Standard 3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: field experience
Reflection:
Troubleshooting can be a simple task when you are the one who is troubleshooting the problem. Before I teach lessons, I make sure I understand how to model the activity, what students need to produce, and how to fix issues that may arise. When coaching others, it never occurred to me to teach them how to troubleshoot if needed. I often just present the lesson to my peers on how the lesson will be completed and just assume they know how to troubleshoot. Then when the lesson goes live, I often get questions from my peers about how to fix certain issues or how students complete a task or view a task. The artifact for this standard is an unstructured field experience where I worked with a student-teacher. Since our district works with Canvas and lots of our fifth-grade content goes through Canvas, I coached her on how to use Canvas.
When coaching a student-teacher about our technology use, she was familiar with most of it. Our grade level uses web 2.0 tool Class Dojo school-wide to support students and parents in behavior and communication. She was familiar with Class Dojo. Creating assignments in Canvas was a challenge for her. We discussed Canvas and how to create and publish assignments, assessments, and other activities. There are lots of different steps to remember, and I supplied her with helper sheets, but troubleshooting issues still arose. When troubleshooting issues came up, I would quickly assist her and show her how to solve the issue next time. Overall, she ended up improving her troubleshooting abilities but still needed assistance at times.
One thing I learned was to not assume anything. Often times I am comfortable using a technology tool and assume others have the same insight to it as I do. This, of course, is not the case. One thing I would do differently would be to practice troubleshooting situations when they arise with the student-teacher. Technology is often unpredictable, and I need to make sure people I coach are able to troubleshoot when issues occur and make sure they have time to practice that.
This artifact made an impact on faculty development. By working with the student teacher, I prepared her for a future job in our county. After assisting her with troubleshooting, she became familiar with Canvas use and will be able to solve troubleshooting issues that occur in her future lessons. This artifact can be assessed by observing Hannah to see if she has become proficient in her Canvas usage. I would also check in with her weekly to see if assistance is needed.
Troubleshooting can be a simple task when you are the one who is troubleshooting the problem. Before I teach lessons, I make sure I understand how to model the activity, what students need to produce, and how to fix issues that may arise. When coaching others, it never occurred to me to teach them how to troubleshoot if needed. I often just present the lesson to my peers on how the lesson will be completed and just assume they know how to troubleshoot. Then when the lesson goes live, I often get questions from my peers about how to fix certain issues or how students complete a task or view a task. The artifact for this standard is an unstructured field experience where I worked with a student-teacher. Since our district works with Canvas and lots of our fifth-grade content goes through Canvas, I coached her on how to use Canvas.
When coaching a student-teacher about our technology use, she was familiar with most of it. Our grade level uses web 2.0 tool Class Dojo school-wide to support students and parents in behavior and communication. She was familiar with Class Dojo. Creating assignments in Canvas was a challenge for her. We discussed Canvas and how to create and publish assignments, assessments, and other activities. There are lots of different steps to remember, and I supplied her with helper sheets, but troubleshooting issues still arose. When troubleshooting issues came up, I would quickly assist her and show her how to solve the issue next time. Overall, she ended up improving her troubleshooting abilities but still needed assistance at times.
One thing I learned was to not assume anything. Often times I am comfortable using a technology tool and assume others have the same insight to it as I do. This, of course, is not the case. One thing I would do differently would be to practice troubleshooting situations when they arise with the student-teacher. Technology is often unpredictable, and I need to make sure people I coach are able to troubleshoot when issues occur and make sure they have time to practice that.
This artifact made an impact on faculty development. By working with the student teacher, I prepared her for a future job in our county. After assisting her with troubleshooting, she became familiar with Canvas use and will be able to solve troubleshooting issues that occur in her future lessons. This artifact can be assessed by observing Hannah to see if she has become proficient in her Canvas usage. I would also check in with her weekly to see if assistance is needed.