TIFTech Training Syllabus
Table of Contents:
Pre-Training Expectations: TIFTech Participants Prerequisite Self-Certification
Required Foundation Component (all training participants must attend): Overview
Specialization Strands:
1. Curriculum and Instruction (Two participants per district 24 hours minimum - hands-on)
2. Technical (Two participants per district 18 hours minimum - some hands-on)
3. Policy and Leadership (Two participants per district 12 hours minimum - lecture/demonstration)
Post Training: TIFTech Participants Self Assessment
TIFTech Participants Prerequisite Self Certification
In order for TIFTech professional development to be meaningful, participants must possess certain minimal computer skills. Potential participants that do not possess all the minimal computer skills identified below should acquire those skills prior to the training. Potential participants may acquire those skills from any one of a variety of sources including service center provided staff development, training offered from colleges and universities, commercial providers and/or self instructional materials, including training videotapes provided through the service centers.
As a participant in the TIFTech training I certify that I have the following minimal computer skills.
Computer Basics
Can use one or more operating system (Windows OS or Mac OS)
Can use computer components including keyboard and mouse
Word-processing
Can create and save a simple word processing document
Can format a word processing document including tabs, margins, fonts, styles, alignment and spacing
Spreadsheet
Can create and save a simple spreadsheet document
Can format a spreadsheet document including margins, fonts, styles, alignment and spacing
Can use a spreadsheet document to analyze data including the use of formulas and functions
Databases
Can create and save a simple database document
Can format a database document including margins, fonts, styles, alignment and spacing
Can use a database document to analyze data including the use sorting, calculations, and generating reports
Participant's Signature________________________________________Date_______________
School District_________________________________________________________________
Campus______________________________________________________________________
Foundation Component
6 participants per District (12 hours minimum - 6 demonstration, 6 hands-on)Objective: Participants will have a common foundation of knowledge in curriculum, policy, and technical aspects of Internet infrastructure and use for the implementation of the TIF grant. Participants will develop a minimal level of Internet expertise so that they can search the Internet with a browser and send/receive electronic mail.
I. What is the Internet? (e-global tutorial)
Introduction to the Internet
A. History and design of the Internet
B. Educational possibilities of the Internet
1. Administrative (Discussion)
2. Community
3. Instruction (Examples)
C. Educational considerations about using the Internet (Six Living Skills)
QUIZ (Use Resources Below)
1. Staff Development (Maxims)
2. Equipment
a. PCs - lab and/or classroom (Discussion)
b. Projection devices (Internet Search)
c. Multimedia peripherals
1. Scanners
2. Cameras (Tutorial)
d. Providing access to persons with disabilities (Internet Search)
3. Community support
4. Support personnel (Job Matrix)
a. Technical
b. Instructional
II. What are We Going to Do with the Internet? (Collaborative Internet Tools)
Curriculum Integration and Impact of the Internet (NCREL)
A. Impact of the Internet on student performance (5 Mastery Levels)
B. Types of Internet integration possible (5 Strategies)
1. Communication projects and lessons
2. Collaboration projects and lessons
3. Research
4. Student centered authoring (Project-based Curriculum)
5. Teacher and Instructional resources (homework help, lesson plans, etc) (Explore Resources and Identify for each below))
