<ref></ref>Information Age Education (IAE) is an Oregon non-profit corporation created by David Moursund in July, 2007. It works to improve the informal and formal education of people of all ages throughout the world. A number of people have contributed their time and expertise in developing the materials that are made available free in the various IAE publications. Click here to learn how you can help develop new IAE materials.
Ph.D. (Mathematics, specializing in Numerical Analysis), University of Wisconsin-Madison, 1963.
M.S. (Mathematics), University of Wisconsin-Madison, 1960.
B.A. (Mathematics, minor in Physics), University of Oregon, 1958.
High School diploma, Eugene High School, 1954. (Roosevelt Junior High School and Condon Elementary School, Eugene, Oregon.)
Emeritus Professor, University of Oregon, 2005 to present.
Professor of Education, University of Oregon, 1982-2005.
Professor of Computer & Information Science, University of Oregon, 1976-1986.
Associate Professor, Department of Computer Science, University of Oregon, 1969-1976. (Department Chair, 1969-1975.)
Associate Professor, Department of Mathematics, University of Oregon, 1967-1969.
Associate Professor, Department of Mathematics and College of Engineering (Computer Center), Michigan State University, 1966-1967.
Assistant Professor, Department of Mathematics and College of Engineering (Computer Center), Michigan State University, 1963-66.
Instructor, Department of Mathematics, University of Wisconsin-Madison, January, 1963-June, 1963.
Editor-in Chief and Executive Officer for Research and Development, ISTE, July-March, 2001. Retired from ISTE March, 2001.
Editor-in-Chief and Executive Officer, ISTE, 1989-1998.
Editor-in-Chief and Chief Executive Officer, International Council for Computers in Education (ICCE), 1979-1989.
Awards and Honors, Grants
2002. Lifetime Achievement Award of the Society for Information Technology in Teacher Education (SITE).
2002. Member of the Advisory Committee for eTIP Cases, a three year PTTT Catalyst Grant.
2001. Top 25 Education Technology Advocates Award for District Administration: K-12 Education Leadership, Curriculum, Technology, & Trends.
1999. NECC Pioneer. I was one of 20 people selected as NECC Pioneers, with the presentation occurring at the 1999 National Educational Computing Conference (NECC) in Atlantic City, NJ. The first NECC was held in Iowa in 1979, and I attended that small conference of perhaps 200 to 250 attendees. NECC was an outgrowth of the Computer Conference on the Undergraduate Curriculum, which was held for the previous 10 years under National Science Foundation sponsorship.
1999. Top 30 Most Significant People in Educational Technology selected by eSchool News. Accessed 12/3/01: http://www.att.com/learningnetwork/30_top.html.
1998. Paul Pair Award for Lifetime Achievement. Instructional Technology in Education, ISTE.
1998. "100 Most Influential" list selected by the editorial board of Homework Central. (http://www.homeworkcentral.com)
1998. Making It Happen award. Also known as the "Pink Jacket" award, a corporate/media award given to leaders in the field of Instructional Technology in education.
1998. ISTE Staff Appreciation Award.
1990. Distinguished Alumni Award. University of Oregon College of Arts and Sciences.
1988. President's Award. Northwest Council for Computer Education (NCCE).
1982. Recognition of Service Award. Association for Computing Machinery (ACM) for work as Chairman of Subcommittee on Elementary and Secondary Education, 1978-1982. Signed by David H Brandin, President and Adele Goldberg, Secretary. I had started working with the ACM Subcommittee on Secondary Education several years earlier. At that time, there was no Subcommittee on Elementary Education. My work led to the expansion of the Secondary Education Committee into the Elementary and Secondary Committee, and I was its first chair.
- During my time on the committee, I took a leadership role in putting together two reports titled ACM Topics: Computer Education for Elementary and Secondary Schools. The January, 1981, publication was 92 pages in length and the January, 1983. issue was 111 pages in length.
1958. Woodrow Wilson Fellowship, Wisconsin Alumni Fellowship, and National Science Foundation Fellowship (each a three-year grant) for graduate studies. Accepted the NSF Fellowship scholarship and attended the University of Wisconsin-Madison for both master's degree and doctorate in mathematics.
