Digital Age I
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Reading Assignments (and Advice)

Date of Class Meeting

Specific material to read before the start of class on the days listed.

Week # 1

Note: It is possible that you will not have done this first week's reading assignment before the first day of class. However, please complete these readings before the week 2 class meeting.

Read the Preface, Chapter 0, and Chapter 9 of Moursund's book: Introduction to Information and Communication Technology in Education. Also, spend some time browsing the whole book. You may find that you want to read some of the chapters now, rather than later. For example, Chapter 6 contains some overview information that may help you to better understand what is going on in our course.

Familiarize yourself with the following four Websites:

Week # 2

The following reading assignment should be completed before the second class meeting.

Read Chapter 1 (Foundational Material) in Introduction to ICT in Education

Read the learning theory materials at http://otec.uoregon.edu/learning_theory.htm

Pay special attention to constructivism, situated learning, and transfer of learning.

Spend some time browsing the Website: http://darkwing.uoregon.edu/%7emoursund/
ICT-planning/index.htm
. In particular, look at the ICT Tools self assessment at http://darkwing.uoregon.edu/%7emoursund/ICT-planning/topic-1-sa.htm. Note the mention of ISTE Standards, and think about how well you are able to self-assess.

Spend some time browsing the ISTE National Educational Technology Standards for Students. These are available in the ISTE book we provided free in class (NETS for Students: Connecting Curriculum and Technology). You can also access these standards on the Web at: http://cnets.iste.org/students/. Look for the Student Profiles section listed in the menu on the left side of the page.

Spend a little time browsing the following part of the OTEC Website: Lesson Plans and Websites for Teachers

The intent is become aware that there are literally tens of thousands of lesson plans available on the Web.

Browse the first chapter of How People Learn: Brain, Mind, Experience, and School, by Bransford et al. . The whole book is available free in html format at http://books.nap.edu/html/howpeople1/.

This whole book is excellent, and you are well advised to familiarize yourself with the book and keep it in mind for future use, for example when doing a Capstone project.

Week # 3

The following reading assignment should be completed before the third class meeting.

Carefully read the Topics for Week 3 Class Meeting section of the Course Outline for this course. Read Chapter 2 Gaining Increased ICT in Education Expertise of Moursund's book: Introduction to ICT in Education.

Week # 4

The following reading assignment should be completed before the fourth class meeting.

Read Chapter 5, ICT as Curriculum Content, of Moursund's book. Introduction to ICT in Education.

Spend some time browsing Integrating IT Into Each Subject Area, from the OTEC Website.

Week # 5

The following reading assignment should be completed before the fifth class meeting.

Chapter 3, Compelling and Second Order Applications, in Moursund's book Introduction to ICT in Education.

Chapter 4, Generic Computer Tools, in Moursund's book Introduction to ICT in Education.

Read Moursund, D.G. (2002b). Getting to the second order: Moving beyond amplification uses of information and communications technology in education. Learning and Leading with Technology. v30 n1.

Read Moursund, D.G. (May 2003). On the Edge of Soon. Learning and Leading with Technology. v30 n8.

Week # 6

The following reading assignment should be completed before the sixth class meeting.

Chapter 6, ICT as an Aid to Teaching and Learning, in Moursund's book Introduction to ICT in Education.

Familiarize yourself with Oregon Public Information Network (OPEN) information on Distance Education in Oregon at http://www.openc.k12.or.us/distance.html.

Read A Quantitative Synthesis of Recent Research on the Effects of Teaching and Learning With Technology on Student Outcomes from the Website http://www.ncrel.org/tech/effects/intro.htm.

Read Tufte, Edward (September 2003). PowerPoint Is Evil. Power Corrupts. PowerPoint Corrupts Absolutely. Wired Magazine. Issue 11.09. Accessed 8/7/04: http://www.wired.com/wired/archive/11.09/ppt2.html.

Browse the site:

http://www.ecs.org/html/offsite.asp?document=
http%3A%2F%2Fwww%2Enacol%2Eorg

At this site, browse Virtual Schools Forum Report by the Center for Digital Education and the U.S. Department of Education.

Browse the No Significant Difference website at http://nt.media.hku.hk/no_sig_diff/phenom1.html. There is a huge amount of research data on distance learning.

Week # 7

The following reading assignment should be completed before the seventh class meeting.

Read Chapter 7, ICT in Assessment and Accountability, of Introduction to ICT in Education .