C. Examples of classroom integration (including TEKS correlation Lesson 19)
1. Language arts
2. Social studies
3. Mathematics
4. Science
5. Other curriculum areas
III. How Does It Work?
Technical Information
A. Connecting to the Internet
1. Local equipment necessary to connect (Router, DNS, CSU/DSU)
2. Remote equipment necessary for transfer (T1 line, other routers, satellites, cables)
B. Designing a local/wide area network (LAN/WAN) - an overview/example
1. Network equipment necessary (hubs, drops, cards, wiring)
2. Client hardware
C. Transferring data (TCP/IP Protocol)
1. TCP/IP
2. Path of data from client to DNS server including but not limited to router to switches to other routers
D. Creating an intranet
IV. How Will We Manage the Internet (The DON'Ts)
Policy/Administrative Information
A. Issues on telecommunications (federal, state, and local)
1. Universal Service Fund/E-Rate
2. HB 2128
3. ADA, Rehab Act, IDEA
4. Local Issues on telecommunications and use
a. Strategic planning
b. Norms, protocols and netiquette for technology use
c. Acceptable use policies
d. Copyright and legal issues
e. Staff development
f. Training and support
g. RESOURCES
V. How Do We Use the Internet Tools? (Training_Cafe Tutorials) ( 6 hours hands-on)
A. Using an Internet browser
1. Configuration of the browser (including options for persons with disabilities)
3. Browsing
4. Searching and using various search engines and strategies
5. Creating bookmarks
6. Appropriate printing
7. Data mining
B. Using electronic mail (Online Tutorial)
1. Sending mail
2. Reading mail
3. Forwarding mail
4. Address books
5. Distribution lists
6. Attaching files
7. Mail management
C. Taking advantage of newsgroups forums
D. Managing files and disk space
VI. Training and Professional Development
A. Principles of adult education
B. Characteristics of quality education staff development
C. "How to" training
D. Advanced "how to integrate" professional development (Rubrics)
Curriculum and Instruction Strand
2 participants per District (24 hours minimum - hands-on)Objective: Participants will be able to use and integrate Internet resources into the curriculum to enhance and improve instruction.
I. Internet and Multimedia Projects
A. Data retrieval
B. Use of data, graphics, audio, and video in a multimedia project
II. Internet Resources
A. News readers
B. Telnet
C. FTP
D. Gopher
E. Chat rooms/forums
F. Organizational resources
G. Online resources
III. Internet Integration Strategies
A. TEKS implementation
B. Collaborative projects
C. Product oriented research
D. Telecommunication based projects
E. Information discrimination
IV. Digital Imaging, Audio, and Projection Devices
A. Digital imaging (Graphics 101)
B. Audio
1. Microphones
2. Speakers
3. Sound cards
C. Projection devices
1. Scan converters
2. Data projectors
3. Liquid crystal display (LCD) panels/overhead projectors
D.
D. Assistive Technology to provide access to persons with disabilities
V. Internet Distance Learning
A. IP video
B. 2 way audio/video
C. Synchronous instruction
VI. Web Publishing
A. Purposes for web publishing
B. Designing a web site (including components making the web accessible to persons with disabilities)
C. Creating a web page
1. basic HTML tags
2. WEB publishing software
3. graphics and data
5. RESOURCES
6. Rubrics
2 participants per District (18 hours minimum - some hands-on)
Prerequisites: Familiarity with a basic understanding of computer concepts and operating system fundamentals.
Objectives: Participants will be able to define the basic network types and explain the fundamentals of network design and be able to:
