Dr. "Dave" Moursund

Teaching and Learning
in the Digital Age (I)

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Updated 1/4/06

Dave Moursund's Blog for the discussion of his current and past writing projects.

Nitty Gritty, Including Course Rules & Regulations

Course Outline



Homework Assignments

Updates and Announcements Updated 12/5/04

Search Engine

Other Useful Links

Free Materials from Moursund

Digital Age 2 Course

Oregon Technology in Education Council

Syllabus for a three (quarter hour) College of Education graduate course for preservice and inservice PreK-12 teachers. Dr. "Dave" Moursund is the course instructor, Click here for Course Calendar.

The class meetings for this 3-credit course are Tuesdays 4:00 pm to 5:50 pm for the first five weeks of the term and the tenth week of the term, and Thursdays 4:00 pm to 5:50 pm all term. (There is no class meeting on Thanksgiving.) All meetings are in Room 201 Condon.

The Tuesday meetings during the first five weeks will focus on Roles of Information and Communication Technology in Problem Solving. These class meetings may include some students who are not enrolled in the Teaching and Learning in the Digital Age (1) course. For a detailed syllabus for this component of the course, go to http://darkwing.uoregon.edu/%7emoursund/SPSB/Short-course.htm

A menu for the Syllabus for the rest of the Teaching and Learning in the Digital Age (1) course is given in the sidebar to your left. Begin the course by reading the Nitty Gritty section. It covers rules, regulations, and a bunch of details associated with the course.

Short Description. This is the first term of a fall quarter and spring quarter (Teaching and Learning in the Digital Age) 2-term sequence. In this 2-term sequence you will gain a broad understanding of Information and Communication Technology (ICT) in education and how ICT is changing and will change the world's education systems. You will learn to plan for change and to be a change agent. You will learn to be a leader in ICT in education. The course is balanced between theory and practice. It is primarily intended for students in elementary education teacher education programs, although others can be admitted with the permission of the instructor.

Many of the students taking this two-term sequence will eventually consider becoming a school building level Technology Facilitator. The ISTE/NCATE standards for this type of position are available at http://cnets.iste.org/ncate/ (click on Technology Facilitation Standards and Rubrics).

Search Engine

This section is designed to facilitate the use of the Google search engine to search three different domains:

  • The domain darkwing.uoregon.edu. This includes this syllabus, all of Moursund's other Websites, and other University of Oregon Websites in the darkwing domain.
  • The domain otec.uoregon.edu. This is the Website of the Oregon Technology in Education Council, a non-profit organization that focuses on Information Technology in Education. Moursund is the Webmaster.
  • All sites indexed by Google.

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.


Search WWW Search darkwing.uoregon.edu Search otec.uoregon.edu


Counter initiated 10/5/02 many

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For possible use in future revisions.

CAL: www.mff.org/pubs/ME161.pdf provides an analysis of the research on CAL up to 1999. Good overview article of 12 pages, suitable for the DAE course.

Moore's Law

Intel's next generation of computer chips will use improved strained
silicon, a technology that can boost performance by 30% by decreasing
inadvertent electricity leakage. In addition, Intel's new 65-nanometer
manufacturing process will incorporate transistors that block power to
other circuits, further conserving power consumption and leakage. The first
chips made with the new process will debut in late 2005, in time to comply
with the relentless timetable imposed by Moore's Law. Experts say by 2021
or so, Moore's Law likely will end, as transistor elements will have
reached their technological limitations on further shrinkage. (CNet
News.com 29 Aug 2004)

To view past issues of the PEN Weekly NewsBlast, visit:

What Works:


Learning Disabilities Resource Community (LDRC). Learning to learn: Thinking and learning skills. Accessed 3/28/04: http://www.ldrc.ca/projects/projects.php?id=26.

This is a free, self instruction, 10 lesson course. Quoting from the Website: Our goal is to create a repository archiving Canada's knowledge of learning disabilities, and bring together all those across the country who are affected directly or indirectly by learning disabilities.


ASCD Research Brief

February 17, 2004 | Volume 2 Number 4 Evaluation of Student Writing: Computer-Printed vs. Handwritten Work



Note 7/11/04: In revising this syllabus, think about:

1. Providing a still clearer emphasis on Piagetian development scales that are discipline specific. The discipline of this course is ICT in Education. One of the goals of the course is to help move students into Formal Operations in ICT in Education.

2. This ties in with (1) above. Pay attention to the ideas in

Wankat, Phillip C. & Oreoviecz, Frank S. (n.d.) Teaching Engineering. Accessed 7/11/04: https://engineering.purdue.edu/ChE/News_and_Events/Publications/teaching_engineering/index.html.

