The main things that we covered this week in CED 515 were Software Evaluation, Google Sites and
Technology Learning plans. All of these things can have an impact in my classroom.
Our group was required to review 3 Software Evaluation Forms. We review froms from Sun Prairie, Children's Technology Review, and Kathy Schrock. We felt that Sun Prairie's Software Evaluation form/process was the best for purchasing new software. This form was somewhat simliar to the form that I was required to fill out for my district when I received grant money. It required the user to connect the software to their content, standards, and benchmarks. The user also needed to describe the features and other uses (productivity, motivational, interactive, feedback, etc.). We also liked that the user was asked if there was another tool that could accomplish the same learning competencies or what he/she would do if the software was not purchased. Lastly, we liked that the evaluation process required feedback/recommendations from multiple people. We felt like this form/process was easy to use and it covered all of the important features required to make an informed decision. Software evaluation forms are an important way to make sure that teachers/districts spend their money on tools that will actually make an impact on student achievement.
I was really glad that we got to make a Google Site because I have always wanted to create a website for my High School Science students. I have worked with wikis and moodle in the past but I have always stopped mid-production due to time constraints. Another problem that I had was that the moodle interface was pretty complicated. So far, Google sites seems like a pretty easy way to put together a functional website. I have enjoyed putting together the multiple pages of my website and embedding my work. I can really see myself using Google sites to put together a website for my students. The site would contain uploaded notes, labs, homework, discussions, links, and videos related to our content. It would be a great way for the students to obtain and interact with what they are learning in class.
The last thing that we looked at was creating a Technology Learning Plan. I used the Learning with Technology Profile Tool to evaluate my own learning profile. After completing this I realized that I would really like to make some more changes to my curriculum. I currently teach physical science and chemistry and we do a lot of lab work. I have been trying to incorporate more inquiry based learning opportunities but my curriculum is still primarily teacher guided. I hope to eventually do more project based learning that requires the students to ask their own questions and decide their own outcomes. Technology may or may not be incorporated into this based on the individual student needs. This will take me a while to plan and implement but I know that it will be an effective way of learning. My favorite part about Project Based Learning is that it focuses on the process and creativity instead of just the content. I believe that this is an important lesson that our students will need to succeed in whatever they chose to do.
Monday, January 24, 2011
Sunday, January 16, 2011
InTime video on Newton's Second Law
This week we needed to check out a lesson from InTime Video. The mission statement of InTime is to help educators improve student learning at all levels and in all content areas. InTime uses contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning. I sorted through some of their videos and watched videos for a lesson on Newton's Second Law.
Once you click on the lesson the webpage allows you to watch videos on the following topic areas: activity overview, teacher interview, learning, information processing, content standards, democracy, technology, teacher knowledge, teacher behavior. The website also has tabs and information listed to help implement the lesson. I included a brief overview of the videos that I watched for the lesson.
Activity Overview -
The teacher did a review of mass, velocity, force, acceleration and direct/inverse relationships. The teacher used prior knowledge to define each term and how they are related (patterns and connections). The students had active involvement in the lesson. The teacher provided lab materials and general instructions. The students needed to design an experiment that included all of variables so they would be able to construct their own model of Newton's Second law. The last part of the lesson was Reflection. The students reported and examined their data in order to draw conclusions about Newton's Second law and determine the type of relationships (direct/inverse) between mass, force, and acceleration.
Technology -
Instructional software - the students used a Vernier software package (track, carts, photogates, etc.) and the results were recorded with laptop. The students needed to go through some Troubleshooting in order to get the lesson to work. One of the groups of student needed to figure out how to get their photogate to work properly in order to record their data
Teacher behavior -
The teacher displayed proper classroom management by reviewing material (direct/indirect relationships and key vocabulary), monitoring student progress, and asking questions that created higher level thinking
I found this website and the information on the lesson to be very useful. I would much rather watch a video of an actual class trying a lesson than reading about one. The videos actually shows what the students are doing, how it links to content/standards, and the role of the teacher and students. I wish that there were more videos for High School science from this website because I would enjoy watching and them and trying to implement these new ideas. I have just begun to dabble with the vernier probes and after watching this video I hope to try this type of lesson out with my students.
Once you click on the lesson the webpage allows you to watch videos on the following topic areas: activity overview, teacher interview, learning, information processing, content standards, democracy, technology, teacher knowledge, teacher behavior. The website also has tabs and information listed to help implement the lesson. I included a brief overview of the videos that I watched for the lesson.
