3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact: Capstone Log, Reflection
Reflection
For this capstone project, I planed to implement a professional development course in a series of sessions to introduce mathematics teachers at Central High School to various instructional technologies resources for the benefit of increasing student engagement in mathematics. Teachers will be introduced to using handheld and virtual graphing calculators, productivity tools like Excel, virtual manipulatives, dynamic geometric software, and gamified educational tools for learning mathematics. While this was an extensive project and experience, I want to focus on the troubleshooting aspect of the capstone.
Through this capstone, I had to troubleshoot basic software and hardware problems common in digital learning environments. First, most of our school computers had not been updated with the most recent version of Java and other necessary programs. Because of administrative passwords placed on the computers, we had to work through the technology department to get all of the software installed. While updating the math department’s computer carts and teacher’s laptops, it became increasingly frustrated. It made me consider the pros and cons of having administrative lockdowns on laptops for teachers – how much freedom should teachers have in installing educational software? And, sine they cannot do it themselves, how responsive should a technology department be in teacher requests?
I did learn about the difficulty some schools have between the school and the county technology department. It would seem that county technology employees should have more training inside of schools instead of simply being on the technology side of things. During the process, I did end up changing and using Desmos and the free Geogebra, which could run through a browser, after we discovered most of the school’s licenses for Geometer’s Sketchpad had expired.
Through this capstone experience, I was able to take what I have learned through this Ed.S. program in addition to my own teaching experiences and put it into practice. I was able to develop skills necessary of an instructional technology coach in addition to support some specific needs in my school and department.
For this capstone project, I planed to implement a professional development course in a series of sessions to introduce mathematics teachers at Central High School to various instructional technologies resources for the benefit of increasing student engagement in mathematics. Teachers will be introduced to using handheld and virtual graphing calculators, productivity tools like Excel, virtual manipulatives, dynamic geometric software, and gamified educational tools for learning mathematics. While this was an extensive project and experience, I want to focus on the troubleshooting aspect of the capstone.
Through this capstone, I had to troubleshoot basic software and hardware problems common in digital learning environments. First, most of our school computers had not been updated with the most recent version of Java and other necessary programs. Because of administrative passwords placed on the computers, we had to work through the technology department to get all of the software installed. While updating the math department’s computer carts and teacher’s laptops, it became increasingly frustrated. It made me consider the pros and cons of having administrative lockdowns on laptops for teachers – how much freedom should teachers have in installing educational software? And, sine they cannot do it themselves, how responsive should a technology department be in teacher requests?
I did learn about the difficulty some schools have between the school and the county technology department. It would seem that county technology employees should have more training inside of schools instead of simply being on the technology side of things. During the process, I did end up changing and using Desmos and the free Geogebra, which could run through a browser, after we discovered most of the school’s licenses for Geometer’s Sketchpad had expired.
Through this capstone experience, I was able to take what I have learned through this Ed.S. program in addition to my own teaching experiences and put it into practice. I was able to develop skills necessary of an instructional technology coach in addition to support some specific needs in my school and department.