Applications of Technology in Schools, TIE 532

National College of Education, National-Louis University

Spring 2009: Lisle, Wednesdays, 7:30 - 10:20

3 Semester Hours (2 + 1)

Instructor

Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
office: 312-261-3605; cell: 773-505-1133
craig.cunningham@nl.edu
Web site: http://craigcunningham.com
Office Hours: Wednesday before or after class by appointment only

Course Materials

Required text: Networking All-in-One Desk Reference For Dummies, by Doug Lowe (referred to as "Lowe" below)

Course web site: http://craigcunningham.com/nlu/tie532spr09/index.htm.

USB drive and/or 3.5" diskettes to store course projects

Email account (required). NLU provides an email account to each student. To get starteed, click https://serverlp1.nl.edu/misc/getpass.html. (You should check your NLU email regularly even if you prefer to use another account for daily use, or have it forwarded to your favorite account.)

Program Mission Statement

The mission of the Technology in Education program is to prepare educators to use technology in their schools and to provide instructional leadership and technical support to other educators who wish to integrate technology in teaching and learning.

Accessibility

Please Note: National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (http://www.nl.edu/StudentServices/studentaffairs/StudentHandbook/).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Catalog Description

This course provides the educator with an overview of personal computer hardware, software, and connectivity. The emphasis is on understanding how computers work and interface with networks and use peripheral devices to enhance student learning. Topics include computer logic; planning, selection and utilization of personal computer devices, networks, and peripherals; hardware, network, and software troubleshooting and maintenance; and procurement. Students explore ways of working with technology support personnel to maximize the use of technology resources to improve student learning. Students research, evaluate, and develop a needs assessment and a proposal used to determine what specifications are needed to fulfill district/school requirements.

Course Objectives

"TS" refers to a correlation with the Illinois State Technology Specialist goals; "TF" refers to a correlation with the International Society for Technology in Education Technology Facilitator goals. (The program is approved by both organizations.)

• Describe the historical development and important trends in the evolution of technology and its possible future direction. (TF-VIII B1)
• Describe legal implications of the use of technology systems and peripherals.  (TF-VI.D)
• Describe in simple terms how computers that are commonly used in schools process and store information.  (TS-6B)
• Configure and use a variety of computer applications, along with appropriate extensions and plug-ins.  (TS-2I, TS-6.C)
• Install, configure and use computer operating system and applications.  (TS-6A)
• Configure operating system settings for connectivity and file sharing with other work stations over a local area network. (TS-2H, TF-V.C.8)
• Identify the school district’s computer local networking services and capacity needs.  (TS-5F, TF-VII.B.4)
• Identify strategies for trouble shooting and preventative maintenance for various hardware/software configurations, networks, and peripherals. (TS-2A, TS-2G, TS-6E, TF-VII.A.6,TF-VII.B.3)
• Using appropriate terminology related to computers and technology in written and oral communications, select, use, and describe how to configure a variety of personal computers and peripherals (including network devices) appropriate for teaching, learning, and administrative purposes.  (TS-2C, TS-2E, TS-2F, TS-7A, TF-V.C.3)
• Install, configure and use computer hardware devices, including mass storage, memory, specialized add-on cards, and network equipment on computers.  (TS-5E, TF-VII.A.2)
• Assist teachers in the use of technology for classroom instruction, including the selection of resources for special needs populations, and safe and healthy use of technology.  (TS-7G, TS-8B, TF-I.A.2, TF-VI.D.1)
• Apply awareness of appropriate and existing research to provide examples of ways in which technology may be used to enhance the curriculum and to meet the needs of special students, who may require adaptive, assistive devices. (TF-VI.B.2)
• Research, evaluate, and strategically develop a plan for the configuration and budget for an instructional system, involving the modification of facilities, and acquisition of computer hardware, software, networks, and related peripherals. (TS-2B, TS-2D, TS-7C, TS-7E, TF-VII.A.1, TF-VII.B.4, TF-VIII.D.7,TF-VII.B.2, TF-VII.B.7)
• Compare and contrast the advantages and disadvantages of centralized computer labs and distributive, classroom-based, local area networks for schools.  (TS-2E)
• Using terminology appropriate to networking in written and oral communication, identify, describe, and demonstrate how to install critical hardware components, including examples of network equipment, cabling, workstations and their maintenance.  (TS-2A, TS-12F, TF-VII.A.3, TF-VIII.D.7)
• Demonstrate how to troubleshoot and maintain various hardware and software configurations.  (TS-10E, TS-2G)
• Identify, describe and configure critical network operating software, including network operating systems and protocols, server software, and workstation operating systems commonly used in schools.  (TS-2H, TF-VII. A.1, TF-VII.A.6)
• Identify and evaluate critical hardware and software components necessary for a suitable local area network installation in a school, including printers, file servers, and peripherals required to meet the school’s objectives for using technology in the curriculum.  (TS-10D, TS-11F)
• Write a technical proposal, including a budget, for development and implementation of a new local area network or an appropriate enhancement to the local area network at the school.  (TS-2B, TS-2E, TS-VII B.7, TS-VIII D.6, TS-VII B.2)
• Create a plan for the organization, administration, and security of networking hardware and software, and include procedures for safeguarding copyrights and implementation of “fair use” guidelines.  (TS-2C, TS-2F; TF-VII.B.4, TF-VII.B.5.)
• Working in collaborative teams, develop a prototype demonstration network or network segment that employs networking software typically used in schools.  (TS-6A, TS-6D; TF-VII.A.7.)  (TS-6E; TF-VII.A.8, TF-VIII.E.1.)
• Assists teachers in the use of networking for classroom instruction, including the selection and application of resources to promote safe and healthy use of networking.  (TS-2D; TF-VI.D.1, TF-VII.A.5.)
• Participate in collaborative projects and in-class team activities.  (TS-11D,TF-VII A.8) 
• Use readings from their professional library to reflect on their own professional growth in using technology as well as in their work to support others. (This is a culmination of an ongoing portfolio requirement across courses.) (TF-VII.C)

