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_log_itec_7410.pdf | |
File Size: | 321 kb |
File Type: |
Reflection:
As part of the unstructured field experience in ITEC 7410, I hosted a training session where we addressed basic troubleshooting issues in Canvas to new teachers. I also created a Canvas training video geared toward new teachers in Canvas. Both training types included troubleshooting advice and tips for teachers to use in their classroom. I participated in the Canvas pilot program from the previous school year, where we used Canvas before the rest of the district. According to Sheninger and Zhao, I would be considered a technology leader because of my choice to step out of the comfort zone to lead and become an asset to my school and district (Sheninger & Zhao, 2014). In being in this position, I need to capitalize on this opportunity to help with the huge transition to a learning management system (LMS) called Canvas. I used my experience from being a first-time Canvas user along with common problems that first-time Canvas users have to select my topics of discussion and tips to share. I used setting up home pages as my training session topic. As for my instructional videos, I selected student data analysis with Quizzes and Scheduler as more advanced skills that teachers can take advantage of when they become ready. In each training, I showed them how to do the skill then I went through viewing it as a teacher then again in ‘student view’ where they can see what students do. This is where we practice troubleshooting tips and tricks. For the in-person training, I provided time at the end of the session for teachers to ask questions. This training was specifically targeted for teachers at Creekview High School. The videos are for all teachers in the Cherokee County School District. I created these videos independently based off of my own experience and research using the Canvas guides to assist teachers.
Standard 3.5, Basic Troubleshooting provided me the opportunity to troubleshoot basic software and hardware problems common in digital learning environments. Within the ITEC 7410 unstructured field experience, I took on the role of technology coach where I trained teachers in a face-to-face setting and through videos online. During each session, I addressed troubleshooting software problems that people may experience when using Canvas. The face-to-face setting allowed for the group to practice troubleshooting whereas the training video only allowed for me to provide tips and suggestions. This workshop was crucial for teachers because it came just after everyone in the district gained access to their Canvas shells. Troubleshooting was key to helping teachers understanding how students would interact and they would be able to help their students out and each other.
Completing the unstructured field experience in ITEC 7410 provided teachers the opportunity to gain a better understanding of Canvas and basic troubleshooting needs. I learned how to deliver content in a precise manner that had specific steps as to not overwhelm the teachers. With making the videos it was important to chuck the topics and steps to be easy to follow and the have the video be relatively short because people will not watch if the video is too long. To further improve the troubleshooting training sessions, I would further divide up my face-to-face classes between different experience levels with technology. During the training session, some teacher caught on to the steps quickly whereas others became easily confused, so some of the teachers in the session became frustrated because it took time to keep everyone at the same speed. If I would have divided up the technology experience/comfortability, I believe that the sessions would have been even more productive than they were and the teachers would have been able to get more out of the training.
This artifact impacts faculty development. Through the attendance at the training sessions and views on the Canvas teachers are able to improve their use of Canvas and the design of their Canvas course. The impact can be assessed through the implementation of home pages that teachers created in the course and use of the troubleshooting tips and tricks with their colleagues and students. The teachers walked away from the training session knowing how to create pages, set them as home pages, and inserting images. We also discussed the options that teachers could use as their home pages and how to insert different tools into their pages. These troubleshooting tips and tricks have helped teachers learn a new aspect of Canvas.
Reference
Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, a SAGE company.
As part of the unstructured field experience in ITEC 7410, I hosted a training session where we addressed basic troubleshooting issues in Canvas to new teachers. I also created a Canvas training video geared toward new teachers in Canvas. Both training types included troubleshooting advice and tips for teachers to use in their classroom. I participated in the Canvas pilot program from the previous school year, where we used Canvas before the rest of the district. According to Sheninger and Zhao, I would be considered a technology leader because of my choice to step out of the comfort zone to lead and become an asset to my school and district (Sheninger & Zhao, 2014). In being in this position, I need to capitalize on this opportunity to help with the huge transition to a learning management system (LMS) called Canvas. I used my experience from being a first-time Canvas user along with common problems that first-time Canvas users have to select my topics of discussion and tips to share. I used setting up home pages as my training session topic. As for my instructional videos, I selected student data analysis with Quizzes and Scheduler as more advanced skills that teachers can take advantage of when they become ready. In each training, I showed them how to do the skill then I went through viewing it as a teacher then again in ‘student view’ where they can see what students do. This is where we practice troubleshooting tips and tricks. For the in-person training, I provided time at the end of the session for teachers to ask questions. This training was specifically targeted for teachers at Creekview High School. The videos are for all teachers in the Cherokee County School District. I created these videos independently based off of my own experience and research using the Canvas guides to assist teachers.
Standard 3.5, Basic Troubleshooting provided me the opportunity to troubleshoot basic software and hardware problems common in digital learning environments. Within the ITEC 7410 unstructured field experience, I took on the role of technology coach where I trained teachers in a face-to-face setting and through videos online. During each session, I addressed troubleshooting software problems that people may experience when using Canvas. The face-to-face setting allowed for the group to practice troubleshooting whereas the training video only allowed for me to provide tips and suggestions. This workshop was crucial for teachers because it came just after everyone in the district gained access to their Canvas shells. Troubleshooting was key to helping teachers understanding how students would interact and they would be able to help their students out and each other.
Completing the unstructured field experience in ITEC 7410 provided teachers the opportunity to gain a better understanding of Canvas and basic troubleshooting needs. I learned how to deliver content in a precise manner that had specific steps as to not overwhelm the teachers. With making the videos it was important to chuck the topics and steps to be easy to follow and the have the video be relatively short because people will not watch if the video is too long. To further improve the troubleshooting training sessions, I would further divide up my face-to-face classes between different experience levels with technology. During the training session, some teacher caught on to the steps quickly whereas others became easily confused, so some of the teachers in the session became frustrated because it took time to keep everyone at the same speed. If I would have divided up the technology experience/comfortability, I believe that the sessions would have been even more productive than they were and the teachers would have been able to get more out of the training.
This artifact impacts faculty development. Through the attendance at the training sessions and views on the Canvas teachers are able to improve their use of Canvas and the design of their Canvas course. The impact can be assessed through the implementation of home pages that teachers created in the course and use of the troubleshooting tips and tricks with their colleagues and students. The teachers walked away from the training session knowing how to create pages, set them as home pages, and inserting images. We also discussed the options that teachers could use as their home pages and how to insert different tools into their pages. These troubleshooting tips and tricks have helped teachers learn a new aspect of Canvas.
Reference
Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, a SAGE company.