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That said, over the past few *months* we did receive a number of requests for something a little less expensive, and looking back, we haven’t done any PC build at this price range since January of this year!
Normally our $1,000+ builds include either an Intel Core i5 3570K or an Intel Core i7 3770K, but because we’re limited to a budget of $800, we went with an AMD FX-4170. That said, the AMD FX-4170 is still a quad core CPU, which means games that are capable of taking advantage of multiple threads in the future will be able to take advantage of the 4 cores as well.
When we went out searching for a motherboard for this build, we wanted a high quality, rock solid motherboard that didn’t break the bank, yet had all the features that would be beneficial for those looking to upgrade in the future.
With a pricetag of only $133.99 and an additional $10 rebate at the moment, the GA-990FXA-UD3 is one board that fits the bill perfectly. For this build, we knew we had to sacrifice on the graphics card a bit, but we wanted to spend the largest chunk of money on it as well as this is a gaming PC and games require a lot of graphics processing power.
Speaking of breaking a sweat, the HIS 7850 IceQ X uses the custom IceQ X cooler from HIS, which is a very highly regarded cooler that can deliver excellent performance at a very low noise output level. While a SSD (Solid State Drive) is preferred, this is a budget PC after all, so currently our hands are tied which is why we’re going with the Seagate Barracuda 500GB 7200RPM drive.
Again fitting into the maximum performance for the budget theme, we wanted a top quality power supply that could be used in the future in the event upgrades are needed. Since some people are interested in monitors, speakers, mice and keyboards, so we’re also including some recommendations for these items as well.
Remember, if you have any questions, need some help, or need to fit the build into your budget feel free to visit the forums! Myself, or the community here will be more than happy to help you out with your own custom build or answer any computer questions you may have. Personally I was planning on building something very similar to this but I think I may just do this exact build. Goal: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.
Not surprisingly, half of freshly minted teachers leave the profession within the first five years (Ingersoll and Smith 2003). Meanwhile, policymakers and education leaders point to a lack of effective teaching and the need for greater accountability among teachers as the key to fixing education in America. Just as leveraging technology can help us improve learning and assessment, technology can help us better prepare effective educators and increase their competencies throughout their careers while building the capacity of our education system to deliver effective teaching. In addition, as learning environments become more complex, connected teaching supports educators in managing the multiple dimensions of curricular instruction.
Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities, immediacy, and convenience enabled by online learning. Connected teaching also enables our education system to augment the expertise and competencies of specialized and exceptional educators through online learning systems, online courses, and other self-directed learning opportunities, providing effective teaching where it is not otherwise available.
Although using technology to personalize learning is a boost to effective teaching, teaching is fundamentally a social and emotional enterprise.
Digital authoring tools for creating multimedia projects and online communities for sharing them with the world offer students outlets for social and emotional connections with educators, peers, communities, and the world at large. Many of the technology-based learning resources available today prompt learners to engage with advanced content and authentic activities, which are facilitated when educators orchestrate access to content, experts, and activities of many kinds through online learning communities.
Online learning communities break through educators’ traditional isolation, enabling them to collaborate with their peers and leverage world-class experts to improve student learning.
For example, through an online learning community, an educator can bring guest speakers located anywhere in the world into student learning. For educators, the Math Forum website provides valuable instructional resources, including Math Tools, a searchable community library of interactive lessons, activities, and support materials. Problem of the Week, a particularly popular feature on the site, is a subscription-based service. Growth of such online learning communities that foster deep expertise has been limited because they exist outside the formal structure of funding and certifying educator learning. The principle that learning outcomes are more important than where and when the learning takes place should be applied to educator learning just as it should to student learning. Unfortunately, we do not have enough effective educators in many places, including those where we need them most.
Moreover, the least effective educators are most likely to be teaching in schools serving students from homes that are economically and educationally disadvantaged.
Connected teaching can make it possible to extend the reach of specialized and exceptional educators through online learning activities made available to students in every zip code. Young teachers are similar to their students in that they have grown up in a world where laptop computers, cell phones, and handheld gaming devices are commonplace, and homes are filled with computers, TVs, digital video recorders, and game consoles.
The UTeach program at the University of Texas at Austin is designed to bring more mathematics and science majors into teaching. A different kind of example comes from the alternative teacher certification program at Northwestern University.