( ISBE: Technology Specialist (TS)    ISTE: Technology Facilitator Standards (TF))

Major topics

• Introduction to the historical development
• Computing emerges from mechanical origins
• Development of binary and hexadecimal number systems
• Boolean operators
• Machine and assembly language code
• Improvements in electronic design allow for miniaturization and speed enhancements.
• Transistors
• Integrated circuits
• Central processing units
• Emerging new developments in computing: Linux, wireless and mobile computing, Web 2.0
• How computers that are commonly used in schools process and store information
• Review of major components of modern personal computers and how each works:
• Motherboard
• Central processing unit (CPU)
• Random Operating Memory(ROM)
• Random Access Memory(RAM)
• Temporary storage(Floppy, Zip, and Super Drives)
• Flexible media storage(CD ROM, DVD, flash memory modules)
• Long term storage(internal and external hard drives, optical storage drives)
• Input and output devices(e.g., keyboards, monitors, printers, scanners)
• USB, Firewire, serial and parallel ports)
• Installing, configuring, and using computer operating systems and applications
• Configuring operating system settings
• To enable new features(application updates, plug-ins)
• To share information with other devices
• To provide system security and protection from viruses, Trojan Horses, worms, malicious code embedded in e-mail correspondence
• To provide preventative maintenance
• As part of preventative maintenance when computers fail to operate properly 
• Selection of personal computers and related technology for school use
• Criteria for selection
• Comparison of current models, features, and warrantees
• Evaluation of peripheral devices used for teaching, learning and administrative purposes