1958. Distinguished ROTC (Military) Award.
1958. DeCou Prize for Outstanding Mathematics Major. University of Oregon.
1958. Elected to "Senior Six", University of Oregon Phi Beta Kappa. Graduated second in the 1958 class (based on GPA) at the University of Oregon.
1956. Crown Zellerbach Scholarship for junior and senior years, awarded to the most outstanding University of Oregon student who has completed two years of Chemistry.
1956. Outstanding Student in Freshman Physics, Freshman Chemistry, and Freshman Mathematics. University of Oregon Freshman book prizes (3 awards).
ICCE and ISTE Editorials
I started The Oregon Computing Teacher journal in May, 1974. In 1979, this became The Computing Teacher and in 1995 it became Learning and Leading with Technology, widely accepted today as a leader in the field of K-12 Instructional Technology. I served as the Editor-in-Chief of this publication from its inception until I retired from ISTE in 2001.
During this time span, most issues of the publication contained an editorial or editor's message that I wrote. Occasionally, a guest editorial was substituted. To a large extent, my editorials focused on timely but ongoing topics. They identified a problem and provided ideas on possible solutions to the problem. The complete set of David Moursund's editorials is available online as free PDF documents.
My most recent project is the creation of the non-profit organization, Information Age Education(IAE). Its goal is to help improve teaching and learning by people of all ages, throughout the world. Current IAE activities include:
- Website at http://i-a-e.org/home.html. This is one of IAE's home pages.
- IAE Blog at http://i-a-e.org/iae-blog.html.
- IAE-pedia (a wiki) at http://iae-pedia.org/.
- IAE Newsletters at http://i-a-e.org/iae-newsletter.html.
Responses to Reader-posed Questions
Q. Why did you leave ISTE?
A. This is a delicate question. I spent a great deal of my professional career starting and nurturing the International Council for Computers in Education (ICCE), and continued with this work when ICCE became the International Society for Technology in Education. During much of this time, I worked about 2/3 time for the University of Oregon and 1/3 time for ICCE-ISTE. My ICCE-ISTE salary was set by the rate of pay I received as a faculty member at the University of Oregon.
Eventually, the ISTE Board became dissatisfied with my leadership of ISTE. The organization's staff had grown quite large. The Board decided that ISTE needed a full time person running the organization. I decided not to take that position. My position at ISTE was changed from being the Executive Officer who was head of the organization to being Executive Officer in charge of ISTE's Research and Evaluation operations. I continued to hold my position of ISTE's Editor in Chief.
A search was conducted to find a person to work full time as ISTE's Chief Executive Officer, and a full time CEO was hired. It seemed to me that the new CEO and I got along fairly well, and I did my best to be cooperative and collaborative. However, eventually we locked horns over whether or not ISTE actually had a Board-approved Minority Fund. From my point of view, ISTE had such a fund, had been receiving contributions into it for several years, and had been spending from that fund to carry out a variety of activities supporting minorities. The new CEO wanted to roll these funds into the general ISTE funds, and claimed that there was no evidence of an official action by the Board of Directors to create the Minority Fund.
This disagreement became "heated." The CEO and I each hired a lawyer. The final outcome was that I left ISTE, but received a "golden parachute" payment that represented my salary at .333 FTE for 14 months. (The golden parachute was was a component of my long term contract with ISTE.) The money was paid to the University of Oregon and I put most of it into a scholarship fund. The remainder was used to defray my legal expenses.
Please note that the CEO that I had my disagreement with was not Don Knezek, a CEO who was hired after I left ISTE.
Q. Why do you write books and make them available free under a Creative Commons License?
A. There are two parts to this answer. First, I don't like the hassle of dealing with commercial publishers, such as writing to meet their perceived needs. Second, I believe that writing free books is a way to help contribute to the world and to help pay back for all of the good things that the world has done for me. I have a very nice retirement from the University of Oregon and I don't need book royalty income to support my life style. It gives me considerable satisfaction to be able to write what I want to write and to share my writing freely with the world.
