Candidates troubleshoot basic software and hardware problems common in digital

learning environments. (PSC 3.5ISTE 3e)

Reflection
In this standard candidates are to show proof of troubleshooting basic hardware
and software problems that may occur while in a digital learning environment. The
artifact selected to demonstrate mastery of this standard was the Internet lesson plan.
In this lesson plan I selected standards related to Social Studies content, created I can
statements, designed a 2 week lesson plan on the unit, and integrated technology tools
and strategies. While conducted the plan I learned how to effectively assembly a plan
focused on student achievement and performance. I also learned the steps it takes to
correctly formulate such and plan and creating a plan that will push for higher order
thinking. I also learned how to incorporate the steps involved in troubleshooting, point of
contact, and diagnostics for simple technology problems solutions.
According the ISTE standards for students, Students demonstrate creative
thinking, construct knowledge, and develop innovative products and processes using
technology (ISTE 2007). I attempted to create a plan that provided the students the
opportunity to be creative. Students were asked to create a graphic organizer of their
own that depicts an historical person or even during the Civil War. Once I started this
process, I quickly realized that I did not allot enough time for students to execute the
artifact. If I had the opportunity to improve the Lesson plan, I would allot more time for
students to complete task and I would give more time for the instructor to teach the
technology tool. Powtoons and Glogster are two web 2.0 tools that I integrated within
the Internet Lesson Plan. Both tools take time to teach which I noticed took away from

students applying high order thinking on the assignment itself.

Rigor and high order thinking are areas in which Ballard-Hudson Middle School
needs to improve. The Internet Lesson Plan in which I created, facilitated, and
implemented utilized many web 2.0 tools and resources that asked for high order
thinking and rigorous applications of students. The work put into the plan and the
facilitation of the plan contributed to the School Improvement plan in that teachers
engaged in professional development that required them to create plans integrating
technology. This process has been a school-wide requirement. Now that teachers are
routinely creating plans that focus on student engagement and higher order thinking,
student learning and achievement is positively impacted.
The impacts on students learning, faculty development, and school improvement
can be assessed as positive. The school is improving, students growth and
development is evident on classroom assessments, and teachers are receiving routinely
professional development to improve skills in lesson planning and high order thinking of
students. I can see huge achievement and performance gaps closing if teachers
continue to produce technology integrating lessons with primary focuses on rigor,
engagement, assessments, and high order thinking.
Reference
ISTE - International Society for Technology in Education - Home. (2007.). Retrieved
November 15, 2016, from https://www.iste.org/