3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact
My 7430 Structured Field Experience Log artifact was created after I spent time reviewing and reflecting on how I was integrating instructional technology tools into my curriculum and challenged me to expand on my thinking on how I could make my curriculum and lessons more technology rich. For this artifact, I also was asked to actively work to help close instructional technology gaps that I noticed during my assessment for this course in general. I worked with other teachers in my school and colleagues of mine in the district to inform me on the various assignments that comprise this artifact.
Standard 3.5, Basic Troubleshooting – requires candidates to troubleshoot basic software and hardware problems common in digital learning environments. This artifact illustrates my work researching and reflecting on tools and resources that define instructional technology today in the education field. In addition, my background in various information technology fields in the past, demonstrates that I have the skill set to effectively troubleshoot software and hardware problems that will certainly arise in the field of instructional technology. I’m glad I gained the experience I did by creating this artifact because although I am very knowledgeable about technology, instructional technology is a vast subject itself. By spending time researching browser extensions, Microsoft Add-ins, and web applications I previously had limited or no experience with, I strengthened my pedagogical skill set. I am more confident not only in my ability to troubleshoot problems on my own, but also to be able to assist other teachers and learners as well. In the world of technology, it is crucial to be able to help students and adjust instructional practices along the way, but to also possess an ability to simultaneously troubleshoot common digital issues as they come along.
By completing the 7430 Structured Field Experience Log, I learned a great deal on how to effectively research, assess, and implement digital resources for a variety of different educational environments. Although I might not incorporate all that I learned and research, an effective digital leader needs to be prepared to assist a variety of different learners and teachers. As required, I studied many different strategies and resources, but I also know that I need to continue to research and consistently reflect on my practice, if I am going to be on top of my game as a digital leader.
The work that went into creating this artifact and the knowledge gained in doing so will help assist all the stakeholders at McClure and even students beyond my own school. Much of the insight I have gained has helped me in relationships beyond my school. In Cobb, other Engineering and Technology teachers and I meet regularly to discuss pedagogy and share ideas. Much of what I have learned not only in creating this artifact, but over the course of this degree has helped me be a more effective leader in my district. The work done while creating this artifact can be assessed through observations, assessments, and surveys conducted with my students and faculty members to measure its effectiveness. I have certainly seen an improvement in my personal pedagogy and in my students’ comprehension with knowledge gained through the creation and research I conducted in creating this artifact.
References
Allen, S. (2017, February 7). Blended learning transformed our school. ISTE. Retrieved from
https://www.iste.org/explore/Lead-the-way/Blended-learning-transformed-our-school
Curtis, E. (2016, October 8). Chrome Extensions for Struggling Students and Special Needs. Control Alt Achieve. Retrieved from
https://www.controlaltachieve.com/2016/10/special-needs-extensions.html
Gonzalez, J. (2018, April 15). 4 Ways Microsoft is Making Learning More Accessible. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/inclusive/
Panteldis, V. (2009). Reasons to use Virtual Reality in education and training courses and a model to determine when to use Virtual Reality. Themes in Science and Technology Education, 2(1-2), 59-70.
Peabody College | Vanderbilt University. (2020, July 20). IRIS | Assistive Technology: An Overview. Iris Center. Retrieved from https://iris.peabody.vanderbilt.edu/module/at/
Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. TEACHING Exceptional Children, 39(3), 64-68.
Roblyer, M.D., & Hughes, J. E. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Pearson. (Original work published 2010).
Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times: Digital Leadership: Changing Paradigms for Changing Times (Second ed.). Corwin.
Standard 3.5, Basic Troubleshooting – requires candidates to troubleshoot basic software and hardware problems common in digital learning environments. This artifact illustrates my work researching and reflecting on tools and resources that define instructional technology today in the education field. In addition, my background in various information technology fields in the past, demonstrates that I have the skill set to effectively troubleshoot software and hardware problems that will certainly arise in the field of instructional technology. I’m glad I gained the experience I did by creating this artifact because although I am very knowledgeable about technology, instructional technology is a vast subject itself. By spending time researching browser extensions, Microsoft Add-ins, and web applications I previously had limited or no experience with, I strengthened my pedagogical skill set. I am more confident not only in my ability to troubleshoot problems on my own, but also to be able to assist other teachers and learners as well. In the world of technology, it is crucial to be able to help students and adjust instructional practices along the way, but to also possess an ability to simultaneously troubleshoot common digital issues as they come along.
By completing the 7430 Structured Field Experience Log, I learned a great deal on how to effectively research, assess, and implement digital resources for a variety of different educational environments. Although I might not incorporate all that I learned and research, an effective digital leader needs to be prepared to assist a variety of different learners and teachers. As required, I studied many different strategies and resources, but I also know that I need to continue to research and consistently reflect on my practice, if I am going to be on top of my game as a digital leader.
The work that went into creating this artifact and the knowledge gained in doing so will help assist all the stakeholders at McClure and even students beyond my own school. Much of the insight I have gained has helped me in relationships beyond my school. In Cobb, other Engineering and Technology teachers and I meet regularly to discuss pedagogy and share ideas. Much of what I have learned not only in creating this artifact, but over the course of this degree has helped me be a more effective leader in my district. The work done while creating this artifact can be assessed through observations, assessments, and surveys conducted with my students and faculty members to measure its effectiveness. I have certainly seen an improvement in my personal pedagogy and in my students’ comprehension with knowledge gained through the creation and research I conducted in creating this artifact.
References
Allen, S. (2017, February 7). Blended learning transformed our school. ISTE. Retrieved from
https://www.iste.org/explore/Lead-the-way/Blended-learning-transformed-our-school
Curtis, E. (2016, October 8). Chrome Extensions for Struggling Students and Special Needs. Control Alt Achieve. Retrieved from
https://www.controlaltachieve.com/2016/10/special-needs-extensions.html
Gonzalez, J. (2018, April 15). 4 Ways Microsoft is Making Learning More Accessible. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/inclusive/
Panteldis, V. (2009). Reasons to use Virtual Reality in education and training courses and a model to determine when to use Virtual Reality. Themes in Science and Technology Education, 2(1-2), 59-70.
Peabody College | Vanderbilt University. (2020, July 20). IRIS | Assistive Technology: An Overview. Iris Center. Retrieved from https://iris.peabody.vanderbilt.edu/module/at/
Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. TEACHING Exceptional Children, 39(3), 64-68.
Roblyer, M.D., & Hughes, J. E. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Pearson. (Original work published 2010).
Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times: Digital Leadership: Changing Paradigms for Changing Times (Second ed.). Corwin.