1. Describe the basic concepts of networking, LANs and WANs.
2. Design a district network incorporating components discussed in this course.
3. Create checklist for working with vendors for design and implementation of network.
4. Prepare plan for ongoing maintenance, service and support. (Using a Survey)
I. Network Wiring (Most Common)
A. Twisted-pair cable (Creating Patch Cables) & Patch Panels
B. Fiber optic cable
C. Coaxial cable
II. Network LAN Components (Most Common)
A. Hubs
B. Routers
C. Switches
D. Gateways
E. SNMP Management
F. UPSs
G. Backup Hardware and Software
III. Network WAN Components (Most Common)
A. Modems - Dial-up
B. T1, T3, 56K
C. CSU/DSU
D. ISDN
E. FDDI
F. Wireless
G. Servers (e-mail, WEB, DNS, news, ftp, proxy, access, etc.)
IV. Network Design - Putting it all together
A. Wiring Closet
B. Backbone
C. Internet/Intranet (LAN/WAN)
D. Security-Firewall
E. Backup Policy
F. Topologies
G. Protocols (IP, IPX, AppleTalk, NetBEUI)
H. Standards
I. Overview of Operating Systems (Mac, Windows, NT, DOS)
J. Hardware and Software Options for providing access to persons with disabilities
V. Network Installation
A. Installation Plans and Timeline
B. Running Cable and Conduit
C. Equipment Operating Temperatures
D. Electrical Considerations
E. Network Testing Procedures and Logsheet
VI. Network Maintenance and Support Planning
A. Basic Network Troubleshooting Guidelines
B. Overview of Network Server Administration
C. Desktop Troubleshooting
D. Contract vs. in house
VII. Acquiring Technology
A. Length of warranty
B. Toll-free support
C. Upgradeabilty of hardware/software
VIII. Application of Principles (hands-on)
A. Design a network
B. Construct a network
C. Test and troubleshoot a network
D. Attach workstations to a NT and/or Novell networks
IX. Configuration TCP/IP Workstations (hands-on)
A. Mac and Windows
B. IP addressing schemes
X. Glossary of Other Related Terms and Issues
A. LocalTalk
B. ATM
C. Plenum cable
D. Repeaters
E. Bridges
F. Building Access Requirements
G. Fire and Building Codes
H. Asbestos Clearance
XI. Network Staff Roles and Responsibilities
A. Web Master
B. Systems administrator
C. Help Desk
D. Mail administrator
E. Network technician
Policy and Leadership Strand
2 participants per District (12 hours minimum - not hands-on)Objective: Participants will be able to develop strategies addressing: ongoing staff development for the district's community of learners needed to effectively and efficiently learn to use the technology tools; policies regarding assessment and standardization of equipment and software, fiscal decision making, contentious technical support, donations and obsolescence, facilities management and security; and Internet norms, protocols, etiquette and legal issues for technology use.
I. History of the Internet
A. Rationale for use of the Internet
B. Development of the Internet
C. The Internet in Texas
D. The Internet as a teaching and learning tool
II. Legislation and Regulation
A. Texas House Bill 2128
1. Overview of HB2128
2. The Telecommunications Infrastructure Fund (TIF)
3. Phone company discounts in Texas
B. Overview of phone company current services
C. Public Utility Commission
D. Federal Legislation
1. ADA and Section 504 of the Rehab Act
2. IDEA
III. Federal E-rate and Universal Service Fund
A. Overview of legislation
B. Overview of federal discounts program
C. Eligibility and discounts
D. Application procedures
E. Combining federal and state guidelines to receive maximum benefits
IV. Norms, Protocols, and Etiquette for Technology Use
B. Norms for Internet/communication participation
C. Telecommunications ethics
A. Copyright
1. US Code Title 17
2. Fair Use Guidelines
3. Evolving copyright law for electronic publishing
4. Web publishing by schools and libraries
B. Licensing
1. Software
2. Electronic databases and publications
3. Usage rights of electronic resources for schools and libraries
VI. Strategic Planning
A. Building a team of technology decision-makers (Mentoring)
B. Components of technology plan
C. Development of standards and procedures (Teacher competencies)
D. Acquisition planning
1. Warranties
2. Volume acquisition (purchase/lease/subscription)
3. Maintenance
a. Developing a program for service and support
b. Developing an obsolescence plan
4. Regulation and support of donations
E. Strategies for efficient inventory, asset management, and hardware migration
F. Facilities planning
1. Electrical
2. Security
3. Asbestos abatement
G. Identification of resources
1. Funding
2. Human
TIFTech Participants Self Assessment
After completing the TIFTech Training, I feel comfortable that I understand and can teach others the following information and how to do the following:
All Participants
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Describe various educational possibilities for using the Internet in the educational environment
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Describe various implementation and policy considerations to be considered when implementing the use of the Internet in the educational environment
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Describe various instructional strategies for implementing the Internet into the curriculum
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Describe the general components of how the Internet works and the components necessary for connectivity and communications
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Browse and search the Internet using a web browser and search engines
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Send and receive e-mail
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Curriculum Participants only
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Describe how to integrate Internet resources into multiple curriculum areas
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Use e-mail to enhance instruction
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Identify and locate on-line and off-line resources to support instruction
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Design and publish a Web page
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Integrate the use of various forms of data including text, graphics, video, audio and Internet resources into multimedia projects
-
Technical Participants only
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Describe the basic concepts and components of networking
-
Prepare a basic design for a district network
-
Create or use a checklist for working with vendors
-
Prepare and implement a plan for on-going maintenance, service, and support
-
Provide basic troubleshooting for a network
-
Administrative/Policy Participants only
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Describe the state and federal legislation related to telecommunications
-
Describe the state and federal grant opportunities related to telecommunications
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Develop an Acceptable Use Policy for your district
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Discuss Copyright issues related to the Internet and software
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Discuss types of Professional Development needed to support integration of Internet use in the district
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Provide Leadership for the development of a District or Campus Technology Plan
Participant_______________________________________________Date_________________
District__________________________________Campus______________________________
(Revised January 28, 1998)
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