Teaching and Learning in the Digital Age (2): A 2-Credit, University of Oregon, College of Education Course

This course meets during all ten weeks of the term 6:00 to 7:50 on Thursdays in Room 155.

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This is the Home Page of the Digital Age Education 2 Course


Digital Age 1 Course

Dave Moursund's Personal Website

Oregon Technology in Education Council

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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:

  • ICT and TAG education.
  • Staff development.
  • Grant writing.
  • Artificial Intelligence (including computer games).
  • Future of ICT in education.

Very short overview. Here is a very rough course outline:

  • Getting started. One class meeting is devoted to reviewing key ideas from the DAE1 (fall term) course, introducing some of the key ideas for this term, and laying the groundwork for an ICT in TAG education assignment.
  • Staff Development. Two class meetings. A major term project focuses on staff development.
  • Grant Writing. Two class meetings.
  • Artificial Intelligence, including Roles of Computer-based Games in Education. Two class meetings.
  • Future of ICT in Education. Two class meetings.
  • Student presentations. The final class meeting; this will be a 4-hour marathon session, 4:00 to 7:50.

Course Instructor

Office Hours and Contact Information

Rules, Regulations, and Policies.


Google Search Engine. Use Google to search the "Darkwing" domain—it 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.

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Dave Moursund

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.

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Office Hours and Contact Information

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: moursund@uoregon.edu. 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.

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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.

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Google 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 includes all of Moursund's Websites and many other University of Oregon Websites.
  • The domain otec.uoregon.edu. This is the Website of the Oregon Technology in Education Council and it 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


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There are several ways to modify the default search behavior.

1. phrase search

The search engine supports three types of phrase search.

To match an exact phrase, use quotes around the phrase

Example: "free search engine"

To match a near (within a couple of words) phrase, use square brackets [around the words]

Example: [free search engine]

To match a far (within several words) phrase, use braces { around the words }

Example: {free search engine}

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Possible resources for Future Revisions of the Course

Johnson, Doug (2005). Top Ten Secrets for a Successful Workshop. dougj@doug-johnson.com
Accessed 7/28/05: http://www.doug-johnson.com/dougwri/sw.htm

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
Sunday, February 06, 2005
STEVEN CARTER http://www.oregonlive.com/search/index.ssf?/base/news/1107608696300720.xml?oregonian?lced

www.gatesfoundation.org/nr/downloads/ ed/researchevaluation/TLP2003Final.pdf

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
Visionary tells how biotechnology and nanotechnology will extend human life spans into near immortality.
Tom Spring
From the December 2004 issue of PC World magazine
Posted Monday, November 01, 2004 Accessed 11/2/04: http://www.pcworld.com/news/article/0,aid,118375,00.asp.

Jakob Nielsen's Alertbox, November 22, 2004:
Undoing the Industrial Revolution Summary:
The last 200 years have driven centralization and changed the human experience in ways that conflict with evolution. The Internet will reestablish a more balanced, decentralized lifestyle. http://www.useit.com/alertbox/20041122.html. This provides a nice summary of the industrial revolution from a business perspective.

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.