Educators can be engaged in professional learning not only when attending formal workshops or other activities outside the classroom, but also in the very act of teaching, which can offer a rich source of information to inform professional growth (Ancess 2000; Borko et al. Technology can support professional learning by making the practices of exemplary educators accessible to other educators (Fishman 2007; Richardson and Kile 1999). is a collection of multimedia resources developed and disseminated in the United Kingdom with the mission of spreading best practices in education as broadly as possible among the entire community involved in student learning—not only those who work in schools, but also parents and district leaders.
Programs ranging in length from 15 minutes to one hour target different members of the educational community. On the website, users can log in to a community portal where they can find and store the content most relevant for them and discuss their practices with other educators.
More than two decades of research has demonstrated the importance of collaboration among teachers. Communities of practice provide a strong mechanism for promoting ongoing growth from novice preservice educators through expert master educators and offer opportunities for the engagement of a broad range of participants from outside formal education (Wenger, White, and Smith 2009).
PBS TeacherLine is one example of an online system that engages teachers in collaboration and builds professional community. The Department of Education also is acknowledging the need for communities of practice for educators by funding design research on online communities of practice to learn more about what types of content and interactions will compel people to participate and will provide useful supports for professional educators. A transformative idea in the preparation and professional learning of educators and education leaders is to leverage technology to create career-long personal learning networks within and across schools, preservice preparation and in-service educational institutions, and professional organizations. As we move into an era when colleges of education will be held accountable for the effectiveness of their graduates, these institutions can use personal learning networks to provide ongoing support once their graduates enter the workforce.
Using technology in these ways for ongoing professional learning for educators will require rethinking the use of time-based measures of attainment rather than competency-based measures.
As online learning becomes an increasingly important part of our education system at all levels, this creates both the need and opportunity for educators who are skilled in online instruction and the demand for greater knowledge of the most effective practices.
The technology that enables connected teaching is available now, but not all the conditions necessary to leverage it are.
This gap in technology understanding influences program and curriculum development, funding and purchase decisions about educational and information technology in schools, and preservice and in-service professional learning.
Still, we must introduce connected teaching into our education system rapidly, and for that we must rely on the organizations that support educators in their profession—schools and districts, colleges of education, professional learning providers, librarians and media specialists, and professional organizations. Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 3.1 Expand opportunities for educators to have access to technology-based content, resources, and tools where and when they need them. Today’s technology enables educators to tap into resources and orchestrate expertise across a school district or university, a state, the nation, and even around the world. 3.2 Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, preservice preparation and in-service educational institutions, and professional organizations. Social networks can be used to provide educators with career-long personal learning tools and resources that make professional learning timely and relevant as well as an ongoing activity that continually improves practice and evolves their skills over time.
3.3 Use technology to provide all learners with online access to effective teaching and better learning opportunities and options in places where they are not otherwise available and in blended (online and offline) learning environments. Many education institutions, particularly those serving the most vulnerable students and those in rural areas, lack educators with competencies in reaching students with special needs and educators with content knowledge and expertise in specialized areas, including STEM.
3.4 Provide preservice and in-service educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling assignments for students that improve learning, assessment, and instructional practices.
Just as technology helps us engage and motivate students to learn, technology should be used in the preparation and ongoing learning of educators to engage and motivate them in what and how they teach. As online learning becomes an increasingly important part of our education system, we need to provide online and blended learning experiences that are more participatory and personalized and that embody best practices for engaging all students.
For Ask Ars, we typically respond to a reader question about some specific tech quandary, but this time around we've got something special. This guide is aimed at people who have not built a PC before, but who know the basic ins and outs of DIY life.
In recent years, building your own computer has become more of a niche technophile activity than it was in the earlier part of the decade. Right now, the PC market is flooded with manufacturers who can put a good system in your hands for a decent price. To get an idea of how the costs stack up, we'll compare some prebuilt PCs from major OEMs to the Ars System Guide's Budget Box and Hot Rod, leaving out the cost of a monitor and speakers and adding in the cost of Windows Home Premium, since most desktops ship with it installed. If we compare the Hot Rod to retail boxes, the gap widens a little, and it starts to get a bit harder to find manufacturers with individual hardware components as current (Gateway, for instance, currently has no towers equipped with Sandy Bridge processors). The price difference is still slight, to the point that how much you value your time is a major factor in deciding whether building would actually save you any money.