Activity Overview -
The teacher did a review of mass, velocity, force, acceleration and direct/inverse relationships. The teacher used prior knowledge to define each term and how they are related (patterns and connections). The students had active involvement in the lesson. The teacher provided lab materials and general instructions. The students needed to design an experiment that included all of variables so they would be able to construct their own model of Newton's Second law. The last part of the lesson was Reflection. The students reported and examined their data in order to draw conclusions about Newton's Second law and determine the type of relationships (direct/inverse) between mass, force, and acceleration.
Technology -
Instructional software - the students used a Vernier software package (track, carts, photogates, etc.) and the results were recorded with laptop. The students needed to go through some Troubleshooting in order to get the lesson to work. One of the groups of student needed to figure out how to get their photogate to work properly in order to record their data
Teacher behavior -
The teacher displayed proper classroom management by reviewing material (direct/indirect relationships and key vocabulary), monitoring student progress, and asking questions that created higher level thinking
I found this website and the information on the lesson to be very useful. I would much rather watch a video of an actual class trying a lesson than reading about one. The videos actually shows what the students are doing, how it links to content/standards, and the role of the teacher and students. I wish that there were more videos for High School science from this website because I would enjoy watching and them and trying to implement these new ideas. I have just begun to dabble with the vernier probes and after watching this video I hope to try this type of lesson out with my students.
Sunday, January 9, 2011
Spreadsheets, Nettrekker, and Software evaluation
This week in CEdO515 we checked out spreadsheets, NetTrekker, and the process that schools go through for software evaluation. We needed to create a google spreadsheet, research a NetTrekker lessons, and discuss with our school district the process that they use to purchase software. All of these things can be utilized in my curriculum and positively affect my classroom.
Google spreadsheets is a great tool. It has all the features of excel but it is free and can be accessed anywhere that internet is available. We needed to create a recipe spreadsheet that utilized formulas. The goal was to have the quantity of each of our ingredients change based on the number of servings that was entered into the spreadsheet. Here is a link to the spreadhseet that I created: Carl Bauhs' Spreadsheet Recipe.
The next topic that we researched this week was NetTrekker. NetTrekker is a search engine that is designed for educators. It is a great tool because it only provides search results that are approved by other educators. This filters out all of nonsense that you typically get from a google search. NetTrekker also provides a overview of each website that includes: an overal rating, website readability, multimedia content, learning aids, and content language. The user may also further refine their search by selecting the learning aids, multimedia content, readability level, language, collections, and subject area that they want their results to contain. We needed to find a lesson that incorporated spreadsheets. I found a lesson that incorporated an excel template for an acid base titration which is what we are doing in my chemistry class this week.
The last topic that discussed this week was the process that our districts go through in order to purchase software. Our district use a from that includes that following: A description of the goal you are trying to achieve, a rationale for Goal: links to Professional Situation and Wisconsin Teacher Standards, a plan for Assessing and Documenting the success of your Goal, A plan to meet Goal: Objectives, Activities, Timeline, and Plan for Collaboration. The description of any software that you would need to purchase would be included in your plan to meet your goal. This form requires us to truly examine how software or equipment will fit into a goal that we are trying to achieve. I have utilized this process a couple of times in order to purchase a new laptop, vernier equipment, and smart response remotes.
All of these things can be tied into my current science curriculum. In the future, I hope to utilize Google spreadsheet and Google forms to combine student data and collaborate. This would allow us to do averages, percent error, and graphing from our actual data. From now on, I plan on using NetTrekker as my main lesson search engine. I really like the design and it will save me time because I won't need to filter through the nonsense that a Google search would provide. I hope to continue to find new software/equipment and I plan on using our districts form to obtain these items. All of these things will help create engaging and interactive lessons that will motivate my students.
Google spreadsheets is a great tool. It has all the features of excel but it is free and can be accessed anywhere that internet is available. We needed to create a recipe spreadsheet that utilized formulas. The goal was to have the quantity of each of our ingredients change based on the number of servings that was entered into the spreadsheet. Here is a link to the spreadhseet that I created: Carl Bauhs' Spreadsheet Recipe.
