Objectives

You will be able to:

Identify basic major components and understand troubleshooting techniques
Describe important characteristics of how a computer system works
Differentiate between storage and memory
Explain how to maintain a personal computer
Explain techniques for troubleshooting a personal computer
Critically evaluate current research and professional practice literature
Contribute to professional development of other educators
Demonstrate use of current technologies for participation in extended education community

This is Important Because...

Owning (or being responsible for) a computer is like owning a car. Generally, you just want to get in and drive from Point A to Point B, but unless you take the time to understand a little about what goes on "under the hood," you may be stalled before you start! By understanding the hardware components of a computer you will know exactly what you need for your home and classroom. You might wish to take a look at an entertaining series of videos (and more) in which Florida Virtual School IT guy (and former EME5050 student) Blaine Helmick helps us understand the hardware processes involved in getting a web site to your computer. Check out Blaine's Bytes of the Street.

Historical Perspective

"Old Computer Equipment 1" by dolor_ipsum on Flickr
CC BY-NC-SA 2.0 license
http://www.flickr.com/photos/78674380@N00/3262262008

We can probably all recall some drastic changes in the evolution of computer equipment even over the past few years. Desktop computers have evolved quite a bit since they began entering classrooms in the 1980s. However, while we quite often equate educational technology "hardware" with "computer," this hasn't always been the case. Before the age of the personal computer, television was the piece of technological hardware on which the educational technology world was focused in the 1960s and 1970s. Who knows what physical technological devices will be commonplace in learning spaces fifty years from now?

Get in an historical frame of mind by perusing the clunky-but-wonderful http://www.oldtechnology.net with photos and descriptions of various <ahem> "mature" technological devices.
If you think "old computer" only equates to a machine two years out of date, you might wish to peruse the http://oldcomputers.net web site which details photos and ads for computer technology from the 1970s to the 1990s. (I actually had an Apple Newton! It was a device ahead of its time. Don't let anyone fool you.)

Want a challenge? Locate a retired teacher (or a practicing teacher who has been teaching for more than 25 years) and interview her/him about a specific piece of classroom technology that was once commonplace and is now all but obsolete. In the field of educational technology, our focus is so often on the "next thing" that it is easy to neglect the successes and failures of the past. If you record the interview and send the recording to me, I'll share it with our class. If you're not sure where to start, take a look at the resources listed in the assignment section below.

Oral History Interviews with Veteran Teachers on Outdated Technologies by former EME5050 Students

Click a filename to download and play a recording on your device.
[Chrome Users: You may see a shield icon in your url bar. Click this and select "Load Unsafe Script" to make the recordings widget appear. (It is NOT unsafe!)]

The Standards

The culminating project for this course is to create a curriculum integration project that will consist of Web pages (a home page, curriculum page, and blog), content pages, and a rubric that will be used as a part of a curriculum unit. The curriculum unit will integrate other technologies, Internet resources and teach concepts guided by state standards. The project should fit the grade level/subject area you currently teach, plan to teach, or your job area. You should make the project practical, something that can be implemented in your classroom or job area. Obviously, becoming comfortable with creating and maintaining Web content (such as in your blog and your About Page) is the first step in preparing for your culminating project!

The International Society for Technology in Education (ISTE) lists a number of technology standards for graduating K-12 students, including that K-12 students should be able to demonstrate a sound understanding of technology concepts, systems and operations. Chapter 4 introduces hardware applications for education and covers many of the hardware issues that teachers and K-12 students need to know.

Chapter 1 introduced the ISTE technology standards for teachers (ISTE NETS-T). As noted, many states have adopted these standards and now require that teachers demonstrate knowledge and skill in using technology effectively in the classroom as a condition of their professional certificate renewal. In addition to understanding the hardware, demonstrating basic troubleshooting strategies is another area of proficiency. ISTE's NETS-T standards also support digital literacy. As educators seek to master the ISTE standards, they are increasing their digital literacy skills at the same time.

Of course, hopefully you are reviewing the NETS-T standards each time you complete an Activity Reflection in this course in order to identify competencies that you have demonstrated in the performance of the associated tasks.

