3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: One-Hour Technology Workshop
Reflection:
The assignment used to illustrate my basic troubleshooting skills is the one-hour technology workshop created in the ITEC 7460 class. Because the workshop was implemented with with teachers new to using the digital tools in the lesson, there were basic troubleshooting needs that came up within the duration of the lesson. The artifact was created as an individual assignment.
Although the assignment didn’t include any expectations of basic troubleshooting, they did occur during the workshop; this occurs often in any digital learning environment. The assignment challenged students to create a one-hour workshop using digital tools and resources. I created a website to educate teachers on the different types of presentation tools they could use for instruction in their classrooms; I also gave them ideas on using them as assessments for students to showcase their knowledge on a specific topic or standard learned.
During the workshop, I had to use my basic troubleshooting skills with the use of Chromebooks. Because they were only configured to be used by students, I had to change the network we were on in order for teacher use to take place. This was a basic hardware problem that was easy to fix. It also taught the teachers how to open the availability to using any student computers in their classrooms if and when needed. In addition, I guided teachers in creating user name and passwords for the applications they chose to use for their presentations; this was a software fix that took place. I could have included a short video or guidelines in creating accounts for each of the tools listed on the website, in order for users to be more independent with this skill. This would help with the students
I learned the importance of checking and double checking devices prior to teaching a workshop, just as we would normally do in the classroom with our students. Assuming teachers know how to fix the problem is also something I learned not to do as well. Although the problem that occurred was simple and easy to remedy, it could have been easily prevented by checking the devices prior to implementing the workshop. If I could change anything about the artifact, I would include the basic troubleshooting that was needed in the workshop; therefore, the chances of the same issues reoccurring would decrease with someone else who may decide to execute the same workshop or one similar.
The artifact impacted school improvement and faculty development in a number of ways, including the use of basic troubleshooting that came up during the workshop. Teachers learning how to configure the Chromebooks for teacher accounts to be activated as well as the steps in creating accounts for the applications used increased their knowledge and awareness of common basic troubleshooting as well; I modeled how to remedy this solutions, which helped increase their knowledge of basic troubleshooting. The impact can be assessed through the teacher and student use of the software and hardware used to create the presentations.
The assignment used to illustrate my basic troubleshooting skills is the one-hour technology workshop created in the ITEC 7460 class. Because the workshop was implemented with with teachers new to using the digital tools in the lesson, there were basic troubleshooting needs that came up within the duration of the lesson. The artifact was created as an individual assignment.
Although the assignment didn’t include any expectations of basic troubleshooting, they did occur during the workshop; this occurs often in any digital learning environment. The assignment challenged students to create a one-hour workshop using digital tools and resources. I created a website to educate teachers on the different types of presentation tools they could use for instruction in their classrooms; I also gave them ideas on using them as assessments for students to showcase their knowledge on a specific topic or standard learned.
During the workshop, I had to use my basic troubleshooting skills with the use of Chromebooks. Because they were only configured to be used by students, I had to change the network we were on in order for teacher use to take place. This was a basic hardware problem that was easy to fix. It also taught the teachers how to open the availability to using any student computers in their classrooms if and when needed. In addition, I guided teachers in creating user name and passwords for the applications they chose to use for their presentations; this was a software fix that took place. I could have included a short video or guidelines in creating accounts for each of the tools listed on the website, in order for users to be more independent with this skill. This would help with the students
I learned the importance of checking and double checking devices prior to teaching a workshop, just as we would normally do in the classroom with our students. Assuming teachers know how to fix the problem is also something I learned not to do as well. Although the problem that occurred was simple and easy to remedy, it could have been easily prevented by checking the devices prior to implementing the workshop. If I could change anything about the artifact, I would include the basic troubleshooting that was needed in the workshop; therefore, the chances of the same issues reoccurring would decrease with someone else who may decide to execute the same workshop or one similar.
The artifact impacted school improvement and faculty development in a number of ways, including the use of basic troubleshooting that came up during the workshop. Teachers learning how to configure the Chromebooks for teacher accounts to be activated as well as the steps in creating accounts for the applications used increased their knowledge and awareness of common basic troubleshooting as well; I modeled how to remedy this solutions, which helped increase their knowledge of basic troubleshooting. The impact can be assessed through the teacher and student use of the software and hardware used to create the presentations.