Now let's look at a manufacturer that uses name brand parts, gives you a high degree of customization, and has a little respect for the customer (that is, will set your RAM up to use only two of four available slots). As someone who hasn't built a computer before, you may not have previously cared what kind of parts are going into your PC, how upgradeable they are, or how new they are to the market. Ask Ars Computer Building Series, Episode One, Part One: The justifications and safety measures involved in putting together a computer.
PC building was once a fiddly, time-consuming chore, but these days, with screwless systems and highly integrated motherboards, it’s a much simpler proposition.
Even better, unlike the last time Ars undertook a how-to-build-a-PC guide, there are some good resources on the Internet. If you're looking for a system specification, Ars' own System Guides are a great place to start.
The material on this site may not be reproduced, distributed, transmitted, cached or otherwise used, except with the prior written permission of Conde Nast.

Since these builds are still viable today, we didn’t really see any need to update them at the moment. Coming from the factory clocked at 4.2GHz, the FX-4170 packs a lot of single threaded performance, which will benefit gamers as most games on the market use either 1 or 2 threads at most. Given the fact that games are much more heavily GPU dependant than CPU dependent, it’s a much wiser decision to spend a greater majority of our budget on the GPU. For those who prefer older games or less graphically demanding games such as Starcraft 2, Diablo 3, and many others, the HIS 7850 IceQ X won’t even break a sweat.
The Seagate Barracuda is an excellent hard drive that offers excellent performance and has enough capacity to hold most gamer’s Steam and Origin directories. I won’t be explaining the choices as peripherals are quite very much dependent on the person using the PC (For example, someone serious about audio may end up with $400 Audioengine 5+ speakers), but here are some suggestions that are a good fit for this build. If this build doesn’t fit your needs, be sure to drop by our Computer Builds section to find more computer builds. I’m pretty much committed to building this, as I need a new rig for Heart of the Swarm. I purchased these parts and put the system together, but I must have a gross conceptual error even after following all the installation procedures. Many educators work alone, with little interaction with professional colleagues or experts in the outside world.
These conditions exist because our education system and the institutions that prepare educators often fail to give educators the tools to do their job well.
Although the expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, we also need to recognize that we must strengthen and elevate the teaching profession.
They are connected to their students and to professional content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences for students both in and out of school. Commercially available and open-source learning management systems are already used widely in universities, and their use is expanding in K–12 settings. School administrators can join virtual classrooms for a window on the progress of a given class. For their part, the colleges of education and other institutions that prepare teachers play an ongoing role in the professional growth of their graduates by partnering with schools and organizations that provide engaging and relevant learning experiences throughout the entire course of their careers. Many simulations and models for use in science, history, and other subject areas are now available online, including immersive virtual and augmented reality environments that encourage students to explore and make meaning in complex simulated situations (Dede 2009). Educators can encourage students to do this within the context of learning activities, gaining further insights into what motivates and engages students—information they can use to encourage students to stay in school. Online learning communities also permit the coordination of teams of educators within a school, between a school and homes, and among schools, museums, community centers, and other settings that can support a student’s learning.
The class can watch the speaker and interact live while the speaker delivers a lecture, demonstrates a scientific experiment or a musical technique, or leads a guided virtual tour of a museum exhibit. The Math Forum, based at Drexel University’s School of Education, receives between 2 million and 3 million online visits per month. Educators also can consult a library of articles on current issues in mathematics education and discuss challenges in online forums (Teacher2Teacher). Students around the world submit answers online to the Problem of the Week, annotating their answers with step-by-step explanations. In 2004, for example, preservice teachers in two education programs in Oregon used Math Forum’s Problem of the Week to practice responding productively to assignments submitted by middle school students. So even though participating in Math Forum may be better for educators than most of the other professional learning experiences they are offered, time spent using online resources like Math Forum does not relieve them of their obligations to attend other programs to meet district and state requirements. The shortage of effective educators is especially evident in the STEM areas that are vital to our economic prosperity.
Limited access to excellent teaching is a source of inequity in our education system (Darling-Hammond 2010). When a school is unable to attract educators qualified to teach courses that its students need or want, students should be given the option of taking the course online. They are as comfortable interacting with digital devices and accessing the Internet as their students are. All institutions involved in preparing educators should provide technology-supported learning experiences that promote and enable the use of technology to improve learning, assessment, and instructional practices.