The next topic that we researched this week was NetTrekker. NetTrekker is a search engine that is designed for educators. It is a great tool because it only provides search results that are approved by other educators. This filters out all of nonsense that you typically get from a google search. NetTrekker also provides a overview of each website that includes: an overal rating, website readability, multimedia content, learning aids, and content language. The user may also further refine their search by selecting the learning aids, multimedia content, readability level, language, collections, and subject area that they want their results to contain. We needed to find a lesson that incorporated spreadsheets. I found a lesson that incorporated an excel template for an acid base titration which is what we are doing in my chemistry class this week.
The last topic that discussed this week was the process that our districts go through in order to purchase software. Our district use a from that includes that following: A description of the goal you are trying to achieve, a rationale for Goal: links to Professional Situation and Wisconsin Teacher Standards, a plan for Assessing and Documenting the success of your Goal, A plan to meet Goal: Objectives, Activities, Timeline, and Plan for Collaboration. The description of any software that you would need to purchase would be included in your plan to meet your goal. This form requires us to truly examine how software or equipment will fit into a goal that we are trying to achieve. I have utilized this process a couple of times in order to purchase a new laptop, vernier equipment, and smart response remotes.
All of these things can be tied into my current science curriculum. In the future, I hope to utilize Google spreadsheet and Google forms to combine student data and collaborate. This would allow us to do averages, percent error, and graphing from our actual data. From now on, I plan on using NetTrekker as my main lesson search engine. I really like the design and it will save me time because I won't need to filter through the nonsense that a Google search would provide. I hope to continue to find new software/equipment and I plan on using our districts form to obtain these items. All of these things will help create engaging and interactive lessons that will motivate my students.
Sunday, December 19, 2010
CEdO515 Session 2 Blog
This week in class we focused on where the internet comes from, search engines and how to use them properly. We also checked out online word processing programs. All of these lessons can be integrated into my teaching.
I really enjoyed reading the 20 things I Learned about the Internet article. It discusses where the internet comes from. It is something that I use every day but I never really gave it much thought. I definitely learned new information. I enjoyed reading about AJAX programming. It was a nice article and a I liked the book-like interface.
I also enjoyed comparing the search engines and search techniques. The biggest thing that I learned is that Google is NOT the only option. We read an interesting article called "choose the best search engine for your information need". It was pinpoints the search engine that you use should based on the type of information that you require. I also learned about new browser like Exalead, INFOMINE, and many others. The last thing that learned about was how to be more effective when doing searching. I found out that I was making a big mistake by not capitalizing AND, OR, and NOT when I was using them as part of my search. I also learned that if you put quotations around words it will keep them together as a phrase. I now can use the + and - symbols in my searches to further refine my needs. I really hope to pass these tips on to my students when we do research projects. Becoming a better online web researcher is a life skill that all students should obtain.
The last thing that we did this week was investigate online word processing programs. I love the idea of Online word processing for the classroom. It has so many positives. My favorite thing about online word processing is that it removes the common excuses that you hear from a student. Students can no longer say that they don't have word processing software available to them. These web based programs are free and available to anyone with an internet connection. It also removes the excuses of forgetting to save or not being able to print their document. These programs typically save your work as you use them which prevents students from losing their work. It is also nice because if a student is unable to print, the student can just share it with the teacher (this also reduces paper use - think green).
I checked out GoogleDocs, ThinkFree, WriteWith, and Zoho. I think that Google Docs is the most widely used product available thus far. My favorite feature with Google Docs is the forms feature. The forms feature compiles all of the users data. I can really see using this in the classroom. Students can complete surveys or compile data from a lab. Its an easy way to collaborate.
ThinkFree and Zoho both had an easy to use User Interface and remind me a lot of Microsoft Office. These programs should be easy for the students to use because they are typically familiar with Office. I can see using these as a place for collaboration on a lab report or presentation.
The WriteWith program is simple to use and would be great for in class collaboration and brainstorming. You can get the students to all join the document and add commentary all at once. This can be done anonymously or not. This is a great way to get feedback from all students and it provides the necessary wait time that some students need before providing an answer.
I think that each program has its own purpose and should be used for the proper need. I like that each program is free and the ability to collaborate and share.
I really enjoyed reading the 20 things I Learned about the Internet article. It discusses where the internet comes from. It is something that I use every day but I never really gave it much thought. I definitely learned new information. I enjoyed reading about AJAX programming. It was a nice article and a I liked the book-like interface.
