Standard 3.5: Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments.
Artifact: Coaching Journal
Reflection:
In ITEC 7460, our class was required to mentor a peer in technology. My co-teacher was looking to be mentored. This journal is a candid documentation of our one-on-one sessions. Throughout the sessions, we worked together to create student-centered lesson plan we could incorporate in our classroom.
This coaching journal not only shows my ability to troubleshoot basic software and hardware dilemmas with other teachers, but also with students as we incorporate the technology in our classroom. During our sessions, my co-teacher was able to use accounts on EdPuzzle, Weebly, and Quizziz. When we first started utilizing these tools, she had a difficult time getting the videos on the websites to play on her computer. After going through basic troubleshooting steps, I discovered that her flash player was out of date. As a result, we updated her Adobe flash player, and the problem was resolved. We continued to create the lesson with minor details, and then implemented it with our students with great success.
Implementing a technology lesson that we created together was both a bonding and empowering time for both of us. The students noticed that both of us were very confident and energized during this mini-unit, and they caught our enthusiasm! This lead to the two of us collaborating to create several more units throughout the year that were also a success.
My coaching journey created a more united spirit between my co-teacher and I. Although this directly impacted our students, other teachers and administration in our school took notice of our unity in the classroom. My co-teacher also collaborates with another colleague in our grade. After our coaching session, she felt more comfortable encouraging technology use in this classroom and taking more technology leadership roles when it comes to technology implementation.
Reflection:
In ITEC 7460, our class was required to mentor a peer in technology. My co-teacher was looking to be mentored. This journal is a candid documentation of our one-on-one sessions. Throughout the sessions, we worked together to create student-centered lesson plan we could incorporate in our classroom.
This coaching journal not only shows my ability to troubleshoot basic software and hardware dilemmas with other teachers, but also with students as we incorporate the technology in our classroom. During our sessions, my co-teacher was able to use accounts on EdPuzzle, Weebly, and Quizziz. When we first started utilizing these tools, she had a difficult time getting the videos on the websites to play on her computer. After going through basic troubleshooting steps, I discovered that her flash player was out of date. As a result, we updated her Adobe flash player, and the problem was resolved. We continued to create the lesson with minor details, and then implemented it with our students with great success.
Implementing a technology lesson that we created together was both a bonding and empowering time for both of us. The students noticed that both of us were very confident and energized during this mini-unit, and they caught our enthusiasm! This lead to the two of us collaborating to create several more units throughout the year that were also a success.
My coaching journey created a more united spirit between my co-teacher and I. Although this directly impacted our students, other teachers and administration in our school took notice of our unity in the classroom. My co-teacher also collaborates with another colleague in our grade. After our coaching session, she felt more comfortable encouraging technology use in this classroom and taking more technology leadership roles when it comes to technology implementation.