3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: ITEC 7430 ISTE NETS-S lesson Plan
The artifact I am using to troubleshoot basic software and hardware problems common in digital learning environments is the ISTE NETS-S Lesson Plan I designed in ITEC 7430. The purpose of this artifact is to address content standards in the area of writing and student technology standards through the creation of an advertisement using technology tools such as, but not limited to YouTube, Piktochart and Google Apps for presentation. Many one-on-one and group meetings provide support for troubleshooting and technology tool use.
This artifact supports troubleshooting in many ways both before during and after the completion of this specific artifact. Students work in groups to decide how they present their learning. Even though students had experience with these technology tools, many decide to branch out and explore various options such as Vimeo, Storybird and Google Sites to model their new technology skills. During this lesson structure, the teacher serves as a technology facilitator and troubleshoot specialist based on student groups. As students chose their technology, rotating and meeting with various groups ensures they feel confident with the technology tool they decide to use to present their advertisements. Before the lesson began, access for the specific examples of advertisements the teacher provides to the students. GoGuadian is a tool that supports monitoring of student devices. GoGuardian gives students access to the examples that serve as models. These examples provide a direction for students. It was critical that students have access to these advertisement ideas to promote creativity and self-directed learning. The teacher must also feel confident in exploring new technologies to help individuals and groups troubleshoot access to that specific technology for presentation use for assessment. Vimeo and Google Sites are great tools, but students need a little support with these tools since they are not as familiar with the platform. Intentional direction and scaffolding troubleshoot examples ensure students become confident in independently solving technology issues when they arise. The key was that these projects occur in groups, so students are consistently sharing how they worked through the technology.
After completing this artifact, I gained a great understanding for how to model and use various technologies in a group setting. Allowing access to various technologies can get messy. Ensuring your confidence level and including strategic plans for meeting with groups to facilitate the successful use of technology means being able to troubleshoot effectively. This means, seeing the need, helping fast, scaffolding the assistance and following up to ensure success.
The work that went into developing this lesson improves faculty development through the discussion of various lesson structures. When teachers hear that students will be able to decide on the technology they use to present their learning, teachers get a little overwhelmed. It comes down to talking though possible technologies, planning and meeting to encourage digital use and creativity. Learning digital tools means you can help students troubleshoot issues that may arise. Also, giving students access on the front increases confident in using these resources to engage learners. School improvement occurs when teams discuss and troubleshoot technology collaboratively. When teachers engage in these conversations before and after lesson, troubleshoot abilities are strengthened and defined.
This artifact supports troubleshooting in many ways both before during and after the completion of this specific artifact. Students work in groups to decide how they present their learning. Even though students had experience with these technology tools, many decide to branch out and explore various options such as Vimeo, Storybird and Google Sites to model their new technology skills. During this lesson structure, the teacher serves as a technology facilitator and troubleshoot specialist based on student groups. As students chose their technology, rotating and meeting with various groups ensures they feel confident with the technology tool they decide to use to present their advertisements. Before the lesson began, access for the specific examples of advertisements the teacher provides to the students. GoGuadian is a tool that supports monitoring of student devices. GoGuardian gives students access to the examples that serve as models. These examples provide a direction for students. It was critical that students have access to these advertisement ideas to promote creativity and self-directed learning. The teacher must also feel confident in exploring new technologies to help individuals and groups troubleshoot access to that specific technology for presentation use for assessment. Vimeo and Google Sites are great tools, but students need a little support with these tools since they are not as familiar with the platform. Intentional direction and scaffolding troubleshoot examples ensure students become confident in independently solving technology issues when they arise. The key was that these projects occur in groups, so students are consistently sharing how they worked through the technology.
After completing this artifact, I gained a great understanding for how to model and use various technologies in a group setting. Allowing access to various technologies can get messy. Ensuring your confidence level and including strategic plans for meeting with groups to facilitate the successful use of technology means being able to troubleshoot effectively. This means, seeing the need, helping fast, scaffolding the assistance and following up to ensure success.
The work that went into developing this lesson improves faculty development through the discussion of various lesson structures. When teachers hear that students will be able to decide on the technology they use to present their learning, teachers get a little overwhelmed. It comes down to talking though possible technologies, planning and meeting to encourage digital use and creativity. Learning digital tools means you can help students troubleshoot issues that may arise. Also, giving students access on the front increases confident in using these resources to engage learners. School improvement occurs when teams discuss and troubleshoot technology collaboratively. When teachers engage in these conversations before and after lesson, troubleshoot abilities are strengthened and defined.