Standard 3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact:
Reflection:
ITEC 7430 Internet Lesson Plan
The Internet Lesson Plan artifact was completed to help me plan, design, and implement a technology enrich lesson for teaching and instruction that is engaging to students. Completing this artifact also helped me to find Web 2.0 tools for the completion of learning tasks that will incorporate critical thinking skills and real-life applications into lessons. I chose to complete the lesson plan over seventh-grade Integers for math students. Additionally, I decided Integers as a focus, because the Integers unit is a unit that majority of seventh-grade students struggle with learning. I selected a learning task to modify and incorporate technology tools and devices to use for the completion of the task because I wanted students to be actively engaged in the learning task. I also elected the learning task as part of enrichment and project for the students to demonstrate their learning of rational numbers.
Through the development of this Internet Lesson Plan, I had the opportunity to take a learning task by the Georgia Department of Education and modify the learning task to correlate with the use of technology tools and resources. I thought of activities that would be energetic, engaging, and challenging to students. As I was developing this lesson plan, I began by picking the Georgia Standards of Excellence (GSE's) that the students would be achieving and mastering during the completion of this artifact. The learning standards and objectives that the students would accomplish by the end of the task were: "Students will apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. Students will show that a number and it's opposite have a sum of zero and describe situations in which opposite quantities combine to make zero. Students will understand the subtraction of rational numbers as adding the additive inverse. Students will make sense of problems and preserve in solving them. Students will use critical thinking skills, digital Web 2.0 tools, and technology to complete assignments, and will use appropriate tools strategically." (GSE's MGSE7.NS.1, MGSE7.NS.1a, MGSE7.NS.1b, MGSE7.NS.1c, MGSE7.NS.1b) Once the GSE's were picked, I chose the learning targets (essential questions) that would be addressed during the learning experience.
Next, I began to plan the learning task. While planning the learning task activities, I thought of the students with disabilities and how I will differentiate the learning task to meet not only their needs but all students learning needs. I also thought of the gifted students, and how I would add enrichments into the learning task to challenge their thinking. I also planned the learning Web 2.0 tools and resources that the students would use to complete the experience. The digital tools and resources that the students used for the lesson were Chromebooks, Google Classroom, Google Sheets, Google Docs, Edmodo, Screencast, and calculators. With these tools and resources, students completed a learning task for integers adapted from GADOE.
The actual assignment was for students to work with a partner and each partner to create a real check register using Google Sheets to show and demonstrate the situations in the task. The students would demonstrate the two types of transactions that take place, deposits (money put into accounts) and payments/debits (money that is spent and comes out of the account). The students will understand and demonstrate that the difference between debits/payments and deposits tells the value in the account. Also, they will know that if there are more credits than debits, the account is positive (black) and if there are more payments/debits than credits, the account is negative (red). The students must work through the two provided situations available to them in their Google Classroom. Once the students have worked through the two situations, students then create another checkbook register using Google Sheets to include a monthly budget of $1,500.00 a month. Students use their Chromebooks to find an apartment, create a grocery budget, money set aside for hobbies/interests/going out with friends, $400.00 utilities, all within the $1,500.00 monthly budget. Students use the register to demonstrate the beginning to the ending balance after paying their monthly bills. Once students completed the two given situations and the monthly budget portion of the learning task, students create a screencast to explain their learning task in-depth to share with the class. During the week, students were provided with a discussion question via Edmodo.
The design and planning process of this Internet Lesson Plan artifact helped me recognize that sometimes there will be some software and hardware problems that will occur when working with technology. While completing the Internet Lesson Plan, I learned to consider some technical issues that may arise while using technology in learning environments. Although in my lesson, I assumed that there might not be any technical issues, that is always not the case. I am prepared to troubleshoot basic software and hardware problems, but those issues that arise in which is out of my control and ability I have the option to contact the district technology specialists who are awesome at assisting with any technology needs I may have and help resolve the issue. However, during this learning experience there were not any software and hardware problems while working with the technology. I believe that it is critical to have the ability to troubleshoot when there are issues that arise with technology at the teacher level. I have been learning significantly about troubleshooting. Although I was satisfied with the outcome of the lesson, as I reflected on this learning experience, I see how I could have improved in the area of troubleshooting in my lesson plan. This learning task helps the students have an authentic learning experience with adding and subtracting positive and negative rational numbers using real-life situations.
However, I have never completed this learning task using this extent of technology and digital tools. I would advise others that would like to have their students complete this learning task to incorporate technology and digital tools when completing this assignment; the students will be more actively engaged. I would also suggest that teachers make a list of possible basic software and hardware problems that are common when using technology and list possible solutions to solve those basic software and hardware problems common in digital learning environments. I believe that creating a list of common problems and possible solutions to solve those problems, that it will help reduce the amount of time it will take trying to figure out a solution when something occurs.
The work that went into developing, planning, and implementing this Internet Lesson Plan activity had an impact on teacher development and student learning. As I conducted and facilitated throughout this learning experience, I observed student engagement improve. I also saw students communicating and actively thinking. I feel that this learning experience had a positive impact on students because I have completed this same learning experience with students without the use of technology, and some were not actively engaged. With the use of technology and Web 2.0 tools, the students enjoyed the assignment and learned the needed objectives to master the content standards.
