Browse the reading materials from the DAE 1 course. The DAE 2 course builds upon these materials.

The required readings for this week are from:

Moursund, D.G. Computers in education for talented and gifted students: A book for elementary and middle school teachers and their students. Click here for a pdf of these materials.

Browse Preface 1 and Preface 2.

Read Chapter 1.

Read Chapter 2.

Note that the ICT and TAG assignment is based mainly on Chapter 2.

Topic: Staff Development.

The following article deals with change. Since staff development is often designed to help change people and organizations, the article is especially relevant to our DAE course.

Moursund, D.G. (2001). The Educational Innovator's Dilemma. Accessed 3/12/01: http://darkwing.uoregon.edu/
~moursund/dave./editorial_8_2000-2001.htm.

This week's Reading and Attendance Quiz will be based on the reading listed above. I am particularly interested in the types of ICT education-innovator problems you have witnessed first hand in the public schools during the past year.

Staff development is rooted in identifying a need and then working to satisfy the need. Needs assessment is a key issue in staff development. Read:

Moursund, D.G. Stages of concern and levels of knowledge. This can be used in a Needs Assessment as one plans for staff development in a school or school district.

Chapter 3.2: Needs Assessment, from:

Moursund, D.G. (1989, 2005). Effective Inservice for Integrating Computer-As-Tool Into the Curriculum. Access at http://darkwing.uoregon.edu/~moursund/
Books/Free.html#BookEffective.

Staff development is often based on relatively new ideas and research-based approaches to improving education. Examples of this from ICT are available in the (required reading) paper:

Moursund. D.G. (March 2005). Increasing the IT Developmental Level and Maturity of Your Students. Accessed 3/14/05: http://darkwing.uoregon.edu/
~moursund/dave/NCCE-2005-Talk.pdf.

Staff Development (continued from previous week).

There is a very large amount of literature on how to design and implement staff development. The following assigned readings will give you a very brief introduction to some of the key ideas.

Moursund, D. and Bielefeldt, T. (1997). An effective inservice model. A quick overview on how to do inservice education.

Moursund, D.G. (1989, 2005). Effective Inservice for Integrating Computer-As-Tool Into the Curriculum. Access at http://darkwing.uoregon.edu/~moursund/
Books/Free.html#BookEffective.

Browse pages 68-73.

Read Chapter 2.3: Questions and Answers: Ask Dr. Dave

Topic: Grant Writing. The required readings are from:

Moursund, D.G. (2002). Obtaining resources for technology in education: A how-to guide for writing proposals, forming partnerships, and raising funds. Access at http://darkwing.uoregon.edu/
~moursund/GrantWriting/index.htm.

Chapter 1: Introduction.
Chapter 7: Evaluation of Formal Proposals
Chapter 8: Components of a Proposal.
Chapter 9: Paying Attention to Details. (Read this chapter before completing Mini-Grant Proposal assignment due in week # 6.)

Topic: Grant Writing. The required readings are from:

Moursund, D.G. (2002). Obtaining resources for technology in education: A how-to guide for writing proposals, forming partnerships, and raising funds. Access at http://darkwing.uoregon.edu/~moursund/
GrantWriting/index.htm.

Appendix B: Sample Private Foundation Proposal

Appendix D: Sample Proposal Written as an Assignment in a Teacher Education Course

We will spend the full class meeting evaluating and discussing these two proposals.

Here is an additional reference. It is not required reading. However, you may find it useful in doing the Grant Writing assignment.

Zhao, Yong et al. (April 2002). Conditions for classroom technology innovations. Teachers College record. Accessed 3/28/04: http://www.tcrecord.org/Content.asp?ContentID=10850.

Note that a person has to "register" to access this Website, but there is no cost. The article discusses 10 innovative, funded (small grant) projects planned by and carried out by classroom teachers. The article provides insight into the quality of project ideas and implementations, how to evaluate such projects, and factors contributing to the success of these types of projects. At a larger level, the article provides a very good introduction to why some innovative ideas for technology in education work, and why some don't. This is an excellent article to use in DAE1 and in the grant writing part of DAE2.

Here are some additional references. None are required reading. Some may prove useful to you in the future. All of the Web addresses listed worked as of 3/14/05.

"Grantionary"
The Grantionary is a list of grant-related terms and their definitions.
http://www.eduplace.com/grants/
help/grantionary.html

"GrantsAlert"
GrantsAlert is a Website that helps nonprofits, especially those involved in education, secure the funds they need to continue their important work.
http://www.grantsalert.com/

"Grant Writing Tips"
SchoolGrants has compiled an excellent set of grant writing tips for those that need help in developing grant proposals.
http://www.schoolgrants.org/tips.htm

"Fundsnet Online Services"
A comprehensive website dedicated to providing nonprofit organizations, colleges, and Universities with information on financial resources available on the Internet. http://www.fundsnetservices.com/

"eSchool News School Funding Center"
Information on up-to-the-minute grant programs, funding sources, and technology funding.
http://www.eschoolnews.com/resources/funding/

"Philanthropy News Digest"
Philanthropy News Digest, a weekly news service of the Foundation Center, is a compendium, in digest form, of philanthropy-related articles and
features culled from print and electronic media outlets nationwide. http://fdncenter.org/pnd/

Topic: AI in Education. The required readings are from:

Moursund, D.G. (2004). Brief Introduction to Educational Implications of Artificial Intelligence. Access at http://darkwing.uoregon.edu/~moursund/AIBook/.

Browse Chapters 1 and 2. It is assumed that you have already learned this material through taking or studying the prerequisite course material.

Chapter 3: Computer Chess and Chesslandia.
Chapter 4: Algorithmic and Heuristic Procedures
Chapter 5: Procedures Used by a Word Processor.

Topic: AI in Education. The required readings are from:

Moursund, D.G. (2004). Brief Introduction to Educational Implications of Artificial Intelligence. Access at http://darkwing.uoregon.edu/~moursund/AIBook/.

Chapter 6: Procedures Used in Game Playing
Chapter 7: Machine Learning
Chapter 8: Summary and Conclusions

Topic: Future of ICT in Education. The required readings are from:

Moursund, D.G. (2004). Planning, Forecasting, and Inventing Your Computers-in-Education Future. Access at http://darkwing.uoregon.edu/~moursund/
InventingFutures/index.htm

Chapter 1: An Invitation
Chapter 2. Inventing the Future
Chapter 3: Some General Background Information
Chapter 4: The Art and Science of Planning
Chapter 5: Art and Science of Forecasting

Topic: Future of ICT in Education. The required readings are from:

Moursund, D.G. (2004). Planning, Forecasting, and Inventing Your Computers-in-Education Future. Access at http://darkwing.uoregon.edu/~moursund/
InventingFutures/index.htm

Chapter 6: The Future, Writ Large
Chapter 8: Forecasts for Computer-Assisted Learning
Chapter 10: Summary and Concluding Remarks

Last day of class. No assigned readings.

Final Exam Week. No assigned readings. No class meetings. No final exam.