Maker Lesson Plan for Classroom Technology Support Technicians
Single device data management for classroom technology support technicians
Lesson Objective and Alignment with Curriculum:
Web Literacy Map v1.1.0
After completion of this lesson, you will have the skills necessary to efficiently manage professional and personal email/calendar accounts, design visual representations of role related support requests and add to collaborative documents for process improvement suggestions related to your position as a classroom technology support technician. By optimizing a single device to organize the aforementioned data, you will be better equipped to function successfully in your classroom technology support role. This lesson also contains transferable skills which you can carry across disciples. The inspiration of standards for the lesson comes from multiple sources listed throughout the lesson plan. All aspects of the lesson plan can relate in one way or another to The Web Literacy Map from Mozilla Learning (2016).
Prior to this assignment you will create your own digital device using the Raseberry Pi. Follow the directions in this Maker Prototype blog post to build a similar device utilizing the Raspberry Pi, Raspbian OS, display, keyboard, mouse and internet connection. As long as the device has the same functionality, you may get creative and design the look as you feel inspired to do so. Hint: For this particular assignment portability could be a desired feature.
Estimated Time Requirement:
1 ½ hours
- Raspberry Pi 3 Model B Starter Kit: ~ $74.99
- Micro USB Power Supply (included with kit)
- MicroSD Card pre-loaded with NOOBS (included with kit)
- Raspberry Pi Case (included with kit)
- HDMI cable (included with kit)
- Display (students choice)
- Wireless keyboard/mouse (if display is not touch screen)
- Wireless Internet Connection
- Gmail Account
Big ideas and key questions
- Appropriate management of your email and calendaring systems can increase productivity and accelerate progress of knowledge growth. What other benefits can you gain in your professional practice from appropriate management of your email and calendars?
- Transparency of organizational data can allow others to experiment with building visual representations of their own to find meaning in the data. What trends in the data can you find to help add value to the process as administration focuses on strategic planning for the future?
- Leaders can be found at all levels of an organization and fostering leaders can accelerate in a culture that gives individuals opportunities to share ideas for process improvements. How do you share your ideas for process improvements and grow collaboration?
Phase 1 (30 minutes) – Simplify email accounts and calendars
It is an important skill to manage your personal and professional life in the digital environment. It is also important to streamline each of these areas. Being a recipient of unwanted emails and calendar mishaps can take focus away from items that truly matter. In the first step of this phase, unsubscribe from unwanted email lists (figure 1) and consolidate or create calendars into one location for easy access as displayed in this video. Email and calendar optimization will be an ongoing management process, but the initial optimization on one device will produce long term positive effects. For the next step in this phase, list out your personal and professional email accounts and draw a diagram(s) using a tool of your choice (as long as the finish product can be share electronically one way or another) to visually display how your accounts are configured in relation to each other (figure 2). For example, if all accounts are completely separate and do not forward to one another, you will provide a simple list. However, if accounts are configured to forward emails to other accounts, you will display this connection in a diagram. After completion of your diagram(s), reflect on your current email configuration and provide a brief explanation of the changes you wish to make (or not make) and why. Upon completion you will receive timely feedback regarding your email configurations and possible suggestions on how you may further simplify digital management of their email and calendaring systems.
Phase 1 Assessment (50 points)
✓ Unsubscribing from emails: ungraded but highly recommended
✓ Calendar consolidation: 10 points for brief write-up submitted via Google Docs explaining software used for calendars and steps to completing consolidation.
✓ Reflection of email/calendar account configuration: 40 points for an approximately 400 word reflection related to your experience of simplifying your email and calendar accounts.
Phase 2 (30 minutes) – Create live visualization of completed support requests
Documenting tasks team members have accomplished can help display organizational strengths and areas available for improvement. Within this phase of the lesson, you will utilize the technology support request database within Google Sheets to create a live visualization of your completed support requests. Review the video below and then experiment with charts to create a valuable visualization of the data. Examples of valuable charts could include the display of data related to which classrooms typically have the most problems, which categories of support requests are most common or any other representation of data that you feel would be beneficial for strategic planning related to the success of classroom technology support.