Participants enter the program in their junior year and graduate with both a bachelor’s degree in a STEM field and a teaching certificate. Professional learning should support and develop educators’ identities as fluent users of advanced technology, creative and collaborative problem solvers, and adaptive, socially aware experts throughout their careers. With today’s video-sharing tools, for example, outstanding demonstrations of teaching practice can be captured and annotated. It is broadcast via Internet all day, everyday and via traditional television for a few hours per day on several stations. For example, broadcast content in the first week of December 2009 included programs on teaching math, English, and science concepts at the primary or secondary level, a program on effective uses of assessment, a program for district leaders on special needs students, and general-audience programs on Asperger’s syndrome, healthy eating, and youth and crime. When teachers make their work public and examine each other’s work, the quality of their practice and student outcomes improve (Lieberman and Pointer Mace 2010). Successful learning circles also can bring together educators and students to deepen learning (Riel 1992). PBS TeacherLine, long a provider of online courses for teachers, is now focusing on making online courses more interactive to help educators build their own communities of practice. This project also includes the development of at least six online communities to leverage the use of educational technology to improve teaching, assessment, learning, and infrastructure in schools. The goal of these career-long personal learning networks would be to make professional learning timely and relevant as well as an ongoing activity that continually improves practices.
An example of this is TFANet, a website provided by Teach for America (TFA) for all its new educators.
Strictly time-based measures do not allow professional educators to take advantage of the many new opportunities that online learning offers by being able to transcend time and space. As we implement online learning, we should make sure that students’ learning experiences address the full range of expertise and competencies as reflected in standards and use meaningful assessments of the target competencies. Many of our existing educators do not have the same understanding of and ease with using technology that is part of the daily lives of professionals in other sectors and with this generation of students.
Too often, this gap prevents technology from being used in ways that would improve instructional practices and learning outcomes. We also must call on education leaders and policymakers to remove barriers to connected teaching and provide incentives and recognition for educators who demonstrate effective teaching in a connected model. Educators can discuss solutions to problems and exchange information about best practices in minutes, not weeks or months. Online communities should enable educators to take online courses, tap into experts and best practices for just-in-time problem solving, and provide platforms and tools for educators to design and develop resources with and for their colleagues.
Even in areas where effective teaching is available, students often lack options for high-quality courses in particular disciplines or opportunities for learning that prepare them for the modern world.
This will require synthesizing core principles and adopting best practices for the use of technology in preparing educators. This creates both the need and opportunity for educators who are skilled in instructional design combined with knowledge of emerging technologies. We've put together a new PC-building guide, complete with video selections that both inform and entertain.
Few people see the benefits of expending the effort to figure out how all the different components of a PC fit, screw, and plug together when you can just as easily fill out a customization form at any number of online retailers and have your own custom build arrive in just a matter of weeks. Our System Guides continue to see amazing traffic, and staff members (some, but not all) are still exercising their Type A personalities and building their own PCs. And some of us know the upsides when it comes to upgrading: a well planned PC can last you many years if you plan for expansion. 3.2 GHz), 2GB more RAM, and half the hard drive capacity of the same components in the Ars System Guide Budget Box for $515. A Dell XPS 8300 with the same Sandy Bridge processor as the Hot Rod and a less-capable video card (Radeon HD 5870) is $1,370.
For instance, a retail PC with 8GB of RAM likely has 4 sticks of 2GB DIMMs filling all the available slots.
At Falcon Northwest, you can configure one of their Talon models to almost the exact specifications of the Hot Rod—same version of the Intel Core i5, same RAM configuration with a slightly faster bus speed, a "deluxe" version of the same motherboard, better hard drive, larger power supply, and the alternative video card recommended in the Hot Rod build, a GeForce GTX 560 Ti. If you want to build your own computer, caring (or wanting to care) about these things are what will make it a valuable experience and skill to master. With parts already chosen, and having only poked around a bit in pre-built computers before, my end-to-end time investment was on the order of nine hours. Here, we are putting together a modified version of our own Hot Rod, with a GeForce GTX 560 video card and a larger solid-state drive swapped in. The water cooling system sight glass under the wooden buttons really makes the system look fantastic. Excellent, high quality memory that doesn’t cost a boatload, but still delivers excellent performance. With prices on this relatively new storage technology constantly dropping, there’s no reason not pick one up. Of course, pricing on computer components fluctuate constantly, so take this as a guideline figure only. The system powers on, all the fans come on fine, but the system doesn’t actually boot up. Professional development typically is provided in short, fragmented, and episodic workshops that offer little opportunity to integrate learning into practice. Our education system holds educators responsible for student achievement but does support them with the latest technology the way professionals in other fields are supported. This is necessary to attract and retain the most effective educators and achieve the learning outcomes we seek for all learners.
