Oregon Technology in Education Council (OTEC)
A non-profit organization dedicated to improving formal and informal
Oregon ICT Organizations, Projects, & Contacts. Updated 11/13/05.
Visits to this page
Federal Resources for Educational Excellence (FREE) continues to improve. 1/13/07.
101 Fabulous Freebies. 12/23/06.
Ray Kurzweil and David Gelernter discuss possiblity of conscious machines. 12/07/06.
Oral History Archives Project. 12/07/06.
Research on the testing of writing in hands-on computer and in hands-off computer. 11/27/06
Technology in Schools: What the Research Says. Precollege education. 11/19/06.
Keeping Pace with K-12 Online Learning. 137 page October 2006 free NACOL report.11/07/06.
Google Docs & Spreadseets. Use a word processor and a spreadsheet provided free on the Wewb by Google. 10/23/06
New free book from Moursund. Moursund, D.G. (August 2006). Parents' Guide to Computers in Education. 8/17/06.
New Blog from Moursund. 6/21/06.
New free book from Moursund. Introduction to Using Games in Education. 6/21/06
Over 10 million digitized historical documents from the US Library of Congress. 6/14/06.
PK-20 Redesign of Oregon's Educational System. 5/24/06.
Computational thinking. A very good, short article by the head of the Computer Science Department at Carnegie-Mellon University. In my opinion, this is "must" reading for all educators. 5/7/06.
More than 100 digitized historical films available free online from Google. 4/26/06.
Ordering Pizza in 2010, when the pizza company knows a lot about you. Funny and frightening. 4/15/06.
Dave Moursund has created a Website on uses of games in K-12 education. 3/30/06.
Is Computer Science Science? An excellent April 2005 short article by Peter J. Denning. 3/30/06.
A 1975 Computer Literacy Quiz. (Good for a laugh!) 1/05/06.
Extending Moore's Law beyond 2015 by use of nanotechnology. 12/30/05.
New free book on ICT and TAG Education from Dave Moursund. 12/29/05.
University of Oregon ICT in Education 11/17/05.
Oregon ICT Organizations, Projects, & Contacts. Updated 11/13/05.
Brief News Items
U.S. students average over 72 hours a week using multimedia. 12/08/06.
Silicon chip produces light beams, allowing much faster computers. 9/18/06.
New computer speed record: 200 trillion operations per second. 6/23/06. Moursund's comments.
Holograms Break Storage Record. Learn about commercially available holographic disc storage. 3/30/06.
2020 Computing: A two-way street to science's future. Short article on how computer modeling is becoming a central component of science. 3/23/06.
Digitizing a million books. A nice, short article about Carnegie Mellon University's seven years of progress on its digitizing project. 3/07/06.
Moore's Law may well continue to hold for another 10 to 15 years. Microcomputers are continuing to make rapid gains in cost-effectiveness. 2/27/06.
A nice interview of J. Presper Eckert, one of the inventors of the ENIAC, a computer that became operational 2/14/1946. 2/15/2006.
Voice input and computer translation. This field has a long way to go, but is making significant progress. Article provides a nice overview. 2/14/06.
Computational modeling and simulation lies at the heart of many ground breaking applications of computers. 11/03/05.
A nice article on new Web services that are becoming available. 10/29/05.
Teacher salaries fail to keep pace with inflation. Comment by Dave Moursund.
Research suggests high-stakes testing in NCLB is a poor approach to trying to improve education. 9/30/05.
Carry on a conversation with a computer program that is this years winner in the Turing Test contest. 9/24/05.
Partial support for the development of this Website was provided by The Quiet Revolution, a Preparing Tomorrow's Teachers to use Technology project in the College of Education at the University of Oregon. The PTTT project which ended 5/30/05 was funded by a 4-year $1.2 million grant from the US Department of Education, with an equal amount of matching funds provided by non-federal sources.
Dave Moursund 6/23/06
I took a job at the University of Oregon beginning in fall 1967. The UO had recently built a new building to house its new IBM 360/50. I think it was about three years later when the UO added a Digital Equipment Corporation PDP-10 timeshared system.