Q. You write a lot. Do you enjoy doing this?
A. Writing gives me considerable pleasure. The writing process requires that I read a great deal, communicate with many people, and think a lot. The publication process is quite similar to teaching—except that I don't have to grade papers and assign grades to students. Thus, I can continue to be a teacher and not have to do the one part of teaching that I don't like doing.
Q. I understand that you have "face blindness." How has this affected you?
A. Face blindness is a layman's term for prosopagnosia. According to a 7/28/2010 article at http://www.aftau.org/site/News2?page=NewsArticle&id=12615, two-percent of people suffer from this problem. In essence, it means they have great difficulty in recognizing people by their faces.
For myself, I was not aware of this problem until I read an article about it in a weekly news magazine about ten years ago. It then became apparent why I often couldn't pick out my wife's face in a crowd and explained some difficulties I had in working with students and colleagues, even in small groups. Of course, I can recognize many of the people I know well from their voices, mannerisms, clothing, context, and so on.
Nowadays I am able to be open about this problem, so people often help me when I don't seem to recognize who they are. Of course, I also suffer from two problem that many older people encounter—not being able to quickly remember names of people that I do know, and becoming more "creaky." A double whammy. Ces't la vie.
Q. (Readers: Feel free to submit questions. Questions should be sent to firstname.lastname@example.org.)
Some Personal Background
I grew up in a nice middle-class neighborhood located about a mile from the edge of the University of Oregon campus. Condon Elementary School and Roosevelt Junior High School were within easy walking distance. Several nearby neighbors were faculty at the UO, a couple were doctors, and a couple were precollege teachers.
The neighborhood area had once been a fruit orchard, and quite a few of the fruit trees were still there. There were nearby vacant lots that made for great places to play. There were quite a few kids in the neighborhood, so it was always easy to find a group to play with. Kick the can, hide and seek, kite flying, and sports were standard neighborhood outdoor activities.
Early on I displayed considerable talent in math, and my home environment strongly encouraged my progress in this area. By the time I was in the ninth grade, I had set my educational and vocational sights on becoming a math professor. After achieving this goal, I "drifted off" into the field of teacher education, with a side trip as head of the Computer Science Department at the University of Oregon. I am well known for my contributions to the field of computers in education and for founding the organization that eventually became the International Society for Technology in Education (ISTE).
I first became involved with Information and Communication Technology (ICT) in education in the summer of 1963, when I helped to teach some high school talented and gifted students about uses of computers in math. By that time, quite a few people had made computers available to precollege students. FORTRAN (developed during 1954-1957, and first made widely available on 15 April, 1957) was in wide use. With access to a key-punch machine, students could write and edit their programs and have them run at a nearby college or business.Aberdeen Proving Grounds via the ROTC program, but did not encounter any computer technology there. After I returned home, I visited Oregon State University and got a chance to play a little bit with their ALWAC computer. (See picture.) That was my first encounter with a computer.
When I arrived at the University of Wisconsin-Madison in the summer of 1959 to begin my graduate work, they were using an IBM 650 computer in their computer courses. I audited an IBM 650 assembler language programming course for the first half of the term, doing all of the assignments and taking the midterm exam. I think I made a perfect score on this midterm. The course seemed both interesting and relatively easy for me. However, I was carrying a full load of math courses and spending a lot of time with a newly acquired girlfriend, so did not continue in the course. That 1/2 of a course constitutes the totality of my formal coursework directly about computers during my entire undergraduate and graduate education.
Later, during my time at the University of Wisconsin, the university acquired Control Data Corporation hardware and FORTRAN, and I taught myself to program in FORTRAN. My doctoral dissertation in Numerical Analysis included some computational examples. However, this computation was done using a Linear Programming package, rather than using programs I had written.