They also are connected to resources and expertise that improve their own instructional practices, continually add to their competencies and expertise, and guide them in becoming facilitators and collaborators in their students’ increasingly self-directed learning (Figure 3).
Such tools allow educators to coordinate course materials, syllabi, assignments, discussions, and more in a central location for students. The environment creates virtual classrooms in which educators and students can interact in new ways with course content and with one another.
Parents or members of other partner institutions can log in for a virtual tour through a class project or contribute materials to the environment.

To deeply engage their students, educators need to know about their students’ goals and interests and have knowledge of learning resources and systems that can help students plan sets of learning experiences that are personally meaningful. Educators are no longer limited by where they teach or where they lead, nor are they required to deliver teaching as solo practitioners. A recording of the event can be archived for later viewing or uploaded to a website that hosts free educational content.
Educators pose questions, which are answered by program associates, who then post the thread for public comment. Expert mentors then reply to the submissions, guiding students if necessary to find the right answer. As preservice teachers practiced giving constructive feedback to students, mentors provided guidance and support to improve the feedback. A prime example is high school physics: More than 1 million high school students take a physics course each year.
A recent study found that students in urban and suburban high schools can choose from between three and four times as many advanced mathematics courses (which typically earn extra credit in the college admission process) as students in rural schools (Graham 2009). Many schools have found that K–12 students taking online courses benefit from having an educator on site who keeps track of their progress and provides encouragement, however, that staff member does not need the depth of content expertise of a person solely responsible for teaching a class. Still, this does not mean they understand how to use the technology of their daily lives to improve their teaching practices. This will require colleges of education and postsecondary institutions generally to draw from advances in learning science and technology to change what and how they teach when they prepare teachers, keeping in mind that everything we now know about how people learn applies to new teachers as well. Peers, mentor teachers, and university faculty review video excerpts with the teaching interns, providing analyses of the teaching and learning and helping to scaffold reflective discourse about classroom practice. Increasing the time for our educators to engage in professional learning will require processes that cross time and space boundaries. When interwoven with daily activities, professional learning allows learning about techniques and materials for teaching that can be directly applied with students. Educators can view and analyze their practice and then innovate and customize new ways to refine their craft in light of new insights.
Once a program has been broadcast, the content is archived on the site in a searchable library of downloadable videos. Similarly, a program on special needs students takes viewers inside schools that have been serving that population exceptionally well.
Social networking technology provides a platform for making teachers’ work public, with opportunities for both local and global communities of practice. Online courses of 15 or 30 hours are designed as interactive environments in which an expert facilitator communicates best practice approaches and helps educators share ideas. Communities of practice funded by the Department will scaffold best practices, ensuring teachers are highly effective and connected to data, resources, content, and expertise. These networks and other resources would enable educators to take online courses, tap into experts and best practices for just-in-time learning and problem solving, and provide platforms and tools for educators to design and develop resources and share them with their colleagues. TFANet offers valuable resources for educators and opportunities for TFA teachers to connect and share ideas.
Crucial to filling this need while ensuring effective teaching are appropriate standards for online courses and teaching, and a new way of approaching online teacher certification that functions across state lines.
The same can be said of many of the education leaders and policymakers in schools, districts, and states and of the higher education institutions that prepare new educators for the field.
Today’s educators should have access to technology-based resources that inspire them to provide more engaging and effective learning opportunities for each and every student.
Online learning options should be provided to enable leveraging the best teaching and make high-quality course options available to all learners.
Technology also should be an integral component of teaching methods courses, and field experiences rather than treated as a discrete skill distinct from pedagogical application.
Crucial to filling this need while ensuring effective teaching are appropriate standards for online courses and teaching and a new way of approaching online teacher certification.
