3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments.
Setting Up Google Forms Screencast & Google Forms Handout
The Setting Up Google Forms Screencast was created in the Professional Learning and Technology Innovation course. The screencast was created to supplement a professional learning session I did at my school. The topic of this learning session was using technology to assess students. The purpose of this artifact was to provide additional support to teachers who needed help setting up a Google Form in Google Documents. I decided to complete a screencast because several teachers needed a step-by-step tutorial for creating a Google Form. In order to reach the most teachers, I decided to screencast the steps. I also provided a handout that teachers could follow if they preferred to read through steps.
The Setting Up Google Forms Screencast demonstrates mastery of Standard 3.5 because the screencast and handout was created for teachers needing additional support with creating a Google Form. The screencast and handout helped teachers troubleshoot the digital tool. To complete the screencast, I had to practice using Google Forms and anticipate any issues or difficulties that may arise as other teachers are using Google Forms. As a technology leader in my school, I have found that, in regards to technology, teachers most commonly need help troubleshooting in their digital learning environments. This artifact gave me experience with troubleshooting as well as providing support to teachers within my school building.
By completing the Setting Up Google Forms Screencast and Handout, I learned that screencasting can take some time to do, but it is a valuable tool for troubleshooting and sharing information with others. I found that, when I'm screencast, it is most beneficial that I have the capabilities to edit the video I'm creating. I originally tried to record the screencast in one take, but I tend to get nervous when I'm recording so I often make silly mistakes. I found it to be a much quicker process when I switched to a program that would allow me to pause and edit my screencast as needed. I also learned that troubleshooting is inevitable when you are teaching others about and facilitating technology use. While I thought my professional learning session provided enough information for teachers to get started, I found that many teachers still needed additional support. Screencasting can be a great way to provide support to other teachers as well. To improve the quality of this artifact in the future, I think I would have implemented the professional learning session in more of an online format instead of as a face-to-face session. The screencast seemed to be a more effective way to present the information because teachers could take their time going through the video themselves.
The Setting Up Google Forms Screencast and Handout impacted faculty development because I was teaching educators how to use Google Forms for their own productivity as well as for use with the students. Overall, the purpose of the professional learning session was to further develop the faculty's use of technology. The impact on the faculty development could be assessed by reviewing the data I collected from a survey I sent to the participants in the learning session. I also could have informal conversations with the teachers to determine if the screencast and handout were beneficial supplements to the learning session.
The Setting Up Google Forms Screencast demonstrates mastery of Standard 3.5 because the screencast and handout was created for teachers needing additional support with creating a Google Form. The screencast and handout helped teachers troubleshoot the digital tool. To complete the screencast, I had to practice using Google Forms and anticipate any issues or difficulties that may arise as other teachers are using Google Forms. As a technology leader in my school, I have found that, in regards to technology, teachers most commonly need help troubleshooting in their digital learning environments. This artifact gave me experience with troubleshooting as well as providing support to teachers within my school building.
By completing the Setting Up Google Forms Screencast and Handout, I learned that screencasting can take some time to do, but it is a valuable tool for troubleshooting and sharing information with others. I found that, when I'm screencast, it is most beneficial that I have the capabilities to edit the video I'm creating. I originally tried to record the screencast in one take, but I tend to get nervous when I'm recording so I often make silly mistakes. I found it to be a much quicker process when I switched to a program that would allow me to pause and edit my screencast as needed. I also learned that troubleshooting is inevitable when you are teaching others about and facilitating technology use. While I thought my professional learning session provided enough information for teachers to get started, I found that many teachers still needed additional support. Screencasting can be a great way to provide support to other teachers as well. To improve the quality of this artifact in the future, I think I would have implemented the professional learning session in more of an online format instead of as a face-to-face session. The screencast seemed to be a more effective way to present the information because teachers could take their time going through the video themselves.
The Setting Up Google Forms Screencast and Handout impacted faculty development because I was teaching educators how to use Google Forms for their own productivity as well as for use with the students. Overall, the purpose of the professional learning session was to further develop the faculty's use of technology. The impact on the faculty development could be assessed by reviewing the data I collected from a survey I sent to the participants in the learning session. I also could have informal conversations with the teachers to determine if the screencast and handout were beneficial supplements to the learning session.