I finished my doctorate in January, 1963, and was an Instructor in the Math Department at the University of Wisconsin for one semester. I then began an Assistant Professorship position at Michigan State University (MSU) in the fall of 1963. I held a joint appointment between the Math Department and the Computing Center in the College of Engineering. The BASIC programming language was still under development and not yet widely available. My recollection is that in 1965, while I was teaching at Michigan State University, I first gained access to the programming language BASIC. The MSU Computing Center had a Teletype terminal that accessed a computer in Chicago, and so I became acquainted with time-shared BASIC.
During my four years at Michigan State University, I did quite a lot of FORTRAN programming, developing programs that tied in with my research. I initiated a numerical analysis book-writing project with two of my colleagues, and used FORTRAN throughout the book. The book ended up with just two authors, as the third author became ill. Elementary Theory and Application of Numerical Analysis was published by McGraw-Hill in 1967.
Also, while I was at MSU I began to teach precollege teachers who were attending summer institutes. In the summer of 1965, I taught in an institute run by other faculty. In the summers of 1966 and 1967, I was the project director of the MSU National Science Foundation summer institutes. In each of these two summers, all of the participants took a FORTRAN programming course, a numerical analysis course, and an overview (review of) calculus course.
By the time I left MSU at the end of the summer of 1967, I was thoroughly hooked on being a teacher of teachers. I found this to be far more personally rewarding than the other courses I was teaching. I also had succeeded in being the major professor of three students who completed their doctorates in mathematics, and had been promoted to Associate Professor with tenure.
Since my retirement from the University of Oregon, I have continued my active involvement in the fields of math education, computers in education, and brain science. I have established a non-profit organization named Information Age Education (IAE) and I publish extensively on the IAE websites. I have increased my involvement in the field of math education. This includes speaking at various conferences and being a regular contributor to the Discussion Lists of the NCSM, the Oregon Council of Teachers of Mathematics, and Oregon's Teachers of Teachers of Mathematics.
Article about Moursund's Retirement from ISTE
ISTE honored me upon my retirement from ISTE in March, 2001. The following article is reprinted with permission from ISTE® (International Society for Technology in Education), © 2001, www.iste.org. All rights reserved.
Educational Technology Pioneer Retires from ISTE
(12 Jun 2001)
- After more than thirty-five years of service and groundbreaking leadership in the field of educational technology, former ISTE Editor and Executive Officer, Dr. Dave Moursund has retired from ISTE. In the following article, past students and colleagues share their candid reflections on Dave's career, unique personality, and his vision for a revolution in education.
- Revolutionary Vision
- “Dave had an incredible impact on our field, he was raising questions, important questions, before most anybody. He is certainly the one who influenced me the most,” says Dr. Neal Strudler, College of Education, University of Nevada, Las Vegas, a past employee of ISTE and one of Dr. Moursund's former doctoral students.
- Exceptional Scholar
- Dr. Moursund received his doctorate in mathematics from the University of Wisconsin-Madison in 1963. He has since authored or co-authored more than 60 books and several hundred articles in the field of computers in education. In addition to positions at the UO, other academic highlights include work as Assistant Professor (1963–66) and Associate Professor (1966–67) in the Department of Mathematics and College of Engineering (Computer Center) at Michigan State University.
- “He's one of those that I would call an 'old-timer',” says Dr. Gary Bitter, ISTE's first elected president (1990–91). “Dave was one of the original people who had a great deal of understanding for the philosophy of the role of technology in computer education and a talent for getting people together to support the movement. He's been a truly great friend and colleague. I certainly admire and respect all that he's done.”
- Powerful leader
- Dr. Moursund founded the International Council for Computers in Education (ICCE) in 1979 and served as executive officer of the organization from 1979 to 1989. During his time with ICCE, [Correction inserted 8/29/07. The first five words of the previous sentence should be: Prior to starting ICCE] he started the publication The Oregon Computing Teacher that later became The Computing Teacher, predecessor of the current Learning & Leading with Technology. After ICCE merged with IACE, the International Association for Computing in Education, to become the International Society for Technology in Education (ISTE) in 1989, he served as executive officer of ISTE from 1989–98.