The fall term course has about seven major objectives. Try to state these as measurable behavioral objectives. For example:

1. Overview of ICT in Education as part of the overall Craft and Science of Teaching and Learning. Students will use correct vocabulary and demonstrate understanding as they describe the major components of ICT in Education and analyze them from the point of view of the fundamentals of the Craft and Science of Teaching and Learning. In small group and one-on-one conversations, they will carry on intelligent and educated conversations about how the general field of ICT in Education fits in with the various Big Ideas from their previously studied components of their preservice teacher education program.

2. Goals for ICT in Education. Students will become familiar with the ISTE NETS for Students and ISTE NETS for Teachers. They will analyze their current ICT in Education knowledge and skills relative to the ISTE Standards. Through written and/or oral assessment they will demonstrate understanding of the ISTE standards relative to standards that have been established in other disciplines.

3. Discipline-Specific Formal Operations. Students will demonstrate understanding of Piagetian "Formal Operations" and of the idea of Discipline-Specific Formal Operations They will apply these ideas to their current developmental levels both in general (Piagetian Scale) in specific disciplines such as Reading, Writing, Social Studies, Science, Math, and ICT. Given a lesson plan or unit of study, they will analyze the lesson plan from the point of view of how it will help move students up the general Piagetian Developmental Scale or a Discipline-Specific Developmental Scale, and will make useful suggestions on how to improve the "developmental" aspects of the lesson plan or unit of study.

4. Roles of ICT in Problem Solving. Note that this is one-third of the entire course. Students will demonstrate general ideas of problem solving with a specific discipline and across the discipline by analyzing lesson plans and units of study from the point of view of the nature and extent to which they teach problem solving. They will make learned recommendations for improving and increasing the problem-solving orientation of such lessons and units of study. They will do the same things for roles of ICT within problem solving in non-ICT disciplines.

5. ICT and Special & Gifted Education.

6. Computer-Assisted Learning. Students will demonstrate familiarity with and understanding of several examples of CAL, including HIICAL. In written assessment and/or in oral discussions and assessment they will demonstrate understanding of capabilities and limitations of current CAL relative to non-CAL modes of instruction and aids to student learning.

7. Roles of ICT in Assessment; Assessment of ICT. Students will be able to give and to intelligently discuss current examples of ICT in assessment. Students will be able to develop assessment instruments for assessing lower-order and higher-order knowledge and skills in ICT across the grade levels they are preparing to teach.

In the spring course Teaching and Learning in the Digital Age II we have a two week unit on grant writing. Objective: Students will learn to write an ICT in Education grant proposal.

In the spring course Teaching and Learning in the Digital Age II we devote one-third of the course ICT and PBL. Objective: Students will learn how to develop an ICT-based PBL unit of study of at least five lessons in length, and that fully incorporates the fundamental ideas of ICT in PBL.

In the spring course Teaching and Learning in the Digital Age II we have a three week unit on Needs Assessment for ICT-Oriented Staff Development, and on ICT-Oriented Staff Development. Objective: Students will demonstrate the ability to carry out such a needs assessment in a school, and to design and conduct effective staff development. Two types of staff development to be designed and implemented are; 1) One on one or very small group. 2) Demonstration teaching of a teacher's class, with the teacher participating, helping, and learning to do the teaching that is being demonstrated.


The materials given below are for possible use in the course next year and in writing that I am currently doing or plan to do. These ideas come mainly from reding student papers and from the various newsgroups that I belong to.

Here is a newspaper article about cursive and computers.

Winn, Patrick (2/9/05). Students writing off cursive: Much of the blame falls on increased use of computers. Accessed 2/10/05: http://www.newsobserver.com/news/story/2102725p-8482451c.html

In an era when special education is one of the fastest-growing areas in
school budgets nationwide, new questions arise about the responsibilities
of classroom teachers: To what extent should schools take steps to help
children with social and emotional disabilities, particularly when
children demonstrate strong academic capacities? Which of these kids
belong in special ed and which just need extra help -- from counseling to
greater supervision on the playground? These have become important
questions as budgets tighten in schools across the country and the
diagnosis of learning disabilities soars in both number and variety,
reports Sara Miller. "Special education is making us rethink what
education is," says Perry Zirkel, an education law specialist at Lehigh
University in Pennsylvania. Many educators agree that education expands
beyond books, he says, but opinions differ across districts on where the
line should be drawn. "Is it just reading, writing, and arithmetic? Or
[should education be] interpreted more broadly to include interaction with
others and social skills?" One thing is clear: The number of children in
the United States who qualify for special education is up nearly 40
percent in the past decade: Some 6.5 million children between ages 3 and
21 have been diagnosed with special needs - and cost at least twice as
much as other kids to educate. Of some $50 billion (and rising) spent on
special ed annually, the federal government contributes only about 18
percent. Although national numbers haven't been tallied, special education
spending is the fastest growing expenditure for schools, says Bruce Hunter
of the American Association of School Administrators. When special
education laws were created in the 1970s, "we had no idea what we were
getting into," he says. Some experts, indeed, worry about "mission creep,"
with an ever-expanding list of mental impairments.

