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Brief description: Teaching and Learning in the Digital Age (2) is the second term of a fall quarter and spring quarter 2-term sequence.
In the fall term, all students in the 2-credit course also took a 1-credit course on Roles of ICT in Problem Solving from Moursund. In the spring term, most (all?) are also taking a 1-credit course on ICT-Assisted Project-Based Learning from Moursund. Click here for the complete syllabus of that course.
Students in this 2-term sequence will gain a broad understanding of Information and Communication Technology (ICT) in instruction and how ICT is changing and will change the world's education systems. They will learn to plan for change and to be change agents. They will learn to be leaders in ICT in education. The course is balanced between theory and practice. It is primarily intended for students in the elementary school Integrated Teaching teacher education program, although others can be admitted with the permission of the instructor. The prerequisite for the course is the first term of the sequence or equivalent, as well as a relatively high comfort level in using ICT facilities.
Course Objectives. The overall goal of the course is to increase the ICT in Education knowledge and skills of participants, helping them to become ICT-using teachers in their day to day teaching and to be leaders in the field of ICT in Education. Specific objectives in the DAE2 course are to increase ICT in Education knowledge, skills, and leadership preparation in the areas:
Very short overview. Here is a very rough course outline:
Google Search Engine. Use Google to search the "Darkwing" domainit includes most of Moursund's Websites as well as many other Websites hosted by the University of Oregon.
FreeFind Search Engine. Use FreeFind to search the DAE2 Website.
Dr. Dave Moursund, is a professor in the College of Education at the University of Oregon. In 1970 he established the master's degree in Computer Science Education at the University of Oregon. This was the second such program in the country. In 1971, he and Dr. Keith Acheson, a math educator in the UO College of Education, established the doctoral program in Computers in Education at the University of Oregon. This may have been the first such program in the US, and a large number of people have completed this program. In 1979 Dr. Moursund founded the International Society for Technology in Education. (It's initial name was International Council for Computers in Education.) Dr. Moursund's Website contain a substantial amount of free materials that he has developed to help people interested in the field of IT in education.
Spring Term 2005 office Hours are 1:00 to 3:50 Thursdays during the first five weeks of the term, and 3:30 to 5:50 Thursdays during the last five weeks of the term. My offices is in Room 124A, College of Education. Phone (541) 346-3564. Email: email@example.com. Office hours sometimes get canceled due to meetings and/or out of town trips. Please do not contact Dave Moursund at his home except in extreme emergencies.
This Website and the material that it contains should be viewed as a work in progress. This is a relatively complex document and it undoubtedly contains errors. Significant changes are apt to occur as the course progresses. When these changes affect specific reading assignments, written and other graded assignments, and/or assessment, announcements will be made in class and also in the Announcements and Updates section of this Website.
This section is designed to facilitate the use of the Google search engine to search three different domains:
Directions: Use the Radio Buttons in the form given below to select one domain to be searched. Then enter your search terms and click on Google Search.
1. phrase search
The search engine supports three types of phrase search.
2. + and - qualifiers
If you prepend a word with + that word is required to be on the page.
3. * wildcard
If a query word ends with a * all words on a page which start the same way as that query word will match.
4. ? wildcard
If a query word contains a ? any character will match that position.
5. Boolean search
You can use the following Boolean operators in your search: AND, OR, NOT. These operators MUST be in capital letters.
6. All of the techniques listed above can be combined:
Example: +alway* -ne??r*
Possible resources for Future Revisions of the Course
Johnson, Doug (2005). Top Ten Secrets for a Successful Workshop. firstname.lastname@example.org
Kurzweil and Artificial Intelligence. See http://www.nature.com/news/2005/050207/pf/050207-7_pf.html This is a newspaper report of a presentation he made about AI and military stuff. It is a good example of both AI and "inventing futures."
Charter Schools in Oregon and Nationwide. Charter school a click away. Scio is partnering with a company to open a statewide online academy that would be the first of its kind in Oregon
DuFour, Rick (Summer 2004). Leading edge: Are you looking out the window or in a mirror? Journal of Staff Development, Summer 2004 (Vol. 25, No. 3). Accessed 7/14/04: http://www.nsdc.org/library/publications/jsd/dufour253.cfm. I think that this would be good general reading for students, and then put the twist on it so that it specifically applies to ICT in education.
Three Minutes With Ray Kurzweil
Jakob Nielsen's Alertbox, November 22, 2004:
Have a journaling assignment. But, this time the journal is to include a Table of Contents that is automatically generated. Also, it is to be indexed. Perhaps require at least five index terms per chapter. I suppose I could provide a template. It should also contain a table, plus the usual annotated bibliography. A weekly entry is a chapter. It has a chapter-like heading. It contains an "advance organizer" short introduction, and then three headed sections. These might be Brief Summary of readings, My additional readings, analysis, thoughts, and Applications to the classroom. The Annotated Bibliography and the Index are both "chapters." In this assignment, I expect that each week students will find and read at least one "significant" Web-based reference in addition to the course required readings. Contents of such added readings get talked about in the middle section of each chapter.] Also, each page is to have a header and a footer. If I provide a template, then my expectation will be that each person will customize their template, so that there is considerable uniqueness in the class.
In class discussion and participation.
This is a requirement of the course. The expectation is that every student will regularly participate and contribute.
In addition, the end of term exit interviews from fall term suggest the idea that some class time should be spent discussing journal entries. The focus could be on applications to the classroom. One or more students could be expected to share their insights each week at the beginning of the class meeting.