The IBM 360/50 had a memory cycle time of 2 microsceonds, and the the PDP-10 memory cycle time was 1 microsecond. The 360/50 was first sold in 1965, while the PDP-10 was first sold in 1967. According to data available at http://homepage.virgin.net/roy.longbottom/cpumix.htm, the PDP-10 could average about 450,000 operations per second and the IBM 360/50 could average about 150,000 operations per second.
The article discussing a new speed record of 200 trillion calculations per second does not say what a "calculation" is. This term is sometimes taken to mean "floating point operation." In any event, just for the fun of it I took the two pieces of data from the IBM 360/50 and PDP-10, and compared them with the number 200 trillion.
(IBM 360/50; vintage 1965, 41 years ago) 200 trillion divided by 150,000 is about 1.33 billion.
(PDP-10; vintage 1967, 39 years ago) 200 trillion divided by 450,000 is about .44 billion.
Very roughly speaking, the new speed record is about 2**28 times the speed of the PDP-10 from 39 years ago. Similarly, very roughly speaking, the new speed record is about 1.5 * 2**29 times the speed of the IBM 360/50 from 41 years ago.
In browsing for some data to use in this discussion, I saw an article that claimed it costs $150 per CPU hour to rent time on an IBM 360/50. At this charge rate per computation, not taking into consideration inflation, it would cost 200 billion dollars an hour to use the new, fast machine. If we included inflation, the cost in current dollars would be about a trillion dollars an hour. That is, the entire gross national product of the United States would pay for just a little more than a half day's use of the new machine.
Finally, a quote from the article discussing the new speed record:
Notice the number of processors—131,000 is a large number. Think of having that many microcomputres all working on the same problem at the same time.
Here is a quote from Edupage, June 26, 2006, of a still faster computer to be available in two years.
Dave Moursund 6/8/06
Quoting from the OCRA Website:
Notice that this is a public school being run by a school district in Oregon. Much of the work of running the school is done through a contract with a for-profit company that also runs schools in about ten other states. The State of Oregon provides funding for public schools in Oregon. The amount of funding is sufficient to provide students in the OCRA school with free computers, software, distance learning instruction, and so on. My guess is that the income the school district receives more than meets its expenses. Quoting from the Website:
This particular virtual school requires a significant commitment from parents of the children who are enrolled. The parents must agree to spend a substantial amount of time helping their children with the academic work.
Thus, in some sense this school is a cross between home schooling and more "traditional" virtual schools, providing some of the benefits of both. Parents who might consider home schooling their children can use this type of school to have the state pay for curriculum materials, computer facilities, and an organized curriculum designed to meet state standards.
It is interesting to think about the future of this type of school. The amount of money the state pays to support public education is now enough to make it "profitable" to a public school system, a for-profit management company, and the parents/children. Over time, the distance learning materials will get better, and economy of scale may make them less expensive. Thus, the quality of education students are receiving will improve, and there will be more money available for the school district and private company, and to provide benefits to the parents/children. Indeed, it would not surprise me to see that some of this money is paid to the parents for their activities.
Right now, only approximately one percent of students in the US are being home schooled. Suppose that the money available to pay to parents grows to a level that a group of parents can afford to collaborate in hiring one parent, or an employee, to be an all day "baby sitter/teacher" for a group of a half dozen students. All of a sudden, we are back to the one room school house! Might this approach lead to a substantial increase in home schooling? Might such an increase have a substantial impact on the public schools? Hmmm. Education as a distributed, cottage industry. If a parent or group of parents wants to add individual tutoring in a foreign language, all that needs to happen is to hire a native speaker who "telecommutes" from their native country via the Web, and who gets paid perhaps 10% to 20% of the amount that such a tutor/teacher would cost if hired by a school district in the US.
My conclusion is that "the times, they are a changing."
Shaw, Linda (5/9/06). First online high schooling state planned for fall. The Seattle Times. Retrieved 5/9/06: http://seattletimes.nwsource.com/html/education/2002981361_insight09m.html.
I have recently read the two articles:
Moore's Law is not really a "Law" in the sense of laws of science. Rather, it is a formula describing the increasing density of transistors in CPU chips, and increasing speed of CPU chips, that has proven relatively accurate over a period of 40 years.
