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					Introduction
This guide is designed to assist you in teaching the material in the
Student’s Guide for Deploying Student Technical Support Solutions. The
book introduces students to the basics of supporting Windows XP
Professional, which your school receives through the Partners in
Learning program.


How to Use This Guide
This guide offers tips for teaching each subject heading within each
chapter. The materials are meant to be used in order; start with Chapter 1
and progress sequentially to Chapter 9. The number of class meetings,
length of each class, number of students, and other factors affect how
you teach this course, and how fast you progress through the material.
Because these variables are specific to each school, and affect the pace at
which you progress, the course is organized by topic areas that are
represented by a main heading. You can think of each of these topics as a
“mini chapter.” Most include one or more exercises.
As part of the Partners in Learning program, you will receive a database
that enables students to track ticket requests, record their hours, and
complete hardware and software inventories. Throughout this guide, you
will see pointers to this database. Even if your school does not use this
particular database, you can use the pointers to introduce students to
similar functionality within other databases.
This guide provides you with the following for each of the chapters in
the course:
     Description of the preparation necessary for each chapter.
     A guide to teaching each topic, including discussion topics.
     Answers to all exercises.
     Descriptions of how to complete group exercises.
     Suggestions for additional exercises.
     Suggestions for when to introduce students to various tasks
      performed within the database.




           Deploying Student Technical Support Solutions Teacher’s Guide 1
CHAPTER   Planning Your
  1       School’s Help
          Desk
          Overview
          This chapter introduces students to the concept of a help desk. It gives
          you and your help desk team enough information to initially scope the
          services that you want to offer. Additionally, it encourages students to
          consider some of the business decisions that are involved in starting a
          help desk. For example, they will have to decide what the characteristics
          are for each position, who in the group might have those characteristics,
          what the help desk should do, and the schedule for doing it. The
          exercises are designed to make students feel that they are a part of the
          initial decision-making processes, and can buy in to the structure and
          scope of the help desk. Of course, you probably already have a good idea
          of the scope of the help desk, but it is important to encourage students to
          participate in the decision-making process. This is the only way they will
          learn how hard those decisions can be, and it is essential in helping them
          take ownership in your school help desk.


          Preparing to Teach
          To prepare for this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises.
             Find out how many computers and users your help desk is
              expected to support. If you have control of these numbers, you
              might want to start small and gradually add support until you
              reach your maximum efficiency.
             Find out what additional technology support is available for the
              computers that your help desk will support. Is there a school or
              district help desk to which you can route problems that fall
              outside of the scope of your student help desk? What sorts of
              tasks do they perform?
             Create a memo of understanding with the other support
              agencies that discusses the parameters within which your help
              desk will work, and what tasks or duties are clearly outside the
              scope of your help desk.
             Find out the physical resources available to your help desk
              team. Are there computers that can be dedicated for help desk
              use only? Will you have phone lines? Can you create a Web
              page on your school’s site or another site? Will you have a
              dedicated meeting space, or will you have to schedule each
              meeting separately?


                     Deploying Student Technical Support Solutions Teacher’s Guide 2
   Enter each student’s name as a technician in the database so
    that they will be able to practice entering hours.


Topic-by-Topic
What Is a Help Desk?
Discuss the concept of a help desk with your students. Ask them about
their experiences with computer support, or other types of help desks (for
example, the service desk in a store). Discuss what made good and bad
experiences, and why.


How Does a Help Desk Work?
Discuss Level 1 support and its meaning. Tell students about the other
support organizations that you will be working with, and how you will
interact. Will that organization be “Level 2” support? What will Level 1
support mean to your school? (Be careful here not to make all the
decisions, since that’s what the exercises in this chapter are for.)
Use the ticket flow diagram in Figure 1-1 to show students the flow of
tickets, and then briefly demonstrate the ticket tracking database. Let
students know that they will be working in this database. When you
discuss maintenance and upgrades, let students know whether or not they
will be responsible for installing Windows XP Professional and Office
XP on the computers. Make sure they understand that they will be
gaining the skills to do so as they progress through this course.


How Is the Success of a Help Desk
Measured?
Talk about the ways to measure success, and if possible, present an
example from another support organization. If you are working with a
Level 2 support organization, you might solicit examples from them. Ask
students to justify why they would suggest specific success criteria, and
why that criteria is appropriate. Discuss the trade-offs inherent in success
criteria. For example, if the help desk is judged primarily by how fast it
can close tickets, how might that affect its communication strategies with
end users?


Roles of Help Desk Team Members
This section is designed to get students to create a job description for
each position on the help desk team. The description of the duties,
together with the characteristics that students list for each position, will
determine who qualifies for the positions. Emphasize that everyone is a
technician, and that a few technicians will spend slightly less time doing
actual support so that they can perform roles that will support the help
desk itself. These roles are the team leader(s) and the data analyst. You

           Deploying Student Technical Support Solutions Teacher’s Guide 3
might want to suggest that help desk team members rotate through these
roles.
When you discuss the technician duties, demonstrate how to enter hours
in the database. Have each student log on to the database and enter the
hours for the first class meeting. Also, be sure students define as a group
what “high-quality customer service” means to them.

       Exercise 1-1 Characteristics of a Successful
       Technician
Discuss what characteristics are. Have students work in groups of three
or four to come up with at least 10 characteristics of a successful
technician. Record all of these on a board or other display component
that the class can see. Identify which characteristics are mentioned more
than once. Give each student three small pieces of paper (such as a sticky
note, or a paper with tape on the back) with the numbers 1, 2, and 3 on
them. Have each student place these on the three most important
characteristics. Then, have the class come to consensus on a ranked order
of characteristics. Following are sample characteristics:
Good listener            Speaks clearly
Friendly                 Competent on Windows XP Professional
Helpful                  Knows limitations
Asks for help            Organized
Open to feedback         Conscientious


Team Leader Duties
The team leader for your help desk should be a student who is focused on
identifying issues and helping the team to resolve them. You should
determine whether or not you want the team leader to perform all of the
listed duties (such as creating the schedule), and you should let the
students know up front what the role will be.

