3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: INTERNET LESSON PLAN
Reflection:
During the ITEC 7430 class, I developed the Internet Lesson Plan. This plan was created for fifth grade students to be implemented in both the Physical Education and Literacy Lab classrooms. Throughout this lesson plan, students will research a game/activity, create a Powerpoint presentation about that game, and then they will create a video that will be added to an NLE PE Weebly page. These videos will be used to teach younger students how to play these games/activities.
Standard 3.5, Basic Troubleshooting, allows candidates to troubleshoot basic software and hardware problems common in digital learning environments. Throughout this lesson, we faced many different troubleshooting issues. I was able to troubleshoot these basic software and hardware problems as we worked through. Several groups made the mistake of not saving, and then had to restart on their Powerpoint presentations. When working through these problems, several students learned how to complete basic troubleshooting as well. When they would raise their hands toward the end of this project, it would only be to tell me that they had fixed the problem themselves.
Throughout this project, I was able to learn a lot about my students, troubleshooting, and some games that I had not previously heard about. The students were very motivated to complete this assignment. They loved the fact that they were going to be the teachers for the younger students. It gave them an opportunity to express their creativity, work collaboratively in two different block classes, and be a role model for younger students. If I needed to change something about this activity then I would have used Google Slides. The best part about using Google applications is the fact that it saves automatically, so we may not have had the trouble with students losing their work if I would have used Google Slides.
This project was a great way to get teachers collaboratively working together as well as students. When it was first suggested, I noticed that our Literacy Lab teacher was nervous to take some time away from her own standards and focus on the PE standards, however, her nervousness eased when she learned that we would be covering her standards as well because it was a technology-based project. Staff members throughout the school were asking questions once they heard their students talk about this. They wanted to know more about Adobe Spark, and some have provided feedback that they have began using this program in their classrooms for activities. The impact of this artifact can be measured by the rubric created for the project, a post-survey, and the younger students’ understanding of the videos.
During the ITEC 7430 class, I developed the Internet Lesson Plan. This plan was created for fifth grade students to be implemented in both the Physical Education and Literacy Lab classrooms. Throughout this lesson plan, students will research a game/activity, create a Powerpoint presentation about that game, and then they will create a video that will be added to an NLE PE Weebly page. These videos will be used to teach younger students how to play these games/activities.
Standard 3.5, Basic Troubleshooting, allows candidates to troubleshoot basic software and hardware problems common in digital learning environments. Throughout this lesson, we faced many different troubleshooting issues. I was able to troubleshoot these basic software and hardware problems as we worked through. Several groups made the mistake of not saving, and then had to restart on their Powerpoint presentations. When working through these problems, several students learned how to complete basic troubleshooting as well. When they would raise their hands toward the end of this project, it would only be to tell me that they had fixed the problem themselves.
Throughout this project, I was able to learn a lot about my students, troubleshooting, and some games that I had not previously heard about. The students were very motivated to complete this assignment. They loved the fact that they were going to be the teachers for the younger students. It gave them an opportunity to express their creativity, work collaboratively in two different block classes, and be a role model for younger students. If I needed to change something about this activity then I would have used Google Slides. The best part about using Google applications is the fact that it saves automatically, so we may not have had the trouble with students losing their work if I would have used Google Slides.
This project was a great way to get teachers collaboratively working together as well as students. When it was first suggested, I noticed that our Literacy Lab teacher was nervous to take some time away from her own standards and focus on the PE standards, however, her nervousness eased when she learned that we would be covering her standards as well because it was a technology-based project. Staff members throughout the school were asking questions once they heard their students talk about this. They wanted to know more about Adobe Spark, and some have provided feedback that they have began using this program in their classrooms for activities. The impact of this artifact can be measured by the rubric created for the project, a post-survey, and the younger students’ understanding of the videos.