ITEC 7430 Internet Lesson Plan
The Internet Lesson Plan artifact was completed to help me plan, design, and implement a technology enrich lesson for teaching and instruction that is engaging to students. Completing this artifact also helped me to find Web 2.0 tools for the completion of learning tasks that will incorporate critical thinking skills and real-life applications into lessons. I chose to complete the lesson plan over seventh-grade Integers for math students. Additionally, I decided Integers as a focus, because the Integers unit is a unit that majority of seventh-grade students struggle with learning. I selected a learning task to modify and incorporate technology tools and devices to use for the completion of the task because I wanted students to be actively engaged in the learning task. I also elected the learning task as part of enrichment and project for the students to demonstrate their learning of rational numbers.
Through the development of this Internet Lesson Plan, I had the opportunity to take a learning task by the Georgia Department of Education and modify the learning task to correlate with the use of technology tools and resources. I thought of activities that would be energetic, engaging, and challenging to students. As I was developing this lesson plan, I began by picking the Georgia Standards of Excellence (GSE's) that the students would be achieving and mastering during the completion of this artifact. The learning standards and objectives that the students would accomplish by the end of the task were: "Students will apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. Students will show that a number and it's opposite have a sum of zero and describe situations in which opposite quantities combine to make zero. Students will understand the subtraction of rational numbers as adding the additive inverse. Students will make sense of problems and preserve in solving them. Students will use critical thinking skills, digital Web 2.0 tools, and technology to complete assignments, and will use appropriate tools strategically." (GSE's MGSE7.NS.1, MGSE7.NS.1a, MGSE7.NS.1b, MGSE7.NS.1c, MGSE7.NS.1b) Once the GSE's were picked, I chose the learning targets (essential questions) that would be addressed during the learning experience.
Next, I began to plan the learning task. While planning the learning task activities, I thought of the students with disabilities and how I will differentiate the learning task to meet not only their needs but all students learning needs. I also thought of the gifted students, and how I would add enrichments into the learning task to challenge their thinking. I also planned the learning Web 2.0 tools and resources that the students would use to complete the experience. The digital tools and resources that the students used for the lesson were Chromebooks, Google Classroom, Google Sheets, Google Docs, Edmodo, Screencast, and calculators. With these tools and resources, students completed a learning task for integers adapted from GADOE.
The actual assignment was for students to work with a partner and each partner to create a real check register using Google Sheets to show and demonstrate the situations in the task. The students would demonstrate the two types of transactions that take place, deposits (money put into accounts) and payments/debits (money that is spent and comes out of the account). The students will understand and demonstrate that the difference between debits/payments and deposits tells the value in the account. Also, they will know that if there are more credits than debits, the account is positive (black) and if there are more payments/debits than credits, the account is negative (red). The students must work through the two provided situations available to them in their Google Classroom. Once the students have worked through the two situations, students then create another checkbook register using Google Sheets to include a monthly budget of $1,500.00 a month. Students use their Chromebooks to find an apartment, create a grocery budget, money set aside for hobbies/interests/going out with friends, $400.00 utilities, all within the $1,500.00 monthly budget. Students use the register to demonstrate the beginning to the ending balance after paying their monthly bills. Once students completed the two given situations and the monthly budget portion of the learning task, students create a screencast to explain their learning task in-depth to share with the class. During the week, students were provided with a discussion question via Edmodo.
The design and planning process of this Internet Lesson Plan artifact helped me recognize that sometimes there will be some software and hardware problems that will occur when working with technology. While completing the Internet Lesson Plan, I learned to consider some technical issues that may arise while using technology in learning environments. Although in my lesson, I assumed that there might not be any technical issues, that is always not the case. I am prepared to troubleshoot basic software and hardware problems, but those issues that arise in which is out of my control and ability I have the option to contact the district technology specialists who are awesome at assisting with any technology needs I may have and help resolve the issue. However, during this learning experience there were not any software and hardware problems while working with the technology. I believe that it is critical to have the ability to troubleshoot when there are issues that arise with technology at the teacher level. I have been learning significantly about troubleshooting. Although I was satisfied with the outcome of the lesson, as I reflected on this learning experience, I see how I could have improved in the area of troubleshooting in my lesson plan. This learning task helps the students have an authentic learning experience with adding and subtracting positive and negative rational numbers using real-life situations.
However, I have never completed this learning task using this extent of technology and digital tools. I would advise others that would like to have their students complete this learning task to incorporate technology and digital tools when completing this assignment; the students will be more actively engaged. I would also suggest that teachers make a list of possible basic software and hardware problems that are common when using technology and list possible solutions to solve those basic software and hardware problems common in digital learning environments. I believe that creating a list of common problems and possible solutions to solve those problems, that it will help reduce the amount of time it will take trying to figure out a solution when something occurs.
The work that went into developing, planning, and implementing this Internet Lesson Plan activity had an impact on teacher development and student learning. As I conducted and facilitated throughout this learning experience, I observed student engagement improve. I also saw students communicating and actively thinking. I feel that this learning experience had a positive impact on students because I have completed this same learning experience with students without the use of technology, and some were not actively engaged. With the use of technology and Web 2.0 tools, the students enjoyed the assignment and learned the needed objectives to master the content standards.