3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: Unstructured Field Experience: Troubleshooting
Reflection:
The artifact used to provide evidence of this standard is an unstructured field experience log. This log presents evidence of using basic troubleshooting with technology being used in the classroom. The unstructured field experience log displays the knowledge gained throughout Kennesaw State University. During a lesson there was a problem with the Smartboard and Elmo. While they were working, there was no picture coming up on the screen. This created a problem since students were present and learning.
Through my work at KSU, I was able to formulate a quick plan in order to correct my problem and continue the learning process. I quickly devised a five step plan in order to troubleshoot the issue. The steps included:
1. Turned off the Smartboard and restarted the Elmo and laptop.
2. Step 1 did not work. Therefore, I checked all of the wires to ensure everything was hooked up properly. This did not work.
3. I calibrated the Smartboard.
4. I unhooked the Elmo.
5. After I unhooked the Elmo, I readjusted the wires.
By following these steps, I was able to restore the Smartboard and get back on track with my lesson. In turn, my students were engaged in the
learning process.
When something goes wrong in the middle of a lesson, it is easy to get frustrated. However, my knowing basic troubleshooting steps to follow,
the lesson can quickly be restored. It is important for teachers to be familiar with the technology they use on a day to day basis. With the familiarity, it
would have been hard for me to determine where my issue was and fix it.
From a student standpoint, when there is a disruption in the lesson, it allows them time to drift and lose focus on the lesson. Therefore, it is imperative to have the least amount of distractions possible. When teachers can quickly troubleshoot issues in the classroom, it eliminates these disruptions. Student engagement and learning continue. Teachers also can feel confident in the technology they use when they can fix it. They do not have to rely on others. When having to rely on others to fix a problem, often academic time is wasted.
Artifact: Unstructured Field Experience: Troubleshooting
Reflection:
The artifact used to provide evidence of this standard is an unstructured field experience log. This log presents evidence of using basic troubleshooting with technology being used in the classroom. The unstructured field experience log displays the knowledge gained throughout Kennesaw State University. During a lesson there was a problem with the Smartboard and Elmo. While they were working, there was no picture coming up on the screen. This created a problem since students were present and learning.
Through my work at KSU, I was able to formulate a quick plan in order to correct my problem and continue the learning process. I quickly devised a five step plan in order to troubleshoot the issue. The steps included:
1. Turned off the Smartboard and restarted the Elmo and laptop.
2. Step 1 did not work. Therefore, I checked all of the wires to ensure everything was hooked up properly. This did not work.
3. I calibrated the Smartboard.
4. I unhooked the Elmo.
5. After I unhooked the Elmo, I readjusted the wires.
By following these steps, I was able to restore the Smartboard and get back on track with my lesson. In turn, my students were engaged in the
learning process.
When something goes wrong in the middle of a lesson, it is easy to get frustrated. However, my knowing basic troubleshooting steps to follow,
the lesson can quickly be restored. It is important for teachers to be familiar with the technology they use on a day to day basis. With the familiarity, it
would have been hard for me to determine where my issue was and fix it.
From a student standpoint, when there is a disruption in the lesson, it allows them time to drift and lose focus on the lesson. Therefore, it is imperative to have the least amount of distractions possible. When teachers can quickly troubleshoot issues in the classroom, it eliminates these disruptions. Student engagement and learning continue. Teachers also can feel confident in the technology they use when they can fix it. They do not have to rely on others. When having to rely on others to fix a problem, often academic time is wasted.