I also enjoyed comparing the search engines and search techniques. The biggest thing that I learned is that Google is NOT the only option. We read an interesting article called "choose the best search engine for your information need". It was pinpoints the search engine that you use should based on the type of information that you require. I also learned about new browser like Exalead, INFOMINE, and many others. The last thing that learned about was how to be more effective when doing searching. I found out that I was making a big mistake by not capitalizing AND, OR, and NOT when I was using them as part of my search. I also learned that if you put quotations around words it will keep them together as a phrase. I now can use the + and - symbols in my searches to further refine my needs. I really hope to pass these tips on to my students when we do research projects. Becoming a better online web researcher is a life skill that all students should obtain.
The last thing that we did this week was investigate online word processing programs. I love the idea of Online word processing for the classroom. It has so many positives. My favorite thing about online word processing is that it removes the common excuses that you hear from a student. Students can no longer say that they don't have word processing software available to them. These web based programs are free and available to anyone with an internet connection. It also removes the excuses of forgetting to save or not being able to print their document. These programs typically save your work as you use them which prevents students from losing their work. It is also nice because if a student is unable to print, the student can just share it with the teacher (this also reduces paper use - think green).
I checked out GoogleDocs, ThinkFree, WriteWith, and Zoho. I think that Google Docs is the most widely used product available thus far. My favorite feature with Google Docs is the forms feature. The forms feature compiles all of the users data. I can really see using this in the classroom. Students can complete surveys or compile data from a lab. Its an easy way to collaborate.
ThinkFree and Zoho both had an easy to use User Interface and remind me a lot of Microsoft Office. These programs should be easy for the students to use because they are typically familiar with Office. I can see using these as a place for collaboration on a lab report or presentation.
The WriteWith program is simple to use and would be great for in class collaboration and brainstorming. You can get the students to all join the document and add commentary all at once. This can be done anonymously or not. This is a great way to get feedback from all students and it provides the necessary wait time that some students need before providing an answer.
I think that each program has its own purpose and should be used for the proper need. I like that each program is free and the ability to collaborate and share.
Sunday, December 12, 2010
Week 1 of CEdO515 - Using Productivity Tools Effective
During this week's lecture we discussed what this class would be about, what is technology, what is educational technology, and how does it affect student learning. We checked out chapters 1 and 2 of our book (Supporting Learning with Technology: Essentials of Classroom Practice), graphics programs, presentations programs, and type with me.
Technology includes everything from pencils and paper to computers and software. Educational technology is utilizing technology as an aide to enable learning. Educational technology is not limited to just the use of computers; however, the book and the class will focus on how computers can be used (hardware, software, connectivity, etc.) Each one of these tool allows students to learn and communicate in a different way. Technology can make it more possible for students to learn in ways that resemble natural learning by providing resources, support, and feedback that teachers alone may not be able to provide. The goal is to make technology use itself transparent, while examining the interactions, content, and process of the learning that occurs with technology.
In both our book and our class we discussed how technology should be seen as support for what teachers already know and do. It is about efficiency and effectiveness; not just a gimmick to catch student's attention. In order for real learning to occur teachers need to start with a focus on learning and then figure out a way to integrate technology. I have been interested in integrating technology into my curriculum for years. Now I have to look at the content and lessons that I have already created and figure out how I can use technology to complement my lessons.
The teachers role has changed with the use of technology because learning has become more student focused. I think that a lot of teachers are afraid of using technology because of the uncertainty that is associated with it. Teachers are uncertain if the students will learn the same skills that they would obtain from other lessons. There is also the inevitable technological difficulties that can ruin any lesson involving technology. I think that teachers need to realize that the integration of technology can be used to not only teach content, it can also teach various skills. Technology allows students to research, create, and collaborate. These are skills that are in some ways more valuable than the content itself.
One of the assignments for this week was to check out one of these graphics programs: Roxik, Draw Greetings, Queeky, ToonDoo, Toonlet, ImageChef, ZCubes, Shidonni, Mr. Picassohead, Face in Hole, GoAnimate, MagMyPic. I chose GoAnimate and made my first animation. I can see using this to have the students do a presentation. It allows students to present without having to worry about standing up in front of their classmates.