Each week, we'll dig into our question bag, provide our own take, then tap the wisdom of our readers. Our original guide hasn't been updated since the Celeron overclocking era, and many readers wrote in to let us know that it was long in the tooth.
Ars has a long history of supporting PC builders, and this guide is designed to bring first-time and relatively green builders into the fold. Maybe it's intellectual curiosity or a chance to scratch the itch that made your 10-year-old self lust after the Lego Death Star. Dell, iBuyPower and others are not upfront about what kind of motherboard, RAM, or hard drive they use, and these components can be of lesser quality than what you can buy yourself.
If we tweak the Hot Rod to match the Talon on all those counts, without monitor, speakers, and SSD, the imitator comes to $1,341. If you want to be able to make those distinctions, choose your parts and upgrades for yourself, and be more familiar with what's going inside your computer, building a computer is for you. Physically putting the computer together consumed about five of those hours, and that includes maneuvering of filming equipment for video documentation (which is above and scattered through this article). Moments of Engrish-fueled confusion will generally be at a minimum; at worst, there will be an occasional sense of doubt. Additionally, these memory sticks are low profile, which means if you plan on adding a large CPU cooler in the future, these memory sticks will not interfere. Those interested in picking up a SSD to serve as a boot drive, the Samsung 830 128GB SSD is a very fast, very reliable, top tier SSD currently being sold at bargain bin prices.
On the contrary, it’s a very decent Delta platform based power supply that can deliver excellent performance for only a mere $70!
A classroom educator’s primary job is understood to be covering the assigned content and ensuring that students test well. Like students in the learning model described earlier, teachers engage in personal learning networks that support their own learning and their ability to serve their students well. It features a room where students can post writing samples, hold discussions, and find animated content objects linked to quiz data, feedback, and grading. For a more extensive discussion of personalized learning, see the Learning section of this plan.
Through this hands-on experience, the preservice teachers learned what kinds of feedback most effectively guided students to the correct answers. Of the educators hired to instruct them, only a third hold a degree in physics or physics education.
These transformations must begin in the places where our education system is preparing new professionals: colleges of education and other teacher preparation institutions and organizations. Helping them develop this understanding is the job of preservice teacher preparation programs. Early in their course work, UTeach preservice teachers use technology to find information and to communicate with their professors and with each other. In this way, technology helps teaching interns make connections between the language and concepts of the teacher education program and the real practice that occurs in classrooms. In this process, providing continuous supports for examining, revising, and reflecting on instruction is essential to improving educator practices that affect student outcomes. Resources such as can be used to make the act of teaching visible, helping the entire community better understand effective teaching practices. Links to the videos can be found on a number of frequently used websites, including that of the Guardian newspaper and both YouTube and iTunes. Educators in a course share resources by creating digital portfolios and participating in facilitated discussions. This resource exchange also enables TFA teachers and alumni to share, rate, and download successful lesson and unit plans, data-tracking tools, and classroom management strategies.
So if you've been thinking about building your own, or you're curious about what goes into the build process, this Ask Ars is for you. Whatever the impetus, it's an excellent opportunity to learn about PC components and how they fit together.
The actual Talon, fresh from Falcon Northwest's hands, using all the same name brand parts? Let's put it this way: if you can assemble trendy Swedish flat-pack furniture, you can build a PC. Many educators do not have the information, the time, or the incentives to continuously improve their professional practice from year to year. 2008), widespread agreement exists that teachers by and large are not well prepared to use technology in their practice (Kay 2006).
Face-to-face training provided to educators ensured that they could use the environment effectively. Many of the other educators who are asked to teach physics (usually in addition to other subjects) have not been trained in how to teach physics concepts and might have limited understanding of those concepts themselves (Hodapp, Hehn, and Hein 2009). Technology can help provide continuous supports through models of educator learning that blend face-to-face and online experiences. As a result, the technology of everyday life has moved well beyond what educators are taught to and regularly use to support student learning. More advanced courses build on these experiences and involve the instructional use of technology within the content areas the preservice teachers will teach.
Technology-supported informal learning communities can connect teachers to university experts in content domains and in pedagogy. Tuning the Hot Rod to match the iBuyPower's oversized power supply and shrunken hard drive brings it to $1,230. UTeach preservice teachers have multiple opportunities to use technology with students in the field both before and during student teaching.
On the surface it looks like everything should work well together, but for some reason, I cannot get it running.

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