3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5ISTE 3e)
Artifact: ITEC 7410- Unstructured Field Experience
Reflection:
The artifact chosen to demonstrate mastery of Standard 3.5, Troubleshooting, is an unstructured field experience log from the Spring of 2020. This occurred at the onset of the Coronavirus pandemic when school systems across America and around the world were closing their doors to in-person learning and collaboration. In a rush of uncertainty, our school’s administration scrambled to find supports for teachers before we would be forced to teach from home for an unknown amount of time. On Friday, March 13, 2020, I was asked to host a professional learning/collaboration seminar (to be held on Monday, March 16) for teachers who would need help with virtual resources and programs, and who may lack the skills or knowledge to get started virtually on their own. Over the weekend, I created a plan for highlighting various Web 2.0 tools, helping teachers get started with them, organizing ongoing resources, and troubleshooting their issues. During the seminar, I was able to assist several teachers with troubleshooting software and issues to help better prepare them for the upcoming virtual shift. While some aspects of this artifact were individual contributions (the presentation & hosting the seminar) I would attribute its entirety as a collaborative effort (brainstorming resources and team support during seminar).
Standard 3.5, Basic Troubleshooting, establishes the expectation to troubleshoot basic software and hardware problems common in digital learning environments. Unfortunately, technology and users sometimes clash. The user may be unfamiliar with the software, could change a setting unknowingly, or the technology itself could encounter an issue. I have always been considered “technology-savvy” among my peer educators and have often been the department go-to for fixing problems. With this artifact, I was selected by our administrative team to proactively provide supports for teachers who knew they may have issues or were not confident with technology. During the Virtual Tools seminar, I helped several teachers troubleshoot their technologies, including downloading and setting up software/programs on their computers and practicing with new technology. Several teachers also presented their own problems, and I was able to assist and determine solutions or alternatives for their software or hardware issues.
Through this experience, I learned that I am able to provide solutions to technology problems or concerns in a timely manner. Technology leaders must be able to propose effective solutions, model efficient methods, and help teachers/staff with learning tools and resources. I was able to assist peer teachers and coach them to use resources, which led to a reduction in stress and anxiety among teachers who are not technology-proficient. I was able to suggest resources that would assist students regardless of low-socio economic status, language acquisition, or disabilities. My presentation was well received and helpful to several teachers. I learned that technology leadership is malleable and must be able to quickly adjust in times of change. If I were able to modify something about the process involved in creating this artifact, it would be to allow myself more time for planning and preparing for the seminar.
This experience definitely impacted school improvement, faculty development, and student learning at our school. The resources I demonstrated and provided became a backbone for virtual learning for the rest of the semester. At a later department meeting, one teacher shared his appreciation for some of the resources and said it had been a life-saver. Student feedback was positive concerning several of the resources as well. A few of the teachers from the seminar reached out to me for additional troubleshooting and many were thankful for my assistance. The impact of this field experience can be measured through the continued and increased use of Edpuzzle, Quizizz, and Google Suite, but also in the progression of virtual trends beyond this school year.
The artifact chosen to demonstrate mastery of Standard 3.5, Troubleshooting, is an unstructured field experience log from the Spring of 2020. This occurred at the onset of the Coronavirus pandemic when school systems across America and around the world were closing their doors to in-person learning and collaboration. In a rush of uncertainty, our school’s administration scrambled to find supports for teachers before we would be forced to teach from home for an unknown amount of time. On Friday, March 13, 2020, I was asked to host a professional learning/collaboration seminar (to be held on Monday, March 16) for teachers who would need help with virtual resources and programs, and who may lack the skills or knowledge to get started virtually on their own. Over the weekend, I created a plan for highlighting various Web 2.0 tools, helping teachers get started with them, organizing ongoing resources, and troubleshooting their issues. During the seminar, I was able to assist several teachers with troubleshooting software and issues to help better prepare them for the upcoming virtual shift. While some aspects of this artifact were individual contributions (the presentation & hosting the seminar) I would attribute its entirety as a collaborative effort (brainstorming resources and team support during seminar).
Standard 3.5, Basic Troubleshooting, establishes the expectation to troubleshoot basic software and hardware problems common in digital learning environments. Unfortunately, technology and users sometimes clash. The user may be unfamiliar with the software, could change a setting unknowingly, or the technology itself could encounter an issue. I have always been considered “technology-savvy” among my peer educators and have often been the department go-to for fixing problems. With this artifact, I was selected by our administrative team to proactively provide supports for teachers who knew they may have issues or were not confident with technology. During the Virtual Tools seminar, I helped several teachers troubleshoot their technologies, including downloading and setting up software/programs on their computers and practicing with new technology. Several teachers also presented their own problems, and I was able to assist and determine solutions or alternatives for their software or hardware issues.
Through this experience, I learned that I am able to provide solutions to technology problems or concerns in a timely manner. Technology leaders must be able to propose effective solutions, model efficient methods, and help teachers/staff with learning tools and resources. I was able to assist peer teachers and coach them to use resources, which led to a reduction in stress and anxiety among teachers who are not technology-proficient. I was able to suggest resources that would assist students regardless of low-socio economic status, language acquisition, or disabilities. My presentation was well received and helpful to several teachers. I learned that technology leadership is malleable and must be able to quickly adjust in times of change. If I were able to modify something about the process involved in creating this artifact, it would be to allow myself more time for planning and preparing for the seminar.
This experience definitely impacted school improvement, faculty development, and student learning at our school. The resources I demonstrated and provided became a backbone for virtual learning for the rest of the semester. At a later department meeting, one teacher shared his appreciation for some of the resources and said it had been a life-saver. Student feedback was positive concerning several of the resources as well. A few of the teachers from the seminar reached out to me for additional troubleshooting and many were thankful for my assistance. The impact of this field experience can be measured through the continued and increased use of Edpuzzle, Quizizz, and Google Suite, but also in the progression of virtual trends beyond this school year.