EDC&I 434
Introduction to Educational Computing

Chet Hedden
412B Miller Hall

This course is intended to provide opportunities for self-directed learning through exposure to a wide range of topics in educational computing, and through experience and experimentation with educational computing activities. Special emphasis will be placed on two student activities: using the Internet to connect and share information and ideas among classrooms on geographically dispersed campuses, and creation of a computer-based lesson using an authoring tool.


Maddux, Johnson, & Willis, Educational Computing: Learning with Tomorrow's Technologies


The first 90 minutes of most class meetings will consist of discussion of the assigned reading, presentation of student article reports, instructor lecture-demonstrations, and a video related to the day's topic. The second half of each class meeting will be devoted to working with the lab computers on:

(1) applied exploration of the scheduled topic, and / or
(2) course assignments (messages to and from EDUC-TEL, the model school
report, the courseware project).

Allocation of sufficient time for the required projects, both during scheduled class periods and at other times as needed, is the student's responsibility.

I can answer most questions by e-mail on the same day virtually anytime during the week, including most weekends. Please use e-mail to consult with me about any aspect of the course or your studies, day or night. Please always use the subject line "434" so that I will notice and respond to your message as soon as possible.


Week 1 Introductions; course overview; video: TV 2000; EDUC-TEL
sign-up; article topic sign-ups

Week 2 Video: The Machine that Changed the World: Inventing the
form groups for model school field trip/ report project

Reading: Chapters 1, 3

Week 3 Type A Software: word processor, database manager,
spreadsheet, graphics tools; videos: El Cerrito, Bellrive,
Alpine, & Marine Park

DUE: Introductory Messages to EDUC-TEL
DUE: Type A Software articles
Reading: Chapters 7, 10, 12

Week 4 Type B Software: drill & practice, tutorial, game, simulation

DUE: Type B Software articles
Reading: Chapters 5, 9

Week 5Courseware Authoring

DUE: Model School Report to EDUC-TEL

Week 6 Courseware Authoring

DUE: Courseware Project Plan

Week 7 Multimedia, CD-ROM, laserdisc; videos: Church Street &

DUE: Multimedia articles
Reading: Chapters 15, 16

Week 8 Integration in Classroom Practice; videos:Yujin Gakuen &
Patrick Henry

DUE: Integration articles
Reading: Model School Reports on the EDUC-TEL list

Week 9 Virtual Reality; video: Discovering Virtual Reality: An
Experiment in Learning

DUE: Virtual Reality articles
Reading: To be provided

Week 10 Courseware Project Presentations

DUE: Courseware Project


In addition to the projects described below, you are expected to complete the assigned reading before class and prepare to ask a question or state your views on the topic.

Due Dates for Principal Assignments

April 12 - Introductory Messages to EDUC-TEL

This assignment has three parts:
(1) Subscribe to our special Internet Mailserv list EDUC-TEL.
(2) Send a message introducing yourself to the other student subscribers on
the EDUC-TEL list.
(3) Reply to one or more of the issues raised either by the instructors (Nancy
Hunt at Cal State, Matt Maurer at Butler, or Chet Hedden at Washington),
or one or more of the student subscribers to the EDUC-TEL list.

April 26 - Model School Report to EDUC-TEL

This assignment has three parts:
(1) Working in small groups, you will locate and visit a "model" technology
school in the Puget Sound region. Your visit should include observation of
student and/or teacher activity, hardware and software, and discussion with
a teacher, principal, librarian, technology coordinator, or other knowledgeable
(2) Working individually, you will write a two-page report of your observations
using a word processor. You will then "upload" your report to PINE and send
it to the EDUC-TEL list for review and comment by students at Cal State and
(3) Read and prepare to compare the results of our research with those reported
by students on the other campuses. We will discuss the results of all the
reports posted on the EDUC-TEL list on May 17.

Districts and schools in our area that are rumored (not verified by me) to have notable technology programs include the Shoreline District (especially Kellogg Middle School and Shorecrest High School); Northshore, Edmonds, Lake Washington, Bellevue, and Issaquah School Districts; and Rainier Beach and Nathan Hale High Schools in Seattle. It will be your responsibility to find the schools in the Puget Sound area that are making good use of computers, visit one of them, and write up and share your observations with all subscribers to the EDUC-TEL list.

April 12 - May 24 - Article Assignment

Due Dates & Topics
April 12 - Type A Software
April 19 - Type B Software
May 10 - Multimedia
May 17 - Integration in Classroom Practice
May 24 - Virtual Reality

The Article Assignment has four parts:
(1) Choose one topic from the above list.
(2) Find one article that interests you in the research literature on that topic.
(3) Copy the article.
(4) Describe the article to the class on the day the topic is scheduled to be

Be prepared to answer questions about your article posed by your classmates. Please also hand in one copy of the article (unstapled). I will copy and distribute all the articles to the class on May 31.

May 3 - Courseware Project Plan

Send to me via e-mail a one-half page plan for a lesson you will produce using Authorware Professional or equivalent software. Describe the students, the learning outcome(s), and the strategies you will use.

May 31 - Courseware Project

Using the instructional design guidelines I will provide in lectures on April 26 and May 3, and Authorware Professional or other software provided by you, create a simple, computer-based lesson that teaches a fact, a concept, a rule, or a procedure. Present your work at the last class meeting and provide me with a copy on a 3.5 inch floppy disk.


The course is graded credit/no credit. For credit, students must satisfactorily complete all assignments, attend class, and participate in activities and discussions. Unsatisfactory work will not receive credit.

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