3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact:
Field Experience Log
Field Experience Log
Reflection:
The artifact I selected to show I have met this standard is an unstructured field experience log. This artifact logged thirty hours in which I helped my school’s IT department solve basic hardware and software problems. Majority of this experience was during the time our school was without a Technology Support Specialist (TSS). These experiences involved situations such as helping run software updates, install software, fix printer issues, and fix problems with interactive whiteboards.
During this time period, I realized many teachers are very uncomfortable or unwilling to try basic trouble shooting with technology. Having worked in the technology business for many years before becoming a teacher, I am different than many. Since our school was without our TSS starting the first day of school, most classrooms and teachers were not properly set up with their technology needs, this included setting up their classroom computer. I found it interesting that many did not know the simple tasks of which wires need to be plugged in where and even the power plug. These simple items can cause many teachers just to give up and not use technology. In my role as a technology leader, I created a survey to gather data on the needs throughout each classroom. This allowed me to access to situation and work through each need based upon priority. At the same time, I worked to provide basic guidance and knowledge to my fellow teachers so in the future they would feel comfortable trouble shooting issues on their own.
In completing reflecting on this field experiences, I came to realize many teachers have not received any basic computer instruction. They were probably issued a laptop or had an interactive board installed in their classroom without any training. At the same time, teachers should take the initiative and participate in professional development in these areas as more and more technology plays a role in digital learning environments.
The work that went into creating these artifacts impacts school improvement, faculty development, and student learning by decreasing the down time of the instructional technology resources available at the school was impacted as staff members gain knowledge through my modeling of simple solutions during my troubleshooting. This can be asses through faculty in the future being able to correct simple issues without having to rely on the IT department. That impact can be assessed by the decreasing number of requests myself and our school TSS receive for assistance as the typical school year progresses.
The artifact I selected to show I have met this standard is an unstructured field experience log. This artifact logged thirty hours in which I helped my school’s IT department solve basic hardware and software problems. Majority of this experience was during the time our school was without a Technology Support Specialist (TSS). These experiences involved situations such as helping run software updates, install software, fix printer issues, and fix problems with interactive whiteboards.
During this time period, I realized many teachers are very uncomfortable or unwilling to try basic trouble shooting with technology. Having worked in the technology business for many years before becoming a teacher, I am different than many. Since our school was without our TSS starting the first day of school, most classrooms and teachers were not properly set up with their technology needs, this included setting up their classroom computer. I found it interesting that many did not know the simple tasks of which wires need to be plugged in where and even the power plug. These simple items can cause many teachers just to give up and not use technology. In my role as a technology leader, I created a survey to gather data on the needs throughout each classroom. This allowed me to access to situation and work through each need based upon priority. At the same time, I worked to provide basic guidance and knowledge to my fellow teachers so in the future they would feel comfortable trouble shooting issues on their own.
In completing reflecting on this field experiences, I came to realize many teachers have not received any basic computer instruction. They were probably issued a laptop or had an interactive board installed in their classroom without any training. At the same time, teachers should take the initiative and participate in professional development in these areas as more and more technology plays a role in digital learning environments.
The work that went into creating these artifacts impacts school improvement, faculty development, and student learning by decreasing the down time of the instructional technology resources available at the school was impacted as staff members gain knowledge through my modeling of simple solutions during my troubleshooting. This can be asses through faculty in the future being able to correct simple issues without having to rely on the IT department. That impact can be assessed by the decreasing number of requests myself and our school TSS receive for assistance as the typical school year progresses.