Wiggins, Grant. The Case for Authentic Assessment. ERIC Digest. Accessed1/21/04: http://pareonline.net/getvn.asp?v=2&n=2 .

Week # 8

The following reading assignment should be completed before the eighth class meeting.

Browse the Education section of http://www.icdr.us/documents/definitions.htm. (The goal is merely to have you become award of this Website on Federal Statutory Definitions of Disability. You will not be tested on this content material.)

Read Chapter 8 ICT in Special and Gifted Education of Introduction to ICT in Education.

Mayfield, Kendra ( Jul. 22, 2002). Raising the Accessibility Bar. Wired News. Accessed 10/13/03: http://www.wired.com/news/
technology/0,1282,53930,00.html
. Read the article. Here is a tidbit from it.

An Italian inventor built the first typewriter to help a blind countess write legibly. Alexander Graham Bell invented the telephone because his wife and mother were deaf. The remote control was invented for people with limited mobility. Today's office scanners evolved from technologies created to make talking books for the blind.

Week # 9

Note: The class does not meet this week, due to Thanksgiving vacation. Here are some good things to read. However, these are not required reading and you will not be tested over them.

Byrum, Elizabeth and Bingham, Margaret (2001) Lessons Learned: Factors influencing the effective use of technology for teaching and learning. [Online]. Accessed 8/8/04: http://www.serve.org/seir-tec/publications/lessons.pdf.

Note: The Byrum and Bingham article provides a good practitioner-oriented summary of what is known about effective uses of ICT in education.

Creative Commons. Licenses explained. Accessed 10/13/03: http://creativecommons.org/learn/licenses/.

Offering your work under a Creative Commons license does not mean giving up your copyright. It means offering some of your rights to any taker, and only on certain conditions.

What conditions? Our site will let you mix and match such conditions from the list of options below. There are a total of eleven Creative Commons licenses to choose from.

Week # 10

No assigned readings. This is the last class meeting. Students will be doing inclass presentations.

Week # 11

No assigned readings. This is the scheduled Final Exam week.

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Reading Assignments (and Advice)

The ICT in education literature is large and steadily growing. Moreover, ICT is an important component of each academic discipline. Thus, learning ICT in education and then keeping up in the field is a challenging task.

Reading is inherently a constructivist activity. Your conscious and subconscious mind make meaning of what you read based on what your conscious and subconscious mind already know. Making meaning is a higher-order cognitive process requiring focussed and conscious attention.

Here are a few things to consider that may help you to make increased effective use of your time as you read ICT in education materials.

  1. The speed at which you can effectively read various materials varies tremendously with the materials. You may be able to read a novel at one or two pages a minute. But, when reading a highly technical article or book you may need to devote 10 or 20 times as much time per page. Adjust your reading speed to the "density and complexity" of the materials you are reading. Also, think carefully about the difference between "browse to get a quick overview of the big ideas" versus "read for deep understanding." If you are not already skilled in browsing versus reading, practice this as you do reading for this and your other courses. You will find it useful in your professional work to be good at both browsing and at reading.
  2. When reading academic materials (such as for this course) pause frequently to reflect on the "Big Ideas." What have you just read that seems worthwhile incorporating into your repertoire of routinely used knowledge, and that you are likely want to remember for many years to come?
  3. If you are going to be tested over your reading, it is helpful to know the general nature of the tests you will face.
    1. If the tests focus on Big Ideas and how they fit together with previous Big Ideas from the course and previous courses, then spend a lot of your reading time reflecting on the new Big Ideas and integrating them with previous Big Ideas.
    2. If the test focuses mainly on small ideas and quick recall of memorized facts, then you will have to spend time on this (mostly useless) learning task. Even then, attempt to associate a Big Idea with each list of small ideas that you are memorizing.
  4. At this stage of your educational career you should have developed note taking, outlining, highlighting, and other study skills techniques that work for you. Use them! If you education on study skills has been weak, do some studying in this area. Use the terms study skills in a search engine such as Google to get a list of relevant reading materials on this topic.
  5. Ask yourself (and answer) questions such as:
    1. "Why was this particular reading task assigned? (Why does the instructor think it is important?)
    2. How does this reading fit with the current major topics being covered in the course and the whole course?
    3. If I were going to make up some questions over this material, what would I make up? (Make up some higher-order questions and some lower-order questions, and answer them.)

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