TIE 532 - Computer/Technology Systems and Related Peripherals in Instructional Settings
 
  Course Description
  Artifact
  Reflection
  Standards

Course Description:
This course provides the educator with an overview of personal hardware and digital electronics. 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 and peripherals; hardware and software troubleshooting and maintenance.

Click on the image above to view the Peripheral Proposal.
 

Artifact:
The artifact from this course is a Peripheral Purchase Proposal, written for Holmes Elementary School. The proposal was written from the vantage point of a technology facilitator who has access to a $30,000 Illinois Peripherals for Schools grant. The recommendations I make are intended to help Holmes School meet both district and school goals in the area of technology integration. In creating this proposal, I had to first explore what the needs were at Holmes School by conducting a Needs Assessment. After finding out what the teachers' needs were, I conducted a market survey of the products I proposed. My final recommendation included not only the purchase of hardware, but also time and a schedule for the necessary staff development to make the introduction of the new equipment as successful as possible, as well as a final evaluation to make sure the teachers are comfortable with their new equipment.

Reflection:
Both this proposal, and the related previous class project, a Computer Purchase Proposal, were very useful exercises for me. These projects forced me to take on a roll in the schools that I had never before done. To complete the project, I had to do a Needs Assessment, a Market Survey and then make my Final Recommendations based on them. Part of the needs assessments was to survey teachers and also to look at the District's Technology Plan to see where the district wanted to focus their resources and which issues were important. Once I had that information in hand, it was a matter of problem-solving to see what types of products and resources would most effectively meet the needs while being cost-effective.

The ultimate goal with this project was to create an environment within the school that fostered better and easier access to technology for both the teachers and students, thus affording more frequent integration of technology in teaching and learning. Another goal was to help facilitate greater communication between school and home. Another intended outcome was increased access to adaptive technology for those students who would benefit from it. I attempted to keep these goals in mind when making my proposal.

The market survey was the most time-consuming aspect of this project. My recommendation called for the purchase of fourteen different types of hardware/peripheral products, and included a staff training component spread over five school days. Researching the different options with all of these products and services gave me a little taste of what putting together a RFP might be like. It was interesting to see how cost was not the only important factor when deciding on a product, but that other factors such as company reputation, relationship with a vendor a product's warranty and satisfaction rating were all important as well.

Standards:
The standards covered in this project include:
  Technology Facilitator Standard One (TF-1.A)
  Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts.
  Both of these assignments required that I make recommendations about computer, hardware and peripheral purchases (TF-1.A.1 and TF-1.A.2), helping teachers and staff to identify resources and services to meet their needs and their students' learning needs.
   
  Technology Facilitator Standard Five (TF-5.B,C)
  Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.
 

In completing these assignments, I used resources available to me through a number of professional organizations and used these resources to make informed decisions regarding the use of technology in support of student learning (TF-5.B). I also used a variety of personal productivity tools to complete the assignments and to present the results of my research (TF-5.C).
   
  Technology Facilitator Standard Six (TF-VI.B, D)
  Educational technology facilitators undertand the social, ethical, legal and human issues surrounding the use of technology in P-12 schools and assist teachers in applying that understanding in their practice.
  The research done and the recommendations made as part of these assignments allowed me to promote and facilitate the safe, equitable and healthy use of technology resources for all students and teachers (TF-5.D and TF-5.E)
   
  Technology Facilitator Standard Seven (TF-VII.A, B, C)
  Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans and budgets for P-12 schools.
 

These assignments were geared toward making recommendations for a school to increase the school's technology infrastructure, to develop a plan for its use and to work within a set budget to achieve the goal of increasing student learning and effectively implementing technology for classroom instruction.