• Discussion of essential hardware maintenance
• Avoidance of detrimental environmental conditions (static, dust, heat)
• Preventative maintenance
• Diagnosis and remediation of common computer operation problems
• Use of utility software to recover damaged files and optimize hard drives
• Troubleshoot common hardware problems
• Hands-on experience with computer hardware.  Students will
  • Identify the components of the CPU
  • Install cards
  • Install memory
  • Install hard drive and a media drive
• Ways to configure computer systems for optimal performance and to troubleshoot problems when they occur on the following systems:
  • Macintosh System 8.x through 9.2 and OSX and subsequent versions
  • Windows98, Me, NT, 2000, XP, and Vista, and subsequent versions
  • Discussion of ways, with examples, in which peripherals and added devices may be used to enhance the curriculum and meet the needs of students.
  • Meeting needs of students with special needs, who require adaptive or assistive devices.
• Challenging students with the use of devices that will allow them to re-conceptualize what they are learning.
• Developing strategies using technology that will allow students to learn more thoroughly and easily.
• Demonstrate an understanding of network infrastructure
• Identify network infrastructure and support considerations required to meet ongoing curricular and instructional goals
• Select network transport media from among alternatives that support network infrastructure, e.g., Ethernet, Token Ring, FIDDI, wireless
• Determine network design that will support instructional and administrative goals, i.e., LAN, WAN, or MAN
• Demonstrate an understanding of network design
• Explain how to determine an appropriate network topology, e.g., Bus, Star, Ring, based on organizational needs
• Discuss and clarify issues involved in the sharing of resources in a school setting, e.g., legal, social and ethical
• Filters, selecting and maintaining
• Software licensing
• Explain how networks function
• Describe how networks process and route information
• Identify and describe the functions of devices that direct the flow of network traffic
• Describe how servers work
• Describe the function of security hardware and software
• Show how networks are used for teaching and learning
• Demonstrate how to share devices, e.g., servers, workstations, printers, drives,
• Demonstrate how to share information resources, e.g., serverless, client-server, Internet services
• Demonstrate how to provide assistance to faculty in understanding how to use the network for teaching and learning
• Provide evidence of working with a school network administrator
• Complete a field-based networking planning project
• Provide evidence of working with a school network administrator
• Show how networking may enhance teaching and learning
• Demonstrate evidence of personal and professional growth in networking.

Overview of Course Requirements

• Class participation and classtime projects. Only very rarely will the instructor deliver course content orally in a lecture format. Each week, you will be expected to participate in activities related to the content of the readings and the topics listed under the calendar of assignments and topics. Some of these activities will require that you have read the assigned reading. Activities will include individual, small group, and whole class projects designed to foster shared inquiry and the construction of knowledge. You will receive 5 points for each class period in which you are present and in which you participate fully in the classtime activities. (20 points)
  
  
• Substantive email posts to class . You are required to make at least 4 substantive posts to the class during the course of the quarter. Due dates are listed below.

A substantive post is something which includes new information (not only opinion), at least one citation (web site, article, book), and at least 80 words on the question "why does this matter for technology specialists". Generally, these posts should reflect at least 20 minutes of serious thought on your part, and shouldn't just be forwarding somthing without thinking about it. To send messages to the class, use the mail functionality of Blackboard, which you can access at http://my.nl.edu. Each post is worth 5 points. (Total: 20 points)

• Three written reports. You will produce three reports during the quarter. These reports are to be prepared outside of class and are due on the dates listed in the calendar of assignments.
1. The first report is "Profile of Historical Figure in Computing" (10 points).
2. The second report is "Purchase of Computers and Peripherals for My School," in two parts (15 points).
3. The third is "Plan for the creation of a network" (Use Revised rubric here) (15 points).
   
   
• A Technology Tip presentation. You will give a 10-15 minute "Technology Tip" presentation to the class on a topic of your choice (althuogh it is important to pick a topic that the class wants to learn about). No paper handouts (although you can include links). Talk about use with students, use with teachers, and/or use as a technology coordinator. (20 points).
  
  
• Field work. This is a 3 semester hour course, but we only meet for 2 semester hours. To get 3 semester hours, you must also put in 15 hours of field work.

  • The field work time should be divided among the written reports.
  • Each of these reports must contain--in addition to other requirements--a one-page description of the field work that was done in preparing that report including a log of hours spent. Field work hours must add up to 15.
  • Field work can include: visits to other schools or businesses or to computer stores, time spent creating an inventory of your current school technology resources, hands-on experience with peripherals and/or networking components.
  • Field work cannot include: time spent conducting background research on reports or writing reports (this is considered "homework).

Attendance

• Regular and punctual class attendance is expected. Absences will be noted.
• Students who know they must be absent from class should notify the instructor in advance.
• You are responsible for completing any work missed.

Schedule of Assignments and Topics

Assignments are listed on the date they are due. They should be emailed to the instructor or sent to instructor and all students (as noted below) prior to the start of class.

April 8 : Introduction to TIE program and this class.

Introduction of participants and instructor/advisor.

Overview of course.

What do you want to know about how computers, peripherals, and networks work?

Discussion of first assignment (historical profile), due April 22.

Overview of TIE program. Questions and answers about being a student at NLU.

Introduction to Blackboard.

Please complete student profile and Tech Assessment (password: "tie")

April 15 : NO CLASS due to instructor conference.

