Switch Cihazımı Yapılandırıyorum

Innovator: Gülcan Parlamış, https://www.linkedin.com/in/gulcanparlamis/

Organisation: SAMANDIRA VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL, Istanbul

Setting of the practice: face to face

Description of the practice:

Facilitating the learning of commands that enable many network device configurations with the integration of digital technologies based on the simulation method in the context of configuring the switch device in Network Systems and Routing, Network Systems and Switching courses." It is aimed to make the learning permanent by associating certain command expressions with web 2.0 tools and packet tracer network simulation software with the students taking the specified courses, to have the students perform these commands on a switch device in real life and to verify the configuration.

 

I was giving the Network Systems and Routing, Network Systems and Switching courses. We had decided to make a project with my student about this courses. I wrote a project and find a partner in a different city. We received parental permission documents before the study. We started with the project process planning meeting and the ethical rules given to the students.  We created a logo and poster for our project. We chose the logo and banner to represent the project in a form via Google forms. Presentation tools started with the introduction of web 2.0 tools (technology literacy) and they made the presentation of IOS with the presentation tool they chose (active learning). We have planned activities where they can form teams, take responsibility, collaborative, democratic participation and sharing (based on collaboration), so that they can build with what they have learned in such a way that they can all fill one box. Before starting the IP configuration, the attention of the students was drawn to the subject with the invitation of an expert. They used what they learned earlier when configuring Ip for Interface. They made application with packet tracer and application on real device (Simulation). They added annotations to the simulation by creating a mixed team with Genially. Then they turned the explanations about the simulation into puzzles. Within the scope of 21st century competencies, cooperation, empathy, developing solutions to complex problems, analytical, critical and creative thinking processes have developed and positive changes have been observed in their interest, curiosity and motivation in technology. I had a student who had a mild intellectual disability. I gave him the task of explaining with video while the slide was being prepared. I also had simple and repetitive parts done in collaborative work. In the colored simulation, he created hint and print which vlan it belongs to. When the real device came, I asked him to plug the cable into the computer. When I said plug in the adapter, he recognized the device and learned where to plug it in. I asked him to write in the simple first box in the flowchart. He wrote a statement that the appropriate password is determined. He made a vlan circuit with help. In other words, we included our Mert (cyber department student) in activities in an encouraging and non-judgmental way based on the philosophy that every individual is special (constructivist).We saw that we achieved the gains we wanted with the pre-test and post-test. Final production: https://www.flipsnack.com/9EDFAEFF8D6/switch-cihaz-m-yap-land-r-yorum.h…