Instructional Video – http://screencast.com/t/16C8AiQAo
Phase 2 Assessment (25 points)
✓ Visual representation of valuable data: Create a chart within the technology support request database which represents valuable data that can be used for decision making to improve the success of classroom technology support. Create a brief write-up within the document explaining your findings within the data and be prepared to discuss your findings and possible solutions with the group.
Phase 3 (30 minutes) – Generate ideas for process improvements
As a member of the classroom technology support team, feedback and recommendations are highly valued from all team members alike. It is important for all individuals to understand that their input can greatly increase outcomes of our customers. To foster collaboration and idea sharing you will enter recommendations for classroom technology support process improvements (figure 3) in the “process improvements” tab of the technology support request database. Create an implementation plan for your idea(s) and be ready to discuss the implications with the group.
Phase 3 Assessment (25 points)
✓ Contribute to ideas for process improvements: after a week of providing technology support in the classroom, submit a process improvement recommendation and select a time for discussing this with the entire support team. Submit recommendations in the “process improvements” tab of the technology support request database. Discuss possible process changes with the group to determine feasibility and added value.
Lesson Plan Rational:
The rationale for this lesson centers around being intentional with the data we interact with on a daily basis. “We urgently need more effective ways to make sense of this massive amount of data—to navigate and manage information, to identify collaborators and friends, or to notice patterns and trends” (Borner, K., & Polley, D., p. 2). Unsubscribing from unnecessary lists and calendars, while on the other hand subscribing to meaningful content allows you to synthesize as described by Mozilla’s Web Literacy Map. Within the read section of the literacy map, Mozilla defines synthesize as “integrating separate and unique information from multiple online sources” (2016). With this mindset you can subscribe and unsubscribe from content delivery systems and obtain more control over the value of material entering your inbox everyday.
Phase 2 of this assessment includes data management as well as an element of creation which contributes to the higher level strategic planning related to the functions of technology support technicians. You are asked to create a valuable data visualization to help understand overall organizational support needs. Access to organizational data allows you to revise as described by Mozilla’s Web Literacy Map. Within the write section of the literacy map, Mozilla defines revise as “Systematically reviewing and examining digital content with the intent of improving work process and product.” (2016). Compared to be told how administration interprets the data, you are able to play with the data yourself. As explained by Bransford, “transfer is affected by the degree to which people learn with understanding rather than merely memorize sets of facts or follow a fixed set of procedures” (Bransford, 2000, p.55). In this lesson the data is transparent and you are given an opportunity to contribute your thoughts of what the data says.
Along with a focus of the importance of data management and creation, phase 3 incorporates social learning and community to support learning. As explained by Johnson & Johnson and expanded by O’Donnell, “the processes of identification with the group or community and the experience of collective efficacy are important motivators for learning” (O’Donnell,p.64). As you become more vested in the operations of the classroom technology support team, the hope is that a sense of ownership will grow and, with that, a drive to learn more about all organizational operations and the desire for them to succeed.
Borner, K., & Polley, D. (2014). Visual Insights: A Practical Guide to Making Sense of Data. MIT Press. Retrieved from http://www.jstor.org/stable/j.ctt9qf80z
Bransford, J., Brown, A.L. & Cocking, R. R. (Eds.), How people learn: Brain, mind, experience and school (pp. 3-78). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368.
Johnson , W. , & Johnson , R. T. (1999) . Learning together and alone: Cooperative, competitive, and individualistic learning ( 5th ed. ). Needham Heights , MA : Allyn & Bacon.
Mozilla Learning. (2016). Web literacy. Retrieved from https://learning.mozilla.org/web-literacy/
O’Donnell, A. (2012). Constructivism. In APA Educational Psychology Handbook: Vol. 1. Theories, Constructs, and Critical Issues. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief). Washgington, DC: American Psychological Association. DOI: 10.1037/13273-003.