Troubleshooting

trou-ble-shoot-er n. Date: 1905: a person skilled at solving or anticipating problems or difficulties. Source: Merriam-Webster Online

"Trouble-shooting 102:365" by andreasnilsson1976 on Flickr
CC BY-NC-ND 2.0 license
http://www.flickr.com/photos/23826368@N00/2093950981

The saying, knowledge is power holds true with computer hardware and troubleshooting. Understanding how a computer works, making informed decisions about what to purchase, and how to maintain a computer will empower you in both your personal and professional life. The online "Buyer's Guide" from your publisher's Web site referenced within Chapter 4 focuses on these topics. Be sure to take a few moments to review it online.

Exploring the Web

Teacher-Specific Troubleshooting Resources

Computer Troubleshooting for Teachers and Students - a troubleshooting resource site developed by a group of pre-service teachers from Pace University
Computer Troubleshooting for Teachers - presentation slides with an overview of the troubleshooting process.

General Troubleshooting Resources

An Introduction to Logical Troubleshooting - a Word doc reprint of a magazing article from 1996(!) that lays out the generic troubleshooting logic process
Computer Repair Troubleshooting Tips - Directron.org hosts this site with links to a wide variety of tips for troubleshooting, repairing, and maintaining your computer.
Basic Computer Troubleshooting provides information on common operating system, hardware, and software errors and how to fix them.
Microsoft Product Support Center - Microsoft offers all types of information and support for their products. The Product Support Center offers help for Windows, Internet Explorer, Office, Games, Hardware, and more.
PC Pitstop

Foundational Tip: Saving Key Strokes!

You were introduced to the concept of using quick keys in some of the previous modules. There is one additional keyboard quick key that can save you time and frustration. One of the reasons some people tend to not save very often is because it takes time and effort to grab the mouse and then click the Save icon or Save on the File menu. Instead of using the mouse, press Ctrl+S (Command+S on a Mac). This quick key combination will either (1) open the Save As dialog box if you have not saved your file yet, or (2) instantly save your changes since your last save. Your hand never leaves the keyboard, thus saving time. Note: If you want to save a file with a different file name or to a different location, you will need to use your mouse and click the Save As command on the File menu. There are dozens of other quick key combinations that are common to Windows-based or Macintosh applications. Pull down any menu on the Menu bar and the quick key combinations are listed to the right of the commands that have quick key combinations.

Advanced Tip: Be Fearless with Hardware (and Get Help When You Need It)

As you have no doubt learned in your personal experiences (and as you are finding underscored in EME5050): experience (plus reflection!) really is the best teacher. However, even those teachers who consider themselves tech-savvy "edtech-ers" might find themselves pausing to blink before undertaking hands-on hardware implementation projects. However, as private school science and technology teacher (and former EME5050 student) Paul Haberstroh shares on his blog, the recipe for hardware success seems to be fearlessness + getting expert help when needed. Read Paul's engaging (really!) photo essay accounts of installing a 3D printer and upgrading to a state of the art wifi network for a 1:1 initiative.

Module 7 Assignments

Reading/Quiz Read Chapter 4 in the textbook and the supplemental information provided with this module. Complete the online Chapter 4/Module 7 Quiz by the due date (see the Schedule).
Make your fourth Learning Journal entry by posting to your blog. Remember, you are free to write about what is on your mind related to educational technology. Feel free to spring board from any ideas or themes presented in the course. (Remember, your Learning Journal will be randomly scored four times throughout the term using the Learning Journal rubric in the "Syllabus" area of Webcourses@UCF.)
Make comments to the Learning Journal entries of others.
Rate the comments you receive using the instructor-designed Interaction/Commenting Rubric (available in the "Syllabus" area). I'll record your commenting scores (including any extra credit you've accrued for commenting) four times randomly during the term.
Continue to make your weekly "information stream" contributions via Twitter or via Diigo. (Remember, these contributions will be scored at the end of the term.)
Completely Optional (but worth 50 extra credit points on your final grade!): Conduct an oral history interview with a retired teacher (or a practicing teacher who has taught for at least 25 years) on the topic of a piece of educational technology that was once commonplace but is now obsolete. To receive credit, you must record the interview (of at least 10 minutes in length), get the recording to your instructor, and obtain/submit a signed release form from your interviewee by the Week 09 due date (in two weeks). Following are some resources to get you started, but feel free to ask for help. (The emphasis here is on eliciting an informative story, not on answering a series of questions.) You might also find it interesting to read a former student's reflection on the experience of interviewing a seasoned colleague.

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