us/techprof/proficiency_profiles.htm
Technology Proficiency for Teachers - http://www.fcoe.k12.ca.us/techprof/
In Time – Integrating New Technologies into the World of Teaching - http://www.intime.uni.edu/
Technology Source - http://horizon.unc.edu/TS/
Electronic Text Center - http://etext.lib.virginia.edu/
Project Based Learning with Multimedia - http://pblmm.k12.ca.us/
Building Blocks of a Webquest - http://edweb.sdsu.edu/people/bdodge/webquest/buildingblocks.html
E-Learning – U.S. Dept. of Education - http://www.ed.gov/Technology/elearning/index.html
Global Connections - http://www.globalc.org/
The Gateway – U. S. Department of Education – http://www.thegateway.org
I-Matrix.org - http://www.imatrix.org/
Ethics in Computing - http://www.eos.ncsu.edu/eos/info/computer_ethics/
The George Lucas Educational Foundation: Innovative Classrooms, Skillful Educators, Involved Communities -


Class Info







This schedule is not “set in stone” but will serve as a guideline for our work together. We may need to make adjustments from time to time. Assignments may be added, changed or deleted based class needs. Please visit my web site often for updates and resources.

Week 1 - Basic Web Design
    Personal Introductions
Introduction to Educational Technology: Web 2.0
Gmail Accounts
Week 2 - Web-based Instructional Design
    Diffusion of Innovations
Design Lesson with  HyperText; Web mapping, Standards, Backwards Design
Diffusion Study


Week 3- Assessment & Movie Making 1
    Web map of school - ; HyperText
Movie Making 1
Adoption Rates for Technoliges
Week 4  - Graphic Manipulation 
     Photo and graphic manipulation -
Week 5 - Multiple Intelligences and PDF
    Photo Manipulation
Week 6 - PodCasting and RSS Feeds

                                                                              wiki - www.pbwiki.com

Week 7 Tech Workshop  
Week 8 - Tech Proposal and Movie Presentation
Week 9 -  Teaching Web Site For your web pages, be sure to include standards, hypertext lesson, assessments, pdfs, photos, multiple intelligences, a technology proposal, diffusion study, a link to your movie, podcast, and an example of outcomes.



100%-90%         A

89-80                     B

79-70                     C

69-below                F


Rubric Scoring

Each week, you will self score your performance of the week's lesson. Please email Ray you self-scored rubric assessment and letter grade along with a brief explanation of your assessment when you email your homework.


Rubric Scoring – General Guide

 6 (Truly Exceptional; Superior; Transcendental) The student demonstrates truly exceptional outcomes.  The student transcends most other users. The student demonstrates superlative abilities, superior skills and exceptional attitude. Student products offer unique perspectives. The student demonstrates exceptional intuition when using the application. The student has mastered the application and could teach others how to use it.

 5 (Good; Exceptional; Above-Average) The student demonstrates exceptional outcomes.  The student has better skills than most users. The student demonstrates good abilities, exceptional skills and above average usage. Student products offer exceptional perspectives. The student demonstrates good intuition when using the application.  The student knows what the application is capable of doing and in time can use it with alacrity.

 4 (Accurate; Appropriate; Apt; Suitable; Competent; Common) The student demonstrates accurate and suitable outcomes.  The student is average in comparison. The student demonstrates suitable abilities, competent skills and appropriate attitude. Student products offer common perspectives. The student demonstrates occasional intuitive abilities when using the application.  The student understands the application and has basic skills in that application but still has many questions as to its advanced functions.

3 (Minimal; Rudimentary; Simple; Elementary; Limited) The student demonstrates rudimentary outcomes.  The student is an average or just below average user. The student demonstrates elementary abilities, rudimentary skills and indifferent attitudes. Student products are limited in perspective. The student demonstrates limited intuitive abilities when using the application.  The student outcomes demonstrate simple usage. 

2 (Sub-standard; Minimal; Inappropriate; Inaccurate) The student demonstrates sub-standard outcomes.  The student is a below average user. The student demonstrates minimal abilities, sub-standard skills and poor attitudes. Student products do not work well and are inappropriate. The student demonstrates a lack of intuitive abilities when using the application.  The student outcomes demonstrate minimal ability and usage..

1 (Negligible; Off-task; Inappropriate; Faulty) The student demonstrates sub-standard outcomes.  The student is well below the average user.  The student demonstrates negligible abilities, sub-standard skills and inappropriate attitudes. Student products do not work or are off-task. The student demonstrates a lack of intuitive abilities.  The student outcomes demonstrate a faulty understanding of the application.