       Exercise 1-2: Characteristics of a Successful
       Team Leader
Conduct the first part of this exercise similarly to the one for technician
characteristics, with the final result being a prioritized list of
characteristics for the team leader. Following are sample characteristics:
Fair                              Highly skilled
Good communicator                 Can see big picture
Highly organized                  Detail-oriented
Trustworthy                       Wants to help others
Students might be more honest in their recommendations for team leader
if they are kept private. If you think this is the case, then you might want
students to submit their recommendations to you only.
           Deploying Student Technical Support Solutions Teacher’s Guide 4
Data Analyst Duties
The data analyst will run predefined reports that are created in the
database, and may do more in-depth research with the data in the
database. This person should be very interested in statistics and in
monitoring and improving the help desk performance. When you discuss
the data analyst’s duties, demonstrate how to run reports in the database.
If you had students log hours in the database earlier in the chapter, then
you might want to run a report on the hours each student has worked.
The data analyst will have access to database information, that might be
considered sensitive (such as statistics that represent other technicians’
performance). Therefore, you might want to specify that an important
characteristic for the person holding this position is the ability to keep
information confidential.

     Exercise 1-3: Characteristics of a Successful
     Data Analyst
Run the first part of this exercise as you did the two previous ones, with
the result being a prioritized list of characteristics. Following are sample
characteristics
Trustworthy                       Likes numbers and graphs
Likes statistics                  Organized
Understands database              Responsive to requests
As with the team leader position, you might want students to submit their
recommendations for data analysts to you only.


Determining Help Desk Goals
This is perhaps the most important section in this chapter, because this is
where you and your students determine the purpose of your help desk. Is
it primarily a learning opportunity for the team members? Is it to
inventory and maintain school equipment? Is it to offer real-time support
to students, and/or to faculty? Once you determine the overall goals, you
might want to create a mission statement for your help desk. Keep it
short, simple, and focused. Also, let students know that the goals and
mission will have to be revisited regularly to determine whether or not
they continue to be accurate.


Defining the Scope of Your Help Desk
Use this section and its subsections to help your students determine an
appropriate scope for their help desk services. Let students know that you
will be revisiting this definition often. Make sure they know that they
will not begin to offer services until they gain some basic skills. Be sure
students understand that the scope of the help desk will be determined by
the user requirements, and then constrained by issues of resources and
the skill sets available on the help desk.


            Deploying Student Technical Support Solutions Teacher’s Guide 5
Evaluating Your Resources
In this section, you should let students know what resources are available
to them, or you can ask them to research this on their own. If you choose
to have them do the research, you should already know the answers so
that you can validate their findings.


Types of Support
Discuss with students the type of support their help desk will offer—real-
time, asynchronous, or both. Make sure students understand that their
evaluation of resources (in the preceding section) will help determine the
type of support the help desk can offer. In this and the following
sections, you should also discuss how to influence customer expectations
so that they clearly understand the level and scope of the support
available from the help desk.

     Exercise 1-4: Evaluate Resources
In this exercise, students begin to determine availability of help desk
team members and document the resources available to them. They will
probably start to realize the limitations that resources can impose.

     Availability
1. For this question, you should create a large grid on a blackboard or
whiteboard, a large piece of paper, or in a spreadsheet that you can
display. The grid should represent all the possible days and times that
students might work, and list the name of each student. Following is an
example:
                                Monday                              Tuesday                            Wednesday
                           Marika




                                                                 Marika




                                                                                                       Marika
                                    Susan




                                                                          Susan




                                                                                                                Susan
                    Juan




                                                          Juan




                                                                                                Juan
                                            Tran




                                                                                  Tran




                                                                                                                        Tran
                                                   Lori




                                                                                         Lori




                                                                                                                               Lori
7 am - 8 am
9 am - 10 am
10 am - 11 am
11 am - 12 pm
12 pm - 1 pm
1 pm - 2 pm
2 pm - 3 pm
3 pm- 4 pm
4 pm - 5 pm
5 pm - 6 pm

You should tell each student the minimum number of hours they must
work on the help desk. If the minimum hours will vary, then you should
discuss why at this point. Have each student indicate all the hours they
are available to work on the chart, and then designate (by using a
different color or shade) the hours they would prefer to work. This
exercise will expose students to the difficulty of scheduling, and help
them understand why some members will not get their first choice of

           Deploying Student Technical Support Solutions Teacher’s Guide 6
work hours. It will also help them realize how the availability of team
members affects the scope of support offered. Have the students as a
team use the information in the chart to answer question 2 in this
exercise.

     Physical Resources
In this section, the students will be documenting the information on
resources that you presented earlier in the chapter. Some considerations
regarding each question appear in italics below.
3. Where will the help desk team’s base of operations be located?
If you will not have a base of operations--that is, a room that you can
designate for use only by the help desk team—then you will need to make
your materials secure in some other fashion, perhaps by storing them in
locked file cabinets.
4. Are there computers available for use exclusively by help desk team
members? If so, how many and where are they located?
If computers are available for your exclusive use, you can install the
database connections, configure the computers with settings that the help
desk team will need (and other users should not have), and keep your
data relatively safe. If not, you will have to figure out how to work
“virtually” from any computer.
5. Are there computer labs where students take classes? If so, what type
of help is the help desk team responsible for providing support during
these classes?
This question refers to scope--if you are required to support computer
labs, then some of your help desk availability is spoken for.
6. Are there one or more phone lines available for use exclusively by
help desk team members during the hours you want to provide support?
Phone lines are probably necessary for real-time support, although you
might be able to provide this type of support by using Windows
Messenger or another instant messaging program.
7. How many computers will the help desk team be responsible for?
The answer to this question will determine how much of your time will be
taken up by maintenance. It can help you define which maintenance
duties your team should perform.
8. How many end-users will the help desk team support?
The answer to this question can help determine how many tickets you can
expect.
9. Does a hardware and/or software inventory for these computers exist?
If so, how up-to-date is it?
The answer to this question will help you prioritize a hardware or
software inventory within the scope of your work.



           Deploying Student Technical Support Solutions Teacher’s Guide 7
Support Areas
For each support area, you will need to determine the scope of your
support based on the criticality of the tasks and the other support that is
available to you. For example, if you have a district support group that
maintains a hardware inventory, you might not want hardware inventory
to be part of the scope of your hardware support. You will not actually be
determining the scope of these support areas until you have more
information about them. Use the cross references to other chapters in the
book (see the “More Information” boxes) to preview for the students the
types of things they will learn in the class. You can do this by
mentioning the objectives for each cross-referenced chapter.

     Exercise 1-5 Determine User Needs
This exercise is a multi-part exercise that will be completed over several
days.
1. First, show students the sample survey in the appendix, and have a
volunteer offer to modify it for your school. You might want to conduct a
brainstorming session to find out the kinds of information you want to
gather.
2. After the volunteer modifies the survey, get the help desk team to
approve it.
3. Next, copy and distribute the survey. It is best if help desk team
members can distribute the survey at the beginning of a class, allow users
to complete it, and then pick up the survey. This will ensure a higher
return of completed surveys.
4. Finally, the results of the survey must be tabulated and analyzed. You
might want your data analyst to do this under your supervision.
Once the information is in a digestible form, have the help desk team
agree on goal statements related to this information.


Remaining Open to Change
Hopefully, students have realized through their review of this chapter
that the relationship among user needs, available resources, and other
factors all affect the services they provide. Emphasize that the decisions
they have made so far about their help desk are like a hypothesis that
they will regularly need to test against reality, and revise as needed.




           Deploying Student Technical Support Solutions Teacher’s Guide 8
CHAPTER
          Understanding
  2       Hardware
          Overview
          This chapter is designed to help students understand the function of
          major pieces of computer hardware. When they have completed the
          chapter, they should be able to visually identify basic hardware
          components. They also learn how to remove and replace internal
          components. The chapter is also designed to help students overcome the
          common fear of opening a computer case and working with computer
          parts.


          Preparing to Teach
          To successfully complete this course, your students will need to
          physically remove and replace internal components of computers. You
          should provide them with computers that are “disposable.” You might
          request donations of computers from the school, students’ parents, or
          local companies. It is best if these are functional, but they do not have to
          meet any minimum specifications. As the instructor, you should have
          two computers with which to work--one that you can completely
          disassemble so that you can show students each component, and another
          that is assembled so that you can demonstrate the proper techniques
          when removing and replacing components. You must be familiar with
          each hardware component within the computer, as well as with port and
          cable types. This chapter provides much of this information, but you also
          should spend some time with a computer technician before teaching it. It
          is important that you know the proper techniques for removing and
          replacing items, and that you can identify internal components that are
          not covered in this chapter.


          Required Materials
             A computer for each group of students to disassemble and
              reassemble. Groups should not be more than three students; two
              is preferable. For the first exercise, each group will also need a
              monitor, keyboard, and mouse.
             Containers for small parts, such as screws.
             Small screw drivers and any other tools necessary to open the
              computer chassis and remove components.
             Rubber or latex gloves (without any coating) that can be used to
              handle computer components if desired.
             Cables that connect to each port type for demonstration (cables
              are not covered in this chapter, but you should demonstrate so
              students can gain familiarity with the different types).
             Index cards for exercises.
                     Deploying Student Technical Support Solutions Teacher’s Guide 9
Topic-by-Topic
Staying Safe When You Work On Internal
Components
Review this section in detail with students. The list of guidelines covers
the physical safety of students, as well as the protection of the computer
equipment. Emphasize to students the importance of disconnecting all
power cords before they touch an internal computer component.
Elaborate on the items related to working with physical components. For
example:
   By grounding themselves, they can ensure they do not transfer a
    damaging electrical charge to a computer component.
   They should never touch a power supply or monitor—both to
    protect the computer, and to protect themselves.
   Handling circuitry can damage it. Demonstrate how to pick up a
    circuit board or motherboard by the plastic card without
    touching the circuitry.
   Forcing a connection can damage both the component and the
    bay into which it is being forced. Demonstrate how to properly
    remove and replace components.

Reading a Specification Sheet
Go over the sample specification sheet with students. Ask them which
terms they understand, and which they do not. Also, ask them if they
understand the purpose of the various elements mentioned. You might
ask them to identify which parts of this specification sheet are facts, and
which are marketing.


Identifying Internal Hardware
Components
For each hardware component, show students the physical element, and
where it fits inside the computer. Discuss its purpose and function. You
might want to relate each component to the specification sheet by asking
students if the component is listed on the sheet. This section might also
be a good place to discuss the minimum requirement for each component
in a computer that runs Windows XP Professional. Hardware
requirements for Windows XP Professional are discussed in Chapter 3,
Installing Windows XP Professional.




          Deploying Student Technical Support Solutions Teacher’s Guide 10
     Exercise 2-1: Determine CPU and RAM
     Specifications
In this exercise, students learn how to access the System Properties
dialog box to find information about a computer. After they have
recorded the information about their computers, you might want to ask
them which computer has the newest CPU, which has the fastest CPU,
and which has the most RAM.

     Exercise 2-2: Remove and Replace Internal
     Components
In this exercise, student groups will identify, remove, and replace several
components in their assigned computers.

IMPORTANT
You must closely supervise this work to ensure student safety and
minimize any potential damage to computers.
   Before students begin the exercise, revisit the safety guidelines
    presented at the beginning of the chapter, and the proper
    techniques for handling, removing, and replacing components.
   Have the students perform the first task under the Procedure
    heading (step 5). If they performed this task on the same
    computer earlier in the chapter, then they can transfer that
    information to this exercise.
   Ensure that each computer is completely disconnected from the
    power supply and from all peripherals.
   Pass out the 5-by-8-inch cards to students, and have them write
    the name and function of each component covered in this
    chapter on the cards. Go over these definitions as a class.
   Demonstrate how to remove the chassis of the computer. Each
    computer may be different.
   You can let each team select the five internal components to
    remove, or you can select them.
   Emphasize that the documentation on the original placement of
    each component and how it was removed is more important
    than actually removing the components. This information
    enables students to properly replace the components. The goal
    of this exercise is a properly reassembled and working
    computer.
     Suggested Additional Exercises
1. Have each group present its removed components and descriptions to
the class. To make the most of this exercise, you should assign
components so each team has a different set.
2. Have students document how to remove the various types of computer
chassis by photographing the removal, and then writing down the steps.




          Deploying Student Technical Support Solutions Teacher’s Guide 11
3. Have each student do more in-depth research about how a specific
component works, and the types of that component that are available.
The Web site, www.howthingswork.com is a great resource, as are Web
sites for which the primary focus is selling computers and computer
parts.
4. Write each glossary term used in the chapter on a card and its
definition on a different card. Have the students try to match them up.




         Deploying Student Technical Support Solutions Teacher’s Guide 12
CHAPTER   Installing
  3       Windows XP
          Professional
          Overview
          In this chapter, students learn how to install Windows XP Professional
          by performing a clean installation, or upgrading from another operating
          system. You should emphasize that the real work in performing an
          installation of any kind is making the correct decisions before attempting
          the installation.


          Preparing to Teach
          To prepare for this chapter, complete the following tasks:
              Read the entire chapter and complete all the exercises and other
               step-by-step tasks.
              Ensure that each student has access to the Microsoft Windows
               XP Professional Pre-installation Checklist in Appendix A.
              Obtain a working computer for each student on which he or she
               can perform an upgrade or an installation of Windows XP
               Professional.
              Determine how students will capture the System Information
               file they save. Will they print it (in which case the computer
               they are using must have access to a printer)? Or, will they save
               it as a file, and take it somewhere else to be printed? Or will
               they only see this information on the screen?
              Ensure that each of their computers has an account with
               administrative privileges, and that you know the password for
               these accounts. For the purposes of this exercise, you can either
               have students use their own administrator-level accounts, or
               create accounts on each computer that have the same name and
               password.
              If possible, the computers should have an Internet connection so
               that students can use the www.Microsoft.com/hcl Web site to
               check their hardware compatibility.
              Provide students with a Windows XP Professional product
               installation disk.
          The computer must meet the minimum system requirements for
          Windows XP Professional (see Table 4-1 in this chapter in the Student’s
          Guide for information). Ideally, each computer has user data that could
          be migrated to a new computer, or new installation, by using the Files
          and Settings Transfer Wizard.


                   Deploying Student Technical Support Solutions Teacher’s Guide 13
Topic-by-Topic
What is an Operating System?
This section introduces the purpose and function of an operating system.
You can relate this topic to Chapter 2 by emphasizing the operating
system’s role in communicating with hardware.


Planning an Installation
This topic encompasses the remaining subtopics within the chapter. In
this section, students learn the importance of planning various phases of
an installation, and examine the criteria that help them make decisions.
Before you begin this section, ensure that each student has access to the
Microsoft Windows XP Professional Pre-installation Checklist in
Appendix A. You might want to make copies of the checklist and
laminate them so that they can be reused as often as needed. Students
should record their installation decisions on the checklist. They will do
this in Exercise 3-1.


Minimum Hardware Requirements for
Windows XP Professional
The purpose of this topic is for students to learn the minimum
requirements for installing Windows XP Professional on a computer. The
minimum hardware requirements are presented in Table 4-1. The
minimum requirements for installing Office XP Professional are also
listed. This information will be useful to them if they will be installing
Office XP, which is provided along with Windows XP as part of the
Partners in Learning program.

     Exercise Idea
Instruct students to review the information they recorded for their
computer’s CPU type and speed, and the RAM in Exercise 2-1. Have
them determine if those computers meet the minimum requirements. Or,
provide students with specification sheets like the one presented in
Chapter 2, and have them determine if the computers depicted in the
specifications meet the minimum requirements.


Determining Hardware and Software
Compatibility
In this section, students will verify the compatibility of their computer’s
hardware and software using both the hardware compatibility list (HCL)
and the Readiness Analyzer tool.
First, have students generate a file that contains information on their
computer’s hardware. Demonstrate this process, using the steps on page
4 as a guide. Students should name the file “Components,” as directed in
          Deploying Student Technical Support Solutions Teacher’s Guide 14
the steps. Make sure students understand that there is a great deal of
information to be found in the System Information dialog box (see
Figure 3-1). Have them verify that each component meets the minimum
system requirements (they should) and discuss what they would do if a
component did not meet the minimum requirements.
Next, have students compare the Components document to the HCL on
www.Microsoft.com/hcl. You might need to help them use this site. Have
them record any incompatible hardware. Explain that a component could
meet the minimum requirement and also be incompatible with the
operating system, although this is unlikely.
You should then instruct students to check the compatibility of the
hardware and software by using the Windows XP Professional CD to run
the Readiness Analyzer, as directed in the chapter. Be sure students
know that the default save location of the compatibility report is the
Windows folder on the local disk drive (usually the C drive)..

     Exercise Idea
If a component in a computer does not meet the minimum requirement,
have a student remove the old component, and replace it with a new
component that meets the requirements. Supervise this exercise closely.
This might be a good point to revisit the Microsoft Windows XP
Professional Pre-installation Checklist.


Planning Partitions
Explain the various ways to plan partitions. Introduce a discussion about
the advantages and disadvantages of creating multiple partitions on large
hard disk drives. Refer students again to the Pre-installation Checklist,
which includes the Disk Partitioning Decision Tree, in Appendix A.


Planning File Systems
NTFS is the preferred file system, and should be used unless there are
compelling reasons not to. Show students how to make the determination
using the File System Decision Table in Appendix A.


Planning the Type of Installation
This section explains that a clean installation is the preferred installation
method, but it also recognizes when to perform an upgrade instead. The
specific circumstances at your school will determine how you perform
this task on most computers.


Transferring Files and Settings by Using the
Files and Settings Transfer Wizard
This section can be used as an exercise. If you have students complete
this task, make sure you have the following:


          Deploying Student Technical Support Solutions Teacher’s Guide 15
   A destination computer running Windows XP Professional (it
    can be the computer you are going to perform the clean
    installation on).
   Space on a server to which both computers can gain access, or
    removable media on which to store the user’s system state.
   A blank disk for the wizard, or a Windows XP Professional CD
    containing the wizard.
   The account name and password of the user whose state you are
    transferring, also called the migrating user. (This can be their
    own account.)

     Exercise 3-1: Plan an Installation of Windows
     XP Professional
In this exercise, students should use the Pre-installation Checklist in
Appendix A to record all of their installation decisions. After students
have completed this task, ask them about their decisions, and discuss any
that deviate from the recommended procedures in the chapter (a clean
installation, NTFS file system, and so forth). Also, ask students how they
found the information they needed to make their decisions.

     Exercise 3-2: Perform an Installation of
     Windows XP Professional
In this exercise, students should perform a clean installation of Windows
XP Professional. The step-by-step directions include figures to help them
through the process. The figures are specific to performing a clean
installation. If the student must perform an upgrade, you will need to
help them do so.




         Deploying Student Technical Support Solutions Teacher’s Guide 16
CHAPTER   Introduction to
  4       Troubleshooting
          Overview
          In this chapter, students learn to perform the first step of
          troubleshooting—identifying the support category to which a user-
          reported problem likely belongs. They also learn about preventive
          support, and document the preventive measures that are or should be in
          place at your school. Finally, they learn to use Remote Assistance, an
          invaluable tool for performing real-time computer support.


          Preparing to Teach
          To prepare for this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises and other
              step-by-step tasks.
             Ensure that there are enough networked computers available so
              that students can work in pairs to complete the Remote
              Assistance exercise.
             Make copies of the troubleshooting flow chart in Appendix A to
              distribute to students before they do Exercise 4-1.


          Topic-by-Topic
          Common Support Categories
          This section introduces the five common support categories discussed in
          this book. While support can be categorized any number of ways, this
          schema is designed for the entry-level technician. Remind students that
          each of these areas of support are the areas in which they tried to define
          scope earlier in the course. Also, emphasize the cross references to other
          chapters in the book, which are called out in the “More Information”
          boxes. Let students know that they will learn more about solving
          problems in each of these support areas.


          User Support
          When teaching this topic, you must emphasize that the customer service
          skills of technicians, especially their attitude when dealing with the end
          user, are the main criteria on which they will be judged. A great
          technician with a bad attitude will hurt the help desk team’s reputation,
          even if he or she is able to solve customer problems.


                    Deploying Student Technical Support Solutions Teacher’s Guide 17
Hardware Support
When teaching this topic, be sure to differentiate between mechanical
problems, which are physical problems with components or peripherals,
and configuration problems, which are caused by improper configuration
of those components. If a mechanical problem occurs, the component
must be replaced or repaired. If a configuration problem occurs, the
component can usually be made to work with proper configuration.


Operating System Support
When teaching this topic, emphasize that this is where they will learn the
most in this course.


Networking Support
When teaching this topic, emphasize that this course will only deal with
networking form the client side.


Software Support
Software support is a category that deals primarily with helping users
perform tasks. Software support is not covered in this course.


Troubleshooting Methodology
Introduce the troubleshooting flow chart in Appendix A here.

     Exercise 4-1: Identify the Support Category of
     Reported Computer Problems
In this exercise, students use the flow chart to determine the support
category of a reported problem. Commentary regarding the
troubleshooting investigations appear in italics.
1. A user says that he cannot print to a network printer from
Computer23. You determine the following during your investigation:
   You try to print a test page from Computer23 to the same
      printer, and nothing happens. (It is therefore not user error.)
   You check all cables and connections to Computer23 and the
      printer, and they all have power and appear to be in working
      order. (It is therefore not mechanical.)
   You try to print to the same printer from Computer24, and
      nothing happens The printer is NOT online, or not functioning
      properly.)
   The application from which the user is trying to print seems to
      work properly. (It is not the software.)
What is the likely support area of the problem? Hardware-the printer is
on, but it is not working, or is not online.
2. A user reports that she cannot save a document to a server. You
determine the following during your investigation:
          Deploying Student Technical Support Solutions Teacher’s Guide 18
    You try to save the document correctly, and cannot do so. (It is
      not user error.)
    The client computer hardware and software appears to be
      functioning normally. (It is not hardware, software, or the
      operating system.)
    You try to save the document to a different remote computer,
      and cannot do so. (The servers are not available, or the users
      do not have permissions to the servers.)
    What is the likely support area of the problem? Networking
3. A user reports that his computer has stopped responding to all
commands. You determine the following during your investigation:
    The computer hardware and software were operating normally
      earlier in the day.
    The user downloaded a screen saver from the Internet. When he
      tried to restart the computer, it would not restart properly.
What is the likely support area of the problem? Operating system--the
screen saver likely corrupted a necessary file.


Preventive Support
In this section, discuss the concept of preventive support as a means to
minimize reactive support events. For each category of preventive
support, discuss what would work at your school (for example, some
things are dependent on whether you are in a domain or a workgroup).
These preventive support measures will likely translate into either
maintenance tasks or special projects.
If possible, have the person currently responsible for computer support
and network security assist you in teaching this topic. The discussion
might cover the measures that are currently in place and why, and which
measures would not be possible in your school and why.
Throughout this section in the Student’s Guide, you see “More
Information” boxes. Demonstrate the procedure for searching the Help
and Support Center.

     Exercise Idea
Have students revisit Exercise 1-5 in Chapter 1 where they defined the
scope of the help desk, and determine what they would change, given the
information they have obtained so far.
Have students perform some of these tasks on three different computers,
and then have them estimate how long it would take to perform the task
on all computers.

     Exercise 4-2: Determine Preventive Support
     Measures for Your School
The answers to this exercise are dependent on your school’s specific
network and computer configuration.



         Deploying Student Technical Support Solutions Teacher’s Guide 19
Using Remote Assistance
Remote Assistance is a Windows XP troubleshooting tool designed to
enable helpers, such as help desk technicians, to remotely connect to
another user’s computer and solve problems. Explain to students that as
long as the computers are networked, they can help a friend or relative in
a different room, school, or country!


How to Use Remote Assistance
For this section, you will need two networked computers to demonstrate
the Remote Assistance process. Ideally, you can project your computer
screen for all to see. If you cannot do this, then have students watch your
computer screen as you connect to and help another user. If possible,
have students follow along on their own computers; you will need to pair
students to enable this, and for the following exercise.
Emphasize the importance of putting passwords and time limits on
Remote Assistance requests, and of allowing only trusted people to
connect to your computer.


Exercise 4-3: Use Remote Assistance to
Connect to a Remote Computer
In this exercise, student pairs take turns being the technician and the user
in a Remote Assistance session. The user must invite the technician to
connect, and then allow the technician to share control of the user’s
computer. The technician must connect to the user’s computer, go to the
System Information dialog box, and find out how much RAM is on the
user’s computer.




          Deploying Student Technical Support Solutions Teacher’s Guide 20
CHAPTER   Supporting
  5       Hardware
          Overview
          In this chapter, students begin to learn how to support hardware. They
          determine if hardware is functioning properly, determine the likely cause
          of a problem, add new hardware to a computer system, and learn how to
          update and roll back component drivers.
          At the beginning of the chapter, introduce the Troubleshooting Hardware
          Job Aid in Appendix A. Explain that hardware problems fall into two
          categories: mechanical problems and configuration problems.


          Preparing to Teach
          To prepare for this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises and other
              step-by-step tasks.
             Familiarize yourself with the ticket tracking portion of your
              school database.
             Load the Web sites of major computer component
              manufacturers (such as Toshiba, Sony, AGP, etc.) to your
              Internet Explorer Favorites folder.
             Disable a non-essential component of your computer, such as
              the sound card, so that you can show students the symbol that
              Device Manager displays when a component is not functioning.
             Obtain a piece of hardware that can be attached to a computer
              with a USB drive port and the installation disk for the
              hardware; or, identify the Web site of the device manufacturer.
             Ensure that a networked printer is available to the students, and
              that it is not currently installed on the student computers.
             Disable one or more hardware components on several
              computers so that students can diagnose the problems and fix
              them. Be sure to document exactly what you do to disable the
              components so that you can be sure to fix them.


          Topic-by-Topic
          Solving Mechanical Problems
          In this section and the following sub-sections, students learn how to
          determine if a component is malfunctioning; that is, it is either not
          receiving power, or is receiving power and not functioning at all. When a
          component functions, but functions incorrectly, it is classified as a
          configuration problem.
                   Deploying Student Technical Support Solutions Teacher’s Guide 21
Checking Connections
Although often overlooked, the adequate connection of cables between
the computer and peripherals, or between a computer or peripheral and
the power source, is a frequent problem. When teaching this section,
show different types of cables, and quiz students on the type of cable and
the type of port that it connects to.
Emphasize that a peripheral should be turned off before being connected
to a computer or power source, and that the operating system should be
shut down before a computer is powered off.


Using Device Manager to Check for
Functionality
This section can be used as an exercise. Students should perform the
steps in this section, either while or after you demonstrate it. Device
Manager is used throughout the remainder of this course.
In Device Manager, show students the different symbols that display if a
component is not functioning.


Adding New Hardware
This section can be used as an exercise. Students should perform the
steps in this section, either while or after you demonstrate the task(s).
You must provide a device for them to install. A USB-connected external
hard disk is an easily accessible choice, and can be used by each member
of the class sequentially.
Be sure to discuss the Windows XP Professional Plug and Play feature,
which automatically installs many types of hardware. Explain that the
Add Hardware Wizard is typically used when a piece of hardware is not
being recognized by the operating system.


Other Tips for Solving Mechanical Problems
Review the tips presented for getting hardware components to work.


Solving Configuration Problems
Explain that configuration problems are non-mechanical hardware
problems.


Updating and Rolling Back Drivers
In this section, explain that configuration problems are usually related to
drivers, and explain why drivers can go bad. Discuss with students which
of the problems in the “Check This Out” box could be avoided through
preventive maintenance measures, such as restricting a user’s ability to
install software or delete important files.


          Deploying Student Technical Support Solutions Teacher’s Guide 22
Discuss the four ways to find drivers. Demonstrate how to go to
Windows Update and to a manufacturer’s Web site to find drivers.
This section can be used as an exercise. Students should perform the
steps in this section, either while or after you demonstrate the task(s).
Demonstrate how to update the driver for the device that you previously
disabled on your computer.
Discuss and demonstrate how to roll back a driver.


Installing Network Printers
This section can be used as an exercise. Students should perform the
steps in this section, either while or after you demonstrate the task(s). If a
new network printer is not available for students to add, then have them
delete a currently installed printer and then add it.
Installing network printers is an important and frequent task for any
technician supporting a school with networked computers. Have each
technician add a networked printer to his or her computer.


Solving Non-Driver Configuration Problems
Explain that devices have other properties that can be configured, and
demonstrate how to find those properties. Emphasize to students that
they should never configure any setting on the Resources tab of a
device’s Properties dialog box.

     Exercise 5-1: Find Configuration Options
In this exercise, students use Device Manager to determine the non-
driver configuration options that are available for specific devices. The
answers in italics might not reflect exactly what is available on the
devices in students’ computers.
1. Disk drive(s): Click the Policies tab. What can you configure here?
        Caching settings
2. Disk drive(s): Click the Volumes tab, click Populate, click a Volume
letter, and click Properties. Write the names of the tabs that are available
for configuration.
        General, Tools, Hardware, Sharing, Security, Quality
3. CD-ROM/DVD drives. What tabs and configuration options are
available?
        Properties tab--Volume setting, and Enable Audio setting
        DVD Region tab--DVD region
        Driver tab--Driver update, rollback, and uninstall




          Deploying Student Technical Support Solutions Teacher’s Guide 23
4. Network Connection (under Network Adapters): What tabs appear?
        General, Advanced, Driver, Resources, and Power Management
5. On which tab can you configure Properties?
        All but the General tab

     Common Hard Disk Configuration Tasks
This section can be used as an exercise. Students should perform the
steps in this section, either while or after you demonstrate the task(s). In
this section, students learn to defragment a hard disk drive, and to use
Disk Cleanup to delete unnecessary files. You might explain the effect of
fragmentation on a disk by likening the disk to a spinning car wheel. Ask
students what would be easier—picking up several pieces of small dirt
off the spinning tire if they were all together, or if they were spread all
over the tire. Explain that when a disk retrieves data from or writes to a
disk, it is far easier to do so on a disk that is not fragmented.

     Exercise 5-2: Troubleshoot a Hardware
     Problem
In this exercise, you need to supply students, or small groups of students,
with computers that have Windows XP Professional installed, and which
have a hardware problem. You might be able to use the same computers
that students used to learn about hardware. Instruct students to use the
Hardware Troubleshooting Job Aid, Device Manager, System
Information, and any other tools to identify and document the problem,
and then to resolve the problem, and document those steps. Examples of
this documentation appear in the Student’s Guide.
Introduce the ticket tracking portion of the database and have students
start a ticket, enter the problem and solution, and then close the ticket.




          Deploying Student Technical Support Solutions Teacher’s Guide 24
CHAPTER   Supporting
  6       Windows XP
          Professional
          Overview
          In this chapter, students learn to solve the most common operating
          system problems. These include driver problems, the operating system
          becoming unstable, the operating system failing to start or respond, and
          poor operating system performance.


          Preparing to Teach
          To prepare for this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises and other
              step-by-step tasks..
             Research the topic “Windows XP Professional” on the Web.


          Topic-by-Topic
          The Most Common Operating System
          Problems
          Help students put this section in perspective by asking them how often
          they have had a computer running Windows XP Professional stop
          operating. If they have not used the operating system, ask about other
          operating systems, such as Windows 2000 Professional.


          Starting the Operating System by using
          Special Tools
          In this section, students learn about safe mode, the LastKnownGood
          configuration, and the Recovery Console. They also learn when to use
          each tool.
          Introduce the Troubleshooting Windows XP Professional Job Aid, in
          Appendix A and refer to it as needed as you progress through this
          chapter.




                   Deploying Student Technical Support Solutions Teacher’s Guide 25
Starting the Operating System in Safe Mode
Safe mode is the preferred way to start an operating system that is not
operating normally because it is the least invasive way to start the
computer. Safe mode starts the operating system with very limited
services and drivers. In this section, explain to students how to get to safe
mode, and when to use it.


Starting the Operating System by Using the
LastKnownGood Configuration
The LastKnownGood configuration should only be used if safe mode
does not work. Explain that the LastKnownGood configuration is the
configuration that was in place the last time someone logged on to the
computer. Explain when to use this option and when not to. Demonstrate
how to start your computer using the LastKnownGood configuration.


Starting the Operating System by Using the
Recovery Console
The Recovery Console should only be used when safe mode and the
LastKnownGood configuration options are not effective. In this section,
explain the uses of the Recovery Console, and have students install it as a
startup option on all computers.

     Exercise 6-1: Understand Recovery Console
     Commands
In this exercise, students use the Help and Support Center to explore the
options that are available in the Recovery Console.
The answers to steps 3-7 appear below in italics.
3. What is the command to find a list of the files and subdirectories on
the C: drive?
        c: dir
4. What is the command to delete the virus.exe file from the i386 folder
on the D: drive?
        del d: i386 virus.exe
5. What is the command to enable the service named cdrom.sys that is
located in the windows\system32\drivers folder on the C: drive to start
automatically?
        enable cdrom.sys Service_Auto_Start




          Deploying Student Technical Support Solutions Teacher’s Guide 26
6 . What is the command to add a 10 GB partition to your only hard
disk?
        diskpart /add \device\harddisk0_1000
7. What is the command to add a new partition boot sector to your
system partition?
        fixboot c: (where C is the drive letter

     Exercise 6-2: Start the Computer by Using
     Special Tools
In this exercise, students use the information they have learned in this
chapter to determine which special tool should be used to start a
computer. Then, they use that method to restart the computer. They do
not need to configure anything after starting the computer. Answers for
each scenario appear below in italics.
1. You install software and your system becomes unstable. You want to
determine whether or not the instability is in the operating system.
        Start the computer in safe mode. If the problem does not reoccur,
        the problem is not in the core services and drivers.
2. You make configuration changes, and accidentally delete a critical
file. The computer stops responding and when you reboot, it does not
start normally. A copy of the file exists in a folder on the server.
        Start the computer by using the LastKnownGood configuration,
        and then copy the file to the correct location on the computer.
3. A user downloads a file from an e-mail message, and it contains a
virus. You are able to remove the virus and want to ensure that any
registry values it changed revert to the previous state.
        Use the LastKnownGood configuration to revert the registry to
        the previous settings.
4. You need to format the entire hard disk of a computer, but cannot log
on to do so.
        Start the computer by using the Recovery Console.


Restoring the Operating System by Using
System Restore
System Restore enables the technician to roll the operating system back
to a previous state without losing any user data or settings. In this
section, demonstrate how to create a restore point, and then have each
student create a restore point. While in System Restore, show students
that there are other restore points, and explain the various types. Explain
that you can restore the computer to any of the listed restore points.




          Deploying Student Technical Support Solutions Teacher’s Guide 27
Restoring the Operating System by Using
Automated System Recovery
Automated System Recovery (ASR) is the last resort for restoring the
operating system to a previous state. ASR recovers only the system state
of the operating system and the disk configurations; it does not recover
any files or applications. All data will be lost and all applications must
be reinstalled.


Guidelines for Restoring the Computer to a
Previous Point
These guidelines will help students to determine when to create restore
points, and which tool to use in the event of a computer problem.

     Exercise 6-3: Restore the Operating System
     to a Previous Point
In this exercise, students make configuration changes to computers.
Therefore, the computers should not contain critical data. Each student
will need a computer on which to perform the tasks. You will need to
provide students with a floppy disk that contains a bad CD-ROM driver.
To find a driver, go to the manufacturer Web site(s) and choose a driver
that is for Windows NT, Windows 95, or Windows 98, if possible.
For step 7, help students choose a non-essential application to uninstall,
such as a game, that came with the operating system..
For step 10, have students create a set of ASR disks. If they do not know
how, help them find the step-by-step instructions in the Help and Support
Center. Label each disk with the computer’s name, the date, and the
acronym “ASR,” and then store them in a safe place.


Increasing Virtual RAM
This section can be used as an exercise. Students should perform the
steps in this section while or after you demonstrate the task(s). Have the
students slightly increase the amount of virtual RAM in each computer.




          Deploying Student Technical Support Solutions Teacher’s Guide 28
CHAPTER   Supporting
  7       Networked
          Computers
          Overview
          In this chapter, students learn about TCP/IP and some of its component
          parts, such as IP addresses. They also learn about shares, share
          permissions, and domain policies.


          Preparing to Teach
          To prepare to teach this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises and other
              step-by-step tasks..
             If your school is in a domain, find out what the domain policies
              are, and how that will affect the work of help desk team
              members.
             Prepare folders on your computer that can be used to
              demonstrate shares and their permissions. Share the folders, and
              assign the read permission to each help desk team member. Do
              not allow them any writer permissions.


          Topic-by-Topic
          Introduction to Networking
          In this section, explain the purpose of networks.


          Workgroups
          In this section, students learn the purpose of workgroups, and how to set
          one up when there is one computer connected to the Internet.


          Setting Up a Workgroup with One Computer
          Connected to the Internet
          This section can be used as an exercise. Students should perform the
          steps in this section while or after you demonstrate the task(s). To set up
          a workgroup, the students must disconnect from any domains. Ensure



                    Deploying Student Technical Support Solutions Teacher’s Guide 29
that students have a local computer account with administrative
privileges on the computer, or that they know the password to the
Administrator account. If they disconnect from the domain, and do not
know the credentials of a local computer account, they might not be able
to restart the computer.


Making Resources on a Computer Shared
or Private in a Workgroup
This section prepares students for Exercise 7-1. Demonstrate the steps in
this section. Demonstrate how to share a folder, and how to make a
folder private. Have students connect to the shared folders on your hard
disk drive, open a document, and then try to save it with a changed name.
Explain why they cannot save the document (read permissions only).

     Exercise 7-1: Designate Resources on a
     Workgroup Computer as Shared or Private
For this exercise, have students work in pairs on networked computers in
the same workgroup. After they have completed the exercise, have them
try to access their partner’s Help Desk Resources folder. If they cannot
access this folder, the permissions were incorrectly assigned. Next, have
them try to access their partner’s My Documents folder. If they are able
to access this folder, then the permissions were incorrectly configured.


Limitations of Workgroups
In this section, explain why a workgroup is not the best option for a large
help desk team—and why it might suffice for a very small team. If
possible, have the network administrator come in to assist you in
teaching this section, and the section on domains.


Domains
In this section, emphasize that domains enable centralized
administration.

     Exercise 7-2: Determine Domain Policies
For this exercise, students investigate and document domain policies.
The domain policies will always override any local configurations,
including configurations for local security.


Introduction to TCP/IP
This section presents a high-level view of TCP/IP, and some basic
configurations of network settings. For each subsection, offer
explanations from the perspective of client-side networking. For
example, explain the effect of DNS on the client.

         Deploying Student Technical Support Solutions Teacher’s Guide 30
Using the Repair Command
If icons for the computer network connection(s) do not appear in the
system tray, have students locate the connection in My Network
Connections.


Using ipconfig
Explain the ipconfig command and what it does. Demonstrate the
command with various parameters on your own computer, and then point
out the results displayed because of those parameters. Have each student
find their computer IP address using the ipconfig command.