April 22 : Profile of historical figure due.

NOTE: Purchase "Livetext" account by the start of class on May 27.

Historical profile presentations. (PPTs are here)

April 29 : First substantive email post due. Read Introduction and Book 1 of Lowe.

Please complete the TIE532 Assessment before the start of class. (Password: tie)

NOTE: Purchase "Livetext" account by the start of class on May 27.

Co-construct Technology Tips presentation.

Introducing the TIE 532 - Spring 09 Wiki

Adding to the timeline.

Useful link department:

Some resources related to school servers and networks

http://en.wikipedia.org/wiki/List_of_Microsoft_Windows_components

Another: http://en.wikipedia.org/wiki/Blue_Screen_of_Death

May 6 : Read Book II of Lowe.

Reminder: purchase LiveText account before May 27.

Discussion of computer purchase project details.

Essential conditions for instructional technology.

Defining some terms.

Some videos about network basics: http://www.youtube.com/view_play_list?p=81FA044B969791FC

Some resources for needs assessments

Resource: What is networking (http://compnetworking.about.com//cs/basicnetworking/f/whatsnetworking.htm)

May 13 : Second substantive email post due. Read Book III of Lowe.

Hands-on experience with computer hardware.

Criteria for the selection of microcomputers and related technology for school use.

Computer logic. Flowcharts.

May 20 : Purchase of computers and peripherals for my school part I due. Technology Tip presentations due. Read Book IV of Lowe.

Discussion of Plan for the creation of a network. (Revisions here.)

Tech Tips presentations, part 1.

• Stephanie: Finale
• Julia Some really wonderful, educational web 2.0 thing to be determined
• Krista: Geogebra
• Jessica: Powerpoint (jeopardy)

I've added some useful networking links.

May 27 : Purchase of computers and peripherals for my school part II due. Third substantive email post due. Read Book V of Lowe.

Tech Tips presentations, part 2.

• Matt: SRS
• Sherry: Mobi
• Kathy: iPod touch

Group network assignment

Livetext and the TIE Portfolio process.

June 3 : Read Book VI of Lowe.

Some sample network diagrams.

Group network assignment, redo.

The most important educational technologies of the next decade.

June 10 : Fourth substantive email post due. Plan for the creation of a network (as revised) due. If you need to request an in-progress grade, please do so in writing before this date.

Discussion of network project plans.