GoAnimate.com: Stritch Graphic by cmbauhs
We also need to make a presentation using one of the following programs Google, Slideboom, 280 Slides, Slideroll, authorStream, SlideShare, PreZentit, Empressr, or another possibilities. I have already used Google so I will most likely use one of the other options. I like that these are internet based presentation programs. This allows the students to create a presentation without having to worry about the cost of the software. It also saves their work online and allows them to share it in multiple ways (embeded, links, emails, social networking, etc.).
The last thing we explored in class this week was type with me. It is a pretty cool site that allows users to create a document that multiple users can work on at the same time. It would be a great way to get anonymous feedback from students in class. It also provides extra time for students that may require longer processing time.
I definitely think that I picked up some new strategies and techniques for my classroom. I hope to be able to find a way that these strategies will complement what I already do in class.
Thanks for reading my long post!
Carl
Technology includes everything from pencils and paper to computers and software. Educational technology is utilizing technology as an aide to enable learning. Educational technology is not limited to just the use of computers; however, the book and the class will focus on how computers can be used (hardware, software, connectivity, etc.) Each one of these tool allows students to learn and communicate in a different way. Technology can make it more possible for students to learn in ways that resemble natural learning by providing resources, support, and feedback that teachers alone may not be able to provide. The goal is to make technology use itself transparent, while examining the interactions, content, and process of the learning that occurs with technology.
In both our book and our class we discussed how technology should be seen as support for what teachers already know and do. It is about efficiency and effectiveness; not just a gimmick to catch student's attention. In order for real learning to occur teachers need to start with a focus on learning and then figure out a way to integrate technology. I have been interested in integrating technology into my curriculum for years. Now I have to look at the content and lessons that I have already created and figure out how I can use technology to complement my lessons.
The teachers role has changed with the use of technology because learning has become more student focused. I think that a lot of teachers are afraid of using technology because of the uncertainty that is associated with it. Teachers are uncertain if the students will learn the same skills that they would obtain from other lessons. There is also the inevitable technological difficulties that can ruin any lesson involving technology. I think that teachers need to realize that the integration of technology can be used to not only teach content, it can also teach various skills. Technology allows students to research, create, and collaborate. These are skills that are in some ways more valuable than the content itself.
One of the assignments for this week was to check out one of these graphics programs: Roxik, Draw Greetings, Queeky, ToonDoo, Toonlet, ImageChef, ZCubes, Shidonni, Mr. Picassohead, Face in Hole, GoAnimate, MagMyPic. I chose GoAnimate and made my first animation. I can see using this to have the students do a presentation. It allows students to present without having to worry about standing up in front of their classmates.
GoAnimate.com: Stritch Graphic by cmbauhs
We also need to make a presentation using one of the following programs Google, Slideboom, 280 Slides, Slideroll, authorStream, SlideShare, PreZentit, Empressr, or another possibilities. I have already used Google so I will most likely use one of the other options. I like that these are internet based presentation programs. This allows the students to create a presentation without having to worry about the cost of the software. It also saves their work online and allows them to share it in multiple ways (embeded, links, emails, social networking, etc.).
The last thing we explored in class this week was type with me. It is a pretty cool site that allows users to create a document that multiple users can work on at the same time. It would be a great way to get anonymous feedback from students in class. It also provides extra time for students that may require longer processing time.
I definitely think that I picked up some new strategies and techniques for my classroom. I hope to be able to find a way that these strategies will complement what I already do in class.
Thanks for reading my long post!
Carl
Monday, November 22, 2010
How does CED 510, and its content, connect to me?
This course has given me the chance to reevaluate my own personal computer knowledge and use. The most valuable things this course has taught me are: Live cds, pen drive applications, computer back up plans, and knowledge about computer components. I now know more about computer applications and its hardware.
What if complete computer failure occurred? While complete computer failure seems unlikely, I could not imagine the devastation that such an event would create. The biggest scare to me deals with money. I rarely use cash. If a computer virus wiped out all bank records I would loose all of my money. I put a lot of trust into banks and computer security and I would like to believe that this is virtually impossible, but the truth is that I have no idea what companies are doing to protect my information. It is pretty scary to think about.
What if complete computer failure occurred? While complete computer failure seems unlikely, I could not imagine the devastation that such an event would create. The biggest scare to me deals with money. I rarely use cash. If a computer virus wiped out all bank records I would loose all of my money. I put a lot of trust into banks and computer security and I would like to believe that this is virtually impossible, but the truth is that I have no idea what companies are doing to protect my information. It is pretty scary to think about.