While it is easy to talk about the computer power of a microcomputer doubling in 18 months or so, when this happens for decades, the numbers tend to become mind numbing. As an example, consider the UNIVAC computer that first became commercially available in 1951. The "mass production" of this machine during 1951 to 1954 produced 56 computers. During the subsequent 50 years, the price to performance of computers decreased by a factor of more than two billion! I can now buy a microcomputer for 1/2000 of the cost of the UNIVAC, and that is well over a million times as fast. Two more decades of computer performance improving at the rate it has during the past four decades would add another factor of 10,000 into the speed gain in this UNIVAC example!
A somewhat different way of thinking about this is that when my grandson who was born this past January buys a new computer before going off to college, he may well purchase a computer that has roughly the power of some of today's multimillion dollar supercomputers. This possibility is certainly a major challenge to our educational system.
However, consideration of the educational challenge would move me away from the heart of the story I am telling. The second of the two articles referenced above reports on a new joint project between IBM and the Ecole Polytechnique Fédérale de Lausanne (EPFL), in Switzerland. The quote given below is from that article.
The goal is to develop a computer simulation of 10,000 neurons in the grey matter of a human brain. The IBM supercomputer to be used has enough processors to devote several processors to each neuron. It is currently the world's fastest supercomputer. The Ecole Polytechnique Fédérale de Lausanne is a world leader in brain research.
Now, special attention to the second of the two paragraphs quoted below, which ties in with the first article's forecast of a continuation of Moore's law .
The article about Intel's progress suggests that, indeed, Moore's Law will continue to hold for the 10 to 15 year period discussed in the brain emulation article. I wonder what this means for the future of my youngest grandchild? It is possible that he will reach adulthood about the time we have a supercomputer that, in some ways, is comparable to a human brain. Putting aside possible meanings of intelligence and consciousness, this machine will outperform a human brain in a wide range of different activities. It will not be a human brain, and it way well lack many of the attributes of a human brain (such as consciousness). However, it will be a formidable competitor in many areas where human brains are currently much more capable than computers.
When I think about this vision of the future of ICT, I also think about the educational implication. What should we be doing now in our PreK-12 and higher education systems to prepare students for adult life in a world that includes such computers? My simple answer is that we should be educating students to work with powerful computers in solving problems and accomplishing tasks. The curriculum should have a considerably greater emphasis on problem posing, question asking, and so on, and then humans and computers working together to solve the problems, accomplish the tasks, and answer the questions.
Dave Moursund 6/22/05
On 10/14/05 I read a brief news item titled "2004 Survey & Analysis of Teacher Salary Trend published by the American Federation of Teachers. This article indicated that during the years 2003-2004 the average salary increased by 2.2%, which was less than the inflation rate of 2.7%. The average salary was $46,596.
For the year 2004, the per capita income in the United States was $40,100. This suggests to me that the average teacher is receiving a mid level salary, sort of a "middle class" level of income. The AFT article then goes on to argue that this is too low an average salary.
As I read the article, it occurred to me to think about the slowly growing competition that teachers face from computer-assisted learning and distance learning. The research supporting computer-assisted learning suggests that on average students learn somewhat faster and somewhat better than via conventional instruction. The research on distance learning is less clear. However, for some students (and, an increasing number of students) distance learning is a viable alternative to conventional classroom instruction. Moreover, the continuing decline in the cost of the computers and telecommunications suggest that from a cost-effectiveness point of view. CAL and DL are becoming increasingly cost effective.
I believe that over the long run, Highly Interactive Intelligent Computer-Assisted Learning (HIICAL) will become a steadily increasing component of education. If integrated into the ordinary school classroom, this will gradually change the role of teachers. HIICAL will gradually take over more and more of the role of the teacher as delivery-of-instruction person as well as a person who provides much of the feedback that students receive through and during the instructional process.
This situation has the potential to have a significant fiscal impact on schools. During the time that students are engaged in HIICAL, it may turn out that more and more of them are supervised by a para professional whose rate of pay is significantly less than that of a teacher. It is also possible that an increasing about of this HIICAL student time might be spent outside of schools, with no supervisory costs to the school system.
It will be interesting to see how this develops in the future, and how it affects teacher salaries and other aspects of teacher jobs.
Dave Moursund 10/14/05
The Google access given below has been designed to make it easy to do three different categories of searches: