ILTS Technology Specialist (223) flashcards
ILTS Technology Specialist (223) · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- DHCP DORA process
- Four-step address assignment: Discover broadcast from client, Offer from server, Request from client, Acknowledge from server. Failure yields an APIPA address in the 169.254.0.0/16 range.
- APIPA address meaning
- A self-assigned 169.254.x.x address in Windows indicates the client could not reach a DHCP server. Check cabling, switch port, VLAN, and DHCP scope availability.
- Private IPv4 ranges
- Non-routable address blocks: 10.0.0.0/8, 172.16.0.0/12, and 192.168.0.0/16. They require NAT to reach the internet and are reused inside every school network.
- DNS record types
- A maps a name to IPv4, AAAA to IPv6, CNAME creates an alias, MX identifies mail servers, and PTR supports reverse lookups. Wrong records cause name resolution failures.
- Incremental versus differential backup
- Incremental copies data changed since the last backup of any type; differential copies data changed since the last full backup. Incremental backs up faster but restores slower.
- OSI troubleshooting sequence
- Start at Layer 1 physical connectivity, then Layer 2 switching and VLANs, then Layer 3 addressing and routing, then upward. This isolates the lowest failing layer first.
- WPA3 versus WPA2
- WPA3 is the current Wi-Fi security standard with stronger handshakes and forward secrecy; WPA2 with AES/CCMP remains acceptable; WEP and TKIP are deprecated and insecure.
- SAMR model levels
- Substitution, Augmentation, Modification, Redefinition. The first two enhance an existing task; the last two transform it by redesigning what students can do.
- TPACK framework
- Technological, Pedagogical, and Content Knowledge plus their intersections. Effective technology integration occurs where all three overlap, not from tool knowledge alone.
- Universal Design for Learning principles
- Three principles: multiple means of engagement, representation, and action and expression. They reduce barriers for all learners rather than targeting a single disability category.
- ADDIE instructional design model
- Five phases: Analysis, Design, Development, Implementation, Evaluation. Evaluation results loop back to Analysis to revise the instruction in the next cycle.
- Formative versus summative assessment
- Formative assessment checks understanding during instruction to adjust teaching; summative assessment measures mastery at the end of a unit or course for reporting.
- Flipped classroom model
- Direct instruction is delivered before class via video or reading, and class time is used for practice, discussion, and application with teacher support.
- Revised Bloom's taxonomy order
- Remember, Understand, Apply, Analyze, Evaluate, Create. Technology tasks are most justified when they require analyzing, evaluating, or creating rather than recall.
- Accommodation versus modification
- An accommodation changes how a student accesses content without changing expectations; a modification changes the content or performance standard itself.
- RAID 5 characteristics
- Block-level striping with distributed parity across at least three drives. It survives one drive failure and loses the capacity of one drive to parity.
- DDR4 versus DDR5 compatibility
- Memory generations are not interchangeable. Modules must match the motherboard slot key, generation, and supported speed; installing the wrong generation will not seat or boot.
- Type 1 versus Type 2 hypervisor
- A Type 1 hypervisor runs directly on hardware for servers; a Type 2 hypervisor runs as an application on a host OS, common for classroom lab virtualization.
- Group Policy application order
- Local, then Site, then Domain, then Organizational Unit. Later policies override earlier conflicting settings unless inheritance is blocked or enforced.
- Domain versus workgroup
- A domain centralizes accounts and policy through Active Directory; a workgroup relies on local accounts and separate security databases on each machine.
- Patch management cycle
- Inventory assets, test patches in a pilot group, deploy in waves, verify installation, and document rollback. Skipping testing risks breaking line-of-business or instructional software.
- NIST 800-88 media sanitization
- Guidelines for clearing, purging, or destroying storage media. Decommissioned devices holding student data must be sanitized and the action documented before disposal.
- CIA triad
- Confidentiality, Integrity, and Availability. Every security control should be mapped to the leg it protects, such as encryption for confidentiality or backups for availability.
- FERPA education records
- Federal law protecting student education records. It grants parents and eligible students rights to inspect and request amendment, and limits disclosure without consent.
- COPPA parental consent
- Requires verifiable parental consent before collecting personal information online from children under 13, with limited exceptions such as school-authorized educational use.
- CIPA filtering requirement
- Schools receiving E-Rate discounts must have an internet safety policy, block obscene or harmful images, and monitor minors' online activity.
- Multi-factor authentication factors
- Authentication combines something you know, something you have, and something you are. MFA requires two different categories; two passwords do not qualify.
- Least privilege principle
- Users and systems receive only the access required for their role. Permissions are reviewed periodically and revoked promptly when roles change or staff separate.
- SPF, DKIM, and DMARC
- Email authentication controls: SPF lists authorized sending servers, DKIM cryptographically signs messages, and DMARC tells receivers how to handle failures.
- Total cost of ownership
- All costs across a device's life: purchase, licensing, support, training, and refresh. It is the correct basis for comparing technology purchasing options.
- E-Rate program purpose
- Provides discounts on eligible telecommunications, internet access, and internal connections for schools and libraries, conditioned on technology planning and CIPA compliance.
- Effective professional development traits
- Sustained, job-embedded, and coached rather than one-time. Follow-up support and peer modeling increase the likelihood that teachers transfer skills to instruction.