Jackson, L. (n.d.). Tips for creating your own webquests. Education World, Retrieved Oct 21, 2004, from http://www.educationworld.com/a_tech/techtorial/techtorial041.pdf.

ICT and Oregon's common curriculum goals, March 2002. http://www.ode.state.or.us/teachlearn/subjects/technology/instrtec.pdf

Ravalgia, R., Suppes, P. Stillenger, C., and Alper, T. (1994). Computer-based mathematics and physics for gifted students. Retrieved November 18, 2004, from Education Program for Gifted Youth. Website: http://epgy.stanford.edu/research/gifted.pdf
This paper discusses the use of CAL for teaching high-end math and physics, with results that point to the success of CAL in this area. Benefits discussed are high gains in grades with limited resources, and student controlled pace of learning.
See also the 2004 reference http://www-epgy.stanford.edu/.

National Association for Gifted Children. (2004). NAGC parent guide. Retrieved November 18, 2004, from http://www.nagc.org/ParentInfo/index.html.

OTEC. (2004). Talented and Gifted Students. Retrieved November 17, 2004 from: http://otec.uoregon.edu/tag.htm.


Oregon TAG: http://www.ode.state.or.us/teachlearn/specialty/tag/faq.aspx.

Baltimore County Public Schools, (n.d.). Elementary assessment tools. retrieved Nov. 11, 2004, from Assessment Tools Web site: http://www.bcps.org/offices/lis/models/tips/assess-elem.html.
This is an awesome website with self-assessments for all subject areas and types of assessments. It has rubrics for songs, posters, websites, all kinds of writing, displays, etc... If you are looking for it, it is here. Awesome!

Maslow heirarchy of needs. http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Once the lower level of needs are met, schooling can help a lot on the higher levels.

Pearson Education, Inc. (2004). Funbrain. Retrieved October 27, 2004 from http://www.funbrain.com/. This website provides free games for a variety of disciplines, including 25 math games. Games can be selected by grade level. Other games may be distracting, but could be used well if individual games are provided as direct links on classroom computer favorites page.

Annotation: Perhaps include: "Search Google using" and then give the search term used. Here is a possible format:

Retrieved October 27, 2004: http://www.funbrain.com/. Google search: computer games elementary school.

Here is another example, from a student:

Nichols Elementary School Web Page. Retrieved October 27, 2004 from: http://nichols.cabe.k12.wv.us/use.html
This website is the homepage for Nichols Elementary School in West Virginia. There is information about the school and district, as well as their acceptable use policy. I found this site by doing a Google search for “acceptable use policies” and “elementary schools”.

Eugene 4J Acceptable Use Policy http://www.4j.lane.edu/4jnet/4jnetguidelines.html.

The Army's Joint Fires and Effects Trainer Systems (JFETS) offers
U.S. military personnel ultra-real simulation training through its "Urban
Terrain Module" and "Outdoor Terrain Module" exercises. Since September,
more than 300 officers have trained at the compound, learning new fighting
techniques through a new breed of military simulator that's "part
videogame/part Hollywood soundstage with a serious dose of theme park
thrill." "It's really all about cognitive training, decision-making under
stress," says Randy Hill, director of applied research at the Institute for
Creative Technologies, a consortium of educators, videogame makers,
entertainment firms and military representatives. Last year the Army
extended its contract with ICT in a five-year deal worth $100 million. The
new approach to training not only saves the military live-ammunition costs
-- it also clicks with a new generation of recruits that have grown up
playing videogames, such as "Halo" and "Battlefield: 1942." "It's as close
to the real thing as we can make it," says one officer, who recalls his
training back 1993 as largely consisting of slide shows on a projector. "In
10 years we've come this far. I can't imagine what it'll be like in another
10." (AP/Washington Post 19 Dec 2004)

( NewsScan Daily, 20 December 2004 ("Above The Fold")

Free Dyslexia screening via the Web See:


One of the best collections of lesson plans and resources continues to be the MarcoPolo website, at http://www.marcopolo-education.org/.

Decline in leisure reading. See http://www.asbj.com/current/coverstory.html Accessed 12/31/04.