- David Brittain, Partner, MGT of America, Inc., and an ISTE past president, highlights Dr. Moursund's leadership contributions and especially appreciates all that Dr. Moursund has done for ISTE: “It is with mixed feelings that I learned that Dave Moursund is retiring. Very few if any members of our educational technology industry have had the impact on teaching and learning that Dave has had. Dave's vision for the use of technology in education, which he has shared through his publications and presentations, has enabled many of us to see better ways of helping teachers become more comfortable and proficient with technology. He is one of those few individuals about whom it can be truthfully said that he has made a significant difference in the lives of teachers and students across the country.”
- Lasting Legacy
- Dr. Bonnie Marks, ISTE past president and Director of Technology for the San Francisco Bay Area Region of the California Technology Assistance Project, shares her reflections: “Few people have influenced the field of educational technology more than Dave Moursund. His leadership in ISTE and its predecessor, ICCE, has touched tens of thousands of educators. In his work with the University of Oregon he mentored doctoral students who have gone on to leadership positions in school technology throughout the nation.” Dr. Moursund has served on the dissertation committees of more than 75 doctoral students.
- Current Projects
- Retiring from ISTE has allowed me to increase my commitment to the Teacher Education program at the University of Oregon, where he is now working full time in a combination of teaching, consulting, writing, and PT3 (Preparing Tomorrow's Teachers to use Technology) grant activities.
- For more information about Dr. Moursund's current projects, visit his ebsite, http://iae-[edia/.
Learn more about the neighborhood in Eugene Oregon where I lived from 1968 to 2002 at http://www.friendlyareaneighbors.org/.
Learn more about my home state, Oregon, at http://www.oregongeology.org/hazvu/.
The following is an abbreviated list of some of my publications.
- See a more complete list of books I have written that are available free on the Web at http://iae-pedia.org/David_Moursund_Books. This list includes about half of the books I have authored or co-authored.
- Access to approximately 170 editorials that I wrote while working for ISTE is available at http://iae-pedia.org/David_Moursund_Editorials.
Some of my more recent books are listed below. All are published through Information Age Education (IAE) and are available free on the Web.
Moursund, D.G. (2008, 2009). Becoming More Responsible for Your Education. Access at http://i-a-e.org/downloads/doc_download/39-becoming-more-responsbile-for-your-education.html. Eugene, OR: Information Age Education.
Moursund, D.G. (2007). A College Student's Guide to Computers in Education. Access at http://uoregon.edu/~moursund/Books/CollegeStudent/CollegeStudent.html.
Moursund, D.G. (2007). A Faculty Member’s Guide to Computers in Higher Education. Access at http://uoregon.edu/~moursund/Books/Faculty/Faculty.html.
Moursund, D.G. (2006). Parents' Guide to Computers in Education. Access at http://uoregon.edu/~moursund/Books/Parents/Parents-Guide.html.
Moursund, D.G. (2006). Introduction to Using Games in Education: A Guide for Teachers and Parents. Access at http://uoregon.edu/~moursund/Books/Games/games.html.
Moursund, D.G. (2006). Computational Thinking and Math Maturity: Improving Math Education in K-8 Schools. Access at http://uoregon.edu/~moursund/Books/ElMath/ElMath.html.
Moursund, D.G. (2006). Computers in Education for Talented and Gifted Students: A Book for Elementary and Middle School Teachers. Access at: http://uoregon.edu/~moursund/Books/TAG/TAG.html.
Moursund, D.G. (2005, 2006). Brief Introduction to Educational Implications of Artificial Intelligence. Access at http://uoregon.edu/~moursund/Books/AIBook/index.htm.
Moursund, D.G. (2005). Planning, Forecasting, and Inventing Your Computers-in-Education Future. 2nd ed. (6/1/05). Access at http://uoregon.edu/~moursund/Books/InventingFutures/index.htm.
Moursund, D.G. (2005). Introduction to Information and Communication Technology in Education. Access at http://uoregon.edu/~moursund/Books/ICT/ICTBook.html.
Moursund, D.G. (2004). Brief Introduction to Roles of Computers in Problem Solving. Access at http://uoregon.edu/~moursund/Books/SPSB/index.htm.