Moursund, D.G. (2005). Introduction to information and communication technology in education.
PDF file of the book.
Microsoft Word file of the book. If it does not automatically open, it will instead download to your desktop with the file name ICTBook.doc.
Click here for Table of Contents.
Click here for Preface to the book.
"Without a struggle, there can be no progress."
"Men occasionally stumble over the truth, but most of
Information and Communication Technology (ICT) is a major challenge to our educational system. This book is designed for use by PreK-12 preservice and inservice teachers, and by teachers of these teachers. It provides a brief overview of some of the key topics in the field of Information and Communication Technology (ICT) in education. I wrote this book to help serve the needs of my students in a course titled Teaching and Learning in the Digital Age. You can access a syllabus for that course at http://darkwing.uoregon.edu/~moursund/DigitalAge1/index.htm.
The mission of this book is to help improve the education of PreK-12 students. A three-pronged, research-based approach is used.
Now that I have stated goals for this book, I want to make clear a non-goal. This book is not designed to help you learn specific pieces of software. The typical first ICT in Education course for preservice and inservice teachers has a strong focus on learning to make use of various pieces of hardware, software, and connectivity. This book is not designed as a substitute for, or a major aid to, learning these rudiments of ICT that are now being learned by many students before they get to college.
This book is designed to addresses some of the weaknesses of typical first or second ICT in education courses that overemphasize learning computer applications and underemphasize other aspects of the field of ICT in education. The book focuses on general topics such as ICT in curriculum, instruction, assessment, increasing problem-solving expertise of students, and in other aspects of a teachers professional work. The emphasis is on higher-order knowledge and skills.
Alternatively, this book can be used in a second ICT in education course for preservice and inservice teachers, building on the basic skills taught in a first course. However, throughout the book we argue that basic skills (lower-order knowledge and skills, rudimentary use of some of the general purpose pieces of computer software) should be integrated in with higher-order knowledge and skills.
The prerequisite for a course using this book is an introductory level of knowledge and skill in using a word processor in a desktop publication environment, using email, and using the Web. Nowadays, large numbers of students meet this prerequisite by the end of the 5th grade, since such knowledge and skills are only part of the 5th grade standards for students established by the International Society for Technology in Education (ISTE NETS, n.d.). Increasingly, instruction in such basic skills is not considered to be an appropriate part of a college-level curriculum that carries credit towards a college degree.
As you read this book, you will come to understand that ICT in education is a broad, deep, and rapidly growing field of study. ICT has the potential to contribute to substantial improvements in our educational system. To date, relatively little of this potential has been achieved. Moreover, the pace of change of the ICT field currently exceeds the pace of progress in making effective use of ICT in education. Thus, the gap between the potentials and the current uses of ICT to improve PreK-12 education is growing.
ICT is a very rapidly changing field. What can you learn, and what can you help your students learn, that will last for decades or a lifetime, rather than just until the next new, improved, better, faster, more powerful ICT product appears on the market? This book will provide you with some answers.
Benjamin Bloom and the 2-sigma effect. There is quite a bit of literature that has been initiated by Bloom's 1984 paper. For example, quoting from: http://education.calumet.purdue.edu/vockell/
The reference given above discusses "What specific strategies enhance learning" and contains a table of Bloom's findings.
Shearer, Branton (2004). Multiple Intelligences Theory After 20 Years. TC Record. Accessed 7/20/05: http://www.tcrecord.org/Content.asp?ContentID=11504