EDES 6080, 6081


Ray Gen, Ed. D.
Class Website http://docraygen.lmu.6080.googlepages.com/ 
310.414.9263 home
google chat - raygen
Action Research website

Intro Video

Fall Technology/Action Research Class Meetings (UH 2416):  

Wednesday Class:        Aug 28, Sept 4, (11 no class - online), 18, 25  (7:15-9:45 pm)
Saturday Class:            Aug 28, Sept 7, (14 no class - online), 21, 28 (9:30-noon)

Spring Technology/Action Research Class Meetings (UH 2416):  

Wednesday Class:        March 26, April 2, 9, 16, 23, 30
Saturday Class:            March 29, April 5, 12, 19, 26, 30

(Many schools are out for Easter Break on our first week. Let's poll.)


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.


California Standards for the Teaching Profession:

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.btsa.ca.gov/ba/pubs/pdf/cstpreport.pdf



National Educational Technology Standards for Teachers (NETS)

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.

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.

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

Mission & Goals and Conceptual Framework:

 For more information:  http://soe.lmu.edu/about/mission.htm


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://soe.lmu.edu/AssetFactory.aspx?vid=45166


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://soe.lmu.edu/about/mission.htm


Electronic Sources:

ISTE- The Leading Organization for Educational Technology Professionals.  (2004). http://www.iste.org.

Technology in Education. NCREL http://www.ncrel.org/sdrs/areas/te0cont.htm .

techLearning.com/Technology & Learning-The Resource for Education Technology Leaders. (2004). http://www.techlearning.com.

The Big6. (2003) http://www.big6.com.
Center for Collaborative Action Research http://cadres.pepperdine.edu/ccar/define.html
Action Research http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf

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.

Course Evaluations:
Student feedback on this course provides valuable information for continued improvement. All students are expected to fairly and thoughtfully complete a course evaluation for this course. This semester, all course evaluations for the School of Education will be administered online through the Blue™ evaluation system. You will receive an e-mail notification at your Lion e-mail address when the evaluation form is available. You may also access the evaluation form on the MyLMU Connect (https://mylmuconnect.lmu.edu/) dashboard during the evaluation period.


Written Work:

Written work should be well written, grammatically correct, and conform to the American Psychological Association (APA) style manual, 6th edition.  All assignments (with the exception of the study guides and any assignment submitted via email) should be typewritten and double-spaced.


Grading Scale:

          42-38 pts   A

          37-34 pts   B

          33-30 pts   C

          below 30    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
Intro Movie
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     Set up two sites: (1) LMU Assignments (2) Your Professional Teaching (link if you already have one you are using)
Google Pages - Sample1  Sample 2
Action Research 6080, 6081      Introductory Video


Meeting 3

Advanced Microsoft Word Applications
Google Docs - Word Processor
Advanced Microsoft Excel Applications
Google Docs - Spread Sheet
Google Forms
Google Collaboration video
Action Research - What is it? What it's not.
FACT Forms with Dana


Meeting 4 

Presentation of Web Site
Presentation of  PowerPoint
Action Research Video 1, Video 2; Classroom Research with guest


Meeting 5
           Movie MakingWindows Movie Making; MAC: iMovie
           Sagor Action Research Video
           California Standards for the Teaching Professional (CSTP)

            Action Research and FACT forms
            YouTube Channel


Web Site:         21 pts

Google Docs:   21 pts



Meeting 1

Action Research Project Review (6-8 pages)
Sample/Model, School-wide Collaborative Example



Meeting 2

Cinch Podcasting 
1 (646) 200-0000

Action Research Project Presentation Work
Presentation of Movie, PowerPoints, Podcasts, etc.
(I know this is Spring Break for many, feel free to miss, but I will be on campus to help you with your projects.)

Meeting 3

Action Research Project - Graphs and Tables

Presentation of Movie, PowerPoints, Podcasts, etc.

Meeting 4  

Action Research Project - Format

Peer Response
Self Evaluation


Meeting 5  

Final Presentations



Tech Presentation 21 pts
Final Presentation 21 pts