Reference List

Baines, D. (2000). Samba black book: Comprehensive problem solver. Scottsdale, AZ: Coriolis Open Press.
Ball, B. (1999). Sams teach yourself Linux in 24 hours (2nd Ed.). Indianapolis: Sams Publishing.
Benvenuti, C. (2006). Understanding Linux network internals. Sebastapol, Calif: O'Reilly.
Bixler, D. (1999). MCSE training guide: Internet Information Server 4. Indianapolis: New Riders.
Boswell, W. (2003). Inside Windows Server 2003. Boston: Addison-Wesley.
Bruce, L. (1996). A need for speed: Buying a CD drive. Mac Format, 44, 72-75. 
Chambers, M. L. (2006). Building a PC for dummies. Hoboken, NJ: Wiley.
Cimino, J. (1997). Intranets: The surf within. Rockland, MA: Charles River Media.
Engst, A. C., & Fleishman, G. (2003). The wireless networking starter kit the practical guide to Wi-Fi networks for Windows and Macintosh. Berkeley, CA: Peachpit Press.
Honeycutt, J. (2005). Microsoft Windows registry guide. Redmond, Wash: Microsoft Press.
Johnson, D. (1999). Information Literacy - Implementing an Information Literacy Curriculum: One District's Story. NASSP Bulletin. 83 (605), 53.
Kent, L. (2007). Teach yourself visually Mac OS X Leopard. Visual read less, learn more. Hoboken, N.J.: Wiley.
Lamont, B. (1996). A guide to networking a K-12 school district. http://archive.ncsa.uiuc.edu/edu/nie/overview/handbook/handbook.html
Lamont, B. (1996).  An Educator’s Guide to School Networks. http://fcit.coedu.usf.edu/NETWORK/default.htm
LeVitus, B. (2008). Mac OS X Leopard for dummies. --For dummies. Hoboken, N.J.: Wiley.
Livingston, B., &Straub, D. (1999). More Windows 98 secrets. Somerset, NJ: John Wiley and Sons.
Merlino, J. (2006). PC magazine Linux solutions. Indianapolis, IN: Wiley Pub.
Microsoft Corporation. (2002). ALS managing a Microsoft® Windows® 2000 network environment. Redmond: Microsoft Press.
Microsoft Corporation. (2002). ALS Network+ Certification (2nd Ed.).  Redmond: Microsoft Press.
Miser, B. (2008). Special edition using Mac OS X Leopard. Indianapolis, Ind: Que/Pearson Education.
Nair, P. (2001). Wireless wide area networks for school districts. [Washington, DC]: National Clearinghouse for Educational Facilities.
Negus, C. (2002). Red Hat Linux 7.2 bible: Unlimited edition. New York: Hungry Minds.
Norton, P., Mueller, J. & Mueller J. (2001). Peter Norton's completeguide to Windows    XP. Indianapolis: Sams Publishing.
Ohme, P. & Rayford, J. (2001). Hands-on professional development. T.H.E. Journal, 29(3).
Ohme, P. & Rayford,J. (2001). Hands-on professional development. THE Journal, 29(3).
PC Magazine (2002,November). Make Windows works better. PC magazine, p. 92-124.
Peck, R. S., & Symons, A. K. (1997). Kids Have First Amendment Rights, Too. American Libraries. 28 (8), 64-65.
Pogue, D. (2007). Windows Vista. The missing manual. Sebastopol, CA: O'Reilly.
Pogue, D. (ed.) (2001).Mac OSX: The missing manual (2nded.). Foster City, CA: IDG Books.
Poole, L. & Rizzo, J. (1999). The little network book of Windows and Macintosh. Berkeley: Peachpit Press.
Press, B & Press, M. (2000). Networking by example. Indianapolis: QUE Publishing. 
Punderson, J. (2001, June). What to do when the wiring crew goes home. Inside Education, p.14-17.
Rathbone, A. (2007). Windows Vista for dummies. --For dummies. Hoboken, N.J.: Wiley.
Rickman, W. (2004). School Executive -- Supplement for Administrators - Protecting School District PCs and Networks - Find out how computer security software can help an entire school district reduce computer down time. Media and Methods. 41 (3), 30.
Rizzo, J., Clark, K. D., & Rizzo, J. (2000). How the Mac works. Indianapolis, IN: Que.
Smart Computing (eds.) (2002, Summer). How the Internet works: All in plain English. Lincoln, NE: Sandhills Publishing Company.
Smart Computing (eds.).(2003). Smart computing - computer reviews, tips, and advice in plain English.http://www.smartcomputing.com/
Walery, D. (2004). COMPUTER HARDWARE & SOFTWARE SECTION - School Networks: Going Wireless - The author presents some properties of wireless networks that make them particularly suitable for schools. Media and Methods. 41 (1), 26.
Welch, J. (2003). Real world Mac OSX server. Berkeley: Peachpit Press.
White, R. (2008). How computers work. Indianapolis, IN: Que Pub.

Representative websites

Consortium for School Networking;  http://www.cosn.org/
Microsoft Learning Gateway; http://www.microsoft.com/Education/LearningGateway.mspx
http://www.howstuffworks.com/
A Chronology of Computer History: http://craigcunningham.com/nlu/cts/chron.htm
Basic Concepts in Computer Logic:  http://craigcunningham.com/nlu/cts/computerlogic.htm
The Boot-Up Process: http://craigcunningham.com/nlu/cts/boot.htm
Essential Conditions to Make it Happen:  http://cnets.iste.org/students/s_esscond.html
The CEO Forum on Education and Technology: http://www.ceoforum.org/
Operating Systems: http://www.omahapubliclibrary.org/subjects/internet/comindus.html
http://compnetworking.about.com//cs/basicnetworking/f/whatsnetworking.htm
What is the Internet? http://craigcunningham.com/nlu/cts/internet.htm
Technology, Media & Telecommunications Predictions 2008; http://www.deloitte.com/dtt/article/0,1002,cid%253D187463,00.html and http://www.deloitte.com/dtt/cda/doc/content/dtt_tmt_technologypredictions2008.pdf
PC Magazine, http://www.pcmag.com/
Mac Life: http://www.maclife.com/
Mac vs. PC Info:  http://www.macvspc.info/