     Exercise 7-3: Use ipconfig to Change IP
     Settings
In this exercise, students use the Help and Support Center to investigate
ipconfig parameters. The answers to questions 2-4 appear below in
italics.
2. What is the command to renew all the IP configurations for all
adapters on a computer running on a network that uses DHCP?
        ipconfig /renew
3. What is the command to disable TCP/IP for a particular adapter?
        ipconfig /release
4. What is the command to see all TCP/IP information for all adapters on
a computer?
        ipconfig /all

     Exercise 7-4: Configure TCP/IP Properties for
     a Network Connection
In this exercise, students change the TCP/IP properties on a single
network connection on their computers. They first record their
automatically configured IP address. Then, they change the TCP/IP
settings to use a static IP address, and enter their previous IP address.
They will then restore the connection to one that is automatically
updated. At the end of the exercise, the IP address of the computer
should be different than at the beginning. Help students understand why
the default gateway, subnet mask, and other information did not change.


Solving Networking Problems
At this point, introduce the Troubleshooting Networked Computers Job
Aid found in Appendix A. Review it with students, and relate it to what
you have discussed in this chapter. Students will use the job aid
throughout the rest of the chapter.


          Deploying Student Technical Support Solutions Teacher’s Guide 31
Determining if the Problem Requires Client
Configuration
In this section, discuss with students how to determine if the problem
requires client configuration. Solving Problems with Access to Network
Resources
In this section, students learn to troubleshoot networked computers. Use
the job aid in conjunction with the test.
Demonstrate the ping utility by having one student turn on a computer,
and another student turn off a computer. Show the results of pinging the
two computers.


Configuring Internet Options on a Client
Computer
In this section, have students follow along as you discuss the
configuration options available on each tab.

     Exercise 7-5: Document Internet Options
     Settings for Your School
For this exercise, assign students to teams. Each team should be assigned
one tab in the Internet Options dialog box. Have the teams properly
configure the tab, and then take a screen shot of it. Select one of the Help
Desk Resources folder that you shared earlier in this chapter, and have
each team place the screen shot of their properly configured tab in the
folder. Select one or more team members to create a document that
illustrates the proper configuration of each tab, with explanations.




          Deploying Student Technical Support Solutions Teacher’s Guide 32
CHAPTER   Supporting
  8       Security Needs
          Overview
          In this chapter, students learn about network security, and physical
          security for computers and other equipment. Be sure to emphasize the
          fact that students should never place themselves in any danger when
          trying to secure computer equipment.


          Preparing to Teach
          To prepare to teach this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises and other
              step-by-step tasks..
             Consult with your network administrator to learn what type of
              network you are on, and what policies are in place.
             Obtain CDs with your school’s virus protection software.
             Familiarize yourself with the hardware and software inventory
              functionality of your database. Enter some fictitious data so that
              you can demonstrate how to complete a hardware and/or
              software inventory.


          Topic-by-Topic
          Network Security
          In this section discuss hacking, and the fact that network threats come
          from both within and outside the network. Discuss any hacking instances
          or viruses that have recently appeared in the news.


          Preventive Practices
          This section discusses the help desk job of implementing preventive
          security policies. If possible, have your network administrator assist you
          in teaching this topic.


          Installing and Updating Virus Protection
          Software
          Have each student install the virus protection software on a computer. If
          there are no computers without the software, have them uninstall and
          then reinstall the software.


                   Deploying Student Technical Support Solutions Teacher’s Guide 33
Using Strong Passwords
Discuss why it is important not to use weak passwords. Demonstrate how
to configure and enforce password complexity options (directions appear
within the topic).

     Exercise 8-1: Create a Security Console and
     Configure Local Security
In this exercise, students create a user account, and due to password
complexity requirements, the password they are told to use will not
work. They must assign User10 a strong password that meets complexity
requirements. They will log on as User10, change the password, and log
off. They will then log on as an administrator and delete the user.
When students create the Security Console in step 1, ensure that they
configure the password policies as described in the chapter.


Configuration                          Minimum Suggested
                                       Setting
Enforce Password History               3 passwords remembered
Maximum Password Age                   42 days
Minimum Password Length                8 characters
Password Must Meet Complexity          Enabled
Requirements
If these configuration are not made, students will not encounter a
problem in the exercise where they should.


Securing Hardware and Software
In this section, you introduce the hardware and software inventory tools
in the database. Discuss the importance of keeping accurate inventories,
and how knowing all the hardware and software in a computer might
help students resolve a ticket. Discuss the various ways to tag computer
equipment and mark it as school property.

     Exercise 8-2: Inventory and Label School
     Hardware Assets
In this exercise, students create an asset inventory of the computers and
other equipment for which they are responsible. This might include
affixing asset tags to components. Assign a portion of the assets to each
student, and have them complete the inventory. If your database supports
an asset inventory, have technicians enter the data in the database.
Because they will need to visit each computer to complete this task, they
might want to complete a hardware and software inventory at the same
time. If your database supports these functions, have students enter this
data as well. You might want to provide handouts for each type of
inventory, so that students record the proper information.


         Deploying Student Technical Support Solutions Teacher’s Guide 34
CHAPTER   Performing
  9       Maintenance
          Tasks and
          Completing
          Special Projects
          Overview
          This chapter discusses the maintenance tasks that students might have to
          perform, and presents ideas for special projects. At the end of this
          chapter, your team should be able to “re-envision” your help desk and
          determine a manageable scope of duties for it.


          Preparing to Teach
          To prepare to teach this chapter, complete the following tasks:
             Read the entire chapter and complete all the exercises..
             Research the information required for the Performing
              Maintenance Tasks section


          Topic-by-Topic
          Performing Maintenance Tasks
          In this section, go over the tasks presented in Table 9-1, and any others
          your students think of. Record all of these, and then ask students to
          prioritize them based on criticality.

               Exercise 9-1: Create a Maintenance Schedule
          In this exercise, students create a maintenance schedule. To estimate
          work hours required for tasks, consult with the data analyst, who should
          be able to tell you the average time spent on each type of task.




                    Deploying Student Technical Support Solutions Teacher’s Guide 35
Completing Special Projects
This section presents a number of ideas for special projects. Brainstorm
with your students to come up with more ideas. Record all of them.

     Exercise 9-2: Prioritize Special Projects
In this exercise, students prioritize their ideas for special projects.

     Exercise 9-3: Re-envision Your Help Desk
In this exercise, students “re-envision” the help desk. This will involve
rescoping the services offered. Use the maintenance schedule and the
special projects list to help in this effort. Have each student answer the
questions in this exercise as a precursor to a class discussion about what
should change, and what should stay the same.




          Deploying Student Technical Support Solutions Teacher’s Guide 36