3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)
Artifact:
Unity Tickets
Reflection:
The artifact presented for this standard was a screenshot of the technical support requests sent through Unity, an online system used in Forsyth County for communication and monitoring of technical issues within each school. The Unity tickets were sent to the technical support specialist assigned to the school and then passed on to the instructional technology specialist for basic troubleshooting. The snapshot of the list was an example of the technical support requests assigned to me for basic troubleshooting of different software or hard ware issues.
Technical requests varied in their nature and complexity levels. For example, technical requests for network connectivity or printing errors were simple to investigate and fix. Problems with email and network accounts were automatically assigned to me. If an issue was challenging, collaboration with the technical support personnel was necessary to find a solution. Security and network setting in the school were set and managed by the county’s department of technology. Therefore, instructional technology specialists had limited access when it came to synchronization or network settings technical errors. In such situations, re-imaging student or teacher laptops was necessary. With use of the installer login information available to every instructional technology specialist, the process was completed in the school by downloading a corresponding image from the server.
Working with unity tickets allowed me to learn many technical things about computer software and hardware. Many patterns in computer behaviors were observed and troubleshooting solutions were learned. Experiences with technical support requests helped me develop a whole-picture perspective about how well the hardware in the school could support integration of technology and the Bring Your Own Technology (BYOT) initiative into teaching and learning.
Being a part of technical support helped teachers and students be engaged in various learning tasks without interruption of technical glitches. Observation and monitoring of hardware in the school also helped establish ongoing communication with the department of technology and address occurring needs in a timely manner.
Using the Unity platform allowed me to search different cases and discover solutions to technical difficulties for the cases assigned to me. Learning from others improved the effectiveness of technology tools and supported the maintenance process established in the school. The more tickets were resolved, the more knowledge and skilled were developed to help support teachers and students at Shiloh Point Elementary.
The artifact presented for this standard was a screenshot of the technical support requests sent through Unity, an online system used in Forsyth County for communication and monitoring of technical issues within each school. The Unity tickets were sent to the technical support specialist assigned to the school and then passed on to the instructional technology specialist for basic troubleshooting. The snapshot of the list was an example of the technical support requests assigned to me for basic troubleshooting of different software or hard ware issues.
Technical requests varied in their nature and complexity levels. For example, technical requests for network connectivity or printing errors were simple to investigate and fix. Problems with email and network accounts were automatically assigned to me. If an issue was challenging, collaboration with the technical support personnel was necessary to find a solution. Security and network setting in the school were set and managed by the county’s department of technology. Therefore, instructional technology specialists had limited access when it came to synchronization or network settings technical errors. In such situations, re-imaging student or teacher laptops was necessary. With use of the installer login information available to every instructional technology specialist, the process was completed in the school by downloading a corresponding image from the server.
Working with unity tickets allowed me to learn many technical things about computer software and hardware. Many patterns in computer behaviors were observed and troubleshooting solutions were learned. Experiences with technical support requests helped me develop a whole-picture perspective about how well the hardware in the school could support integration of technology and the Bring Your Own Technology (BYOT) initiative into teaching and learning.
Being a part of technical support helped teachers and students be engaged in various learning tasks without interruption of technical glitches. Observation and monitoring of hardware in the school also helped establish ongoing communication with the department of technology and address occurring needs in a timely manner.
Using the Unity platform allowed me to search different cases and discover solutions to technical difficulties for the cases assigned to me. Learning from others improved the effectiveness of technology tools and supported the maintenance process established in the school. The more tickets were resolved, the more knowledge and skilled were developed to help support teachers and students at Shiloh Point Elementary.