Friday, November 5, 2010
What I am Learning in CEDO 510 and How it Applies to my World Part 2
As I mentioned in my previous post, the class that I am currently taking at Cardinal Stritch is called Computer Systems: How they work. In this class we will discuss the history of the computer, the different components of computers, the role of an operating system, the various operating systems available, viruses, and what makes up an ideal computer.
Last time I blogged about how the content in this course will give me the knowledge to become a better consumer and user of computers. This time I will focus on how I use technology now and how this course will affect my future usage.
I use technology everyday. I use it for all my work needs and I use it at home for social networking, media download and storage, and research. I have become technology reliant and I would freak if I were to lose my computer as a tool and resource. The most beneficial part of this course is that it has forced me to look at ways to prevent losing my valuable information due to a technology disaster. We will be researching a variety Linux OS and live cds,viruses and virus protection, a backup plan for a technology diaster, and various computer components.
I heard about Linux before this course started but I had not used it. This class required us to try out two different Linux operating systems. I was impressed with their ease of use and responsiveness. The best part about this project was that I learned how to make a live cd so that I can boot the OS directly from the cd without installing it. This is incredibly useful if the operating system on a computer fails because it will still allow you to access your harddrive and retrieve your files (this can also be done with an external hard drive case). I also liked that you can boot the OS directly from a usb drive. This lets you take your personal operating system with you wherever you go and on whatever computer you use.
Viruses have always been a threat to a computer and I have always tried to take the proper actions to prevent them from affecting my computer's performance. I am sure that when we discuss and research more about viruses, I will learn more information about them and how to prevent them.
The backup plan for a disaster will be a great assignment that forces me to rethink my plan in the event of a computer disaster. I will research uninterruptible power supplies, online storage, and networked storage devices. This will definitely prevent me from having a heart attack in case something goes wrong with my computer. I could not imagine losing all my work and media files.
The component research project will provide information on computer cases, power supplies, motherboards, graphic cards, monitors, windows hardware, digital cameras, network adapters, mouse and keyboard options, cd/dvd burners, sound cards, printers,processors, removable memory, storage devices, uninterruptible power supplies, and apple and microsoft operation systems. This information will help me troubleshoot any problems and replace any component if I have an issue.
All of the information that we will learn in the course will improve my usage of technology and prevent me from a freak out if it fails.
Last time I blogged about how the content in this course will give me the knowledge to become a better consumer and user of computers. This time I will focus on how I use technology now and how this course will affect my future usage.
I use technology everyday. I use it for all my work needs and I use it at home for social networking, media download and storage, and research. I have become technology reliant and I would freak if I were to lose my computer as a tool and resource. The most beneficial part of this course is that it has forced me to look at ways to prevent losing my valuable information due to a technology disaster. We will be researching a variety Linux OS and live cds,viruses and virus protection, a backup plan for a technology diaster, and various computer components.
I heard about Linux before this course started but I had not used it. This class required us to try out two different Linux operating systems. I was impressed with their ease of use and responsiveness. The best part about this project was that I learned how to make a live cd so that I can boot the OS directly from the cd without installing it. This is incredibly useful if the operating system on a computer fails because it will still allow you to access your harddrive and retrieve your files (this can also be done with an external hard drive case). I also liked that you can boot the OS directly from a usb drive. This lets you take your personal operating system with you wherever you go and on whatever computer you use.
Viruses have always been a threat to a computer and I have always tried to take the proper actions to prevent them from affecting my computer's performance. I am sure that when we discuss and research more about viruses, I will learn more information about them and how to prevent them.
The backup plan for a disaster will be a great assignment that forces me to rethink my plan in the event of a computer disaster. I will research uninterruptible power supplies, online storage, and networked storage devices. This will definitely prevent me from having a heart attack in case something goes wrong with my computer. I could not imagine losing all my work and media files.
The component research project will provide information on computer cases, power supplies, motherboards, graphic cards, monitors, windows hardware, digital cameras, network adapters, mouse and keyboard options, cd/dvd burners, sound cards, printers,processors, removable memory, storage devices, uninterruptible power supplies, and apple and microsoft operation systems. This information will help me troubleshoot any problems and replace any component if I have an issue.
All of the information that we will learn in the course will improve my usage of technology and prevent me from a freak out if it fails.
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