Working+with+the+DOE+Help+Desk

=SESSION TITLE: Working with the DOE Help Desk=

__**SETTING THE STAGE**__ Many equipment problems require a technician's visit from the DOE helpdesk. The most efficient way to submit the problem and get a quick response is by using the MAGIC system.

//In this session, participants will learn how to effectively use the MAGIC system to report incidents to the DOE and obtain incident numbers.//
 * Session Overview**

//- What are some technology problems that require a DOE technician to visit the school to complete the repair?
 * Focusing Questions**

-// What information do I need to have on hand before I contact the DOE Helpdesk using the MAGIC system?

The following materials are used in this session: -Laptops -Projector & Smartboard if available. -Laptops or Desktops with problems that need to be addressed for demo.
 * Materials**

The following resources are used in this session. 1) Internet access 2) Demo documents in Microsoft Excel 3) __PowerPoint__
 * Resources**


 * __INSTRUCTION__**

"You must have seen teachers and students in the classroom trying to troubleshoot computers that have various problems. Sometimes the problem is simple and easy to fix but some problems cannot be fixed by ourselves in the classroom, or in the school, without the right tools or the necessary software."
 * Framing the Session**

Many equipment problems require a technician's visit from the DOE helpdesk. The most efficient way to submit the problem and get a quick response is by using the MAGIC system

Today I am going to show you how to gather the necessary information and submit it to the helpdesk so they can send out a technician to the school.


 * Teaching**
 * “Let’s talk about some problems that we encounter in the classroom and school with our computer equipment".**

Students will brainstorm problems they have come across in the classroom and discuss if these are problems that need a technician. Record issues during discussion.


 * "Let's think about which computer problems would need to be fixed by a technician from the helpdesk and make a list".**

Solicit scenarios from students when they think it would be necessary to contact the helpdesk and make a list.

I will be using this computer to demonstrate a problem that cannot be fixed immediately - the hard drive crashed. Let’s examine it to collect the information required to complete and submit a helpdesk ticket. Log in to the system ( http://magic75.nycenet.edu/selfsupport ) and demonstrate the procedure to complete an electronic helpdesk ticket pointing out the pertinent information. Do not submit form unless this is a legitimate problem that you really need to report. For the most part this exercise will be done with “dummy” problems. Introduce the Excel document that the students will be using to gather information prior to completing the form online.
 * Guided Practice**


 * __WORK TIME__**
 * Getting Started**

Place post-its on each computer with either a real problem or a :fake problem" as discussed during framing the session

Examine the computers at your desk to collect information to submit a helpdesk ticket. Complete the Excel form as required to report an incident. Use one of the problems that we discussed earlier from the list as a substitute problem for the real thing


 * Participant Activity**

__Step 1:__.Students pair up into groups of two. __Step 2__. Collect a computer from the cart or sit by a desktop __Step 3:__ Students download Excel document from wikispaces or teacher’s flash drive.. __Step 4:__ Examine equipment and locate the information requested on the form. Complete the form. Select problem from list to report. __Step 5:__ Students will repeat exercise until all the problems listed have been “reported” on the form.

Circulate around the room and confer with participants. Make sure that students are not attempting to physically open up laptops. Try to guide students to gather **all** the necessary information and not leave blanks when completing the form. Suggest that students double check forms before clicking the “submit” button. Take note of particularly good examples of work that can be presented during the Share.
 * Facilitator Conferring**

Ask selected participants to share their completed forms. Discuss the level of difficulty encountered in gathering the necessary information. Lead a discussion about how this work addresses the focusing questions.
 * __SHARE__**

__**ACKNOWLEDGEMENTS** Author__: Gloria Nelson __Email__: gnelson@schools.nyc.gov __School/Employer__: PS/IS 268Q __Title__: Instructional Technology coach


 * TEMPLATE DESCRIPTION**


 * Each session contains the following components and can be conducted in 45–60 minutes:**

This is a concise summary of the session, and how it fits into the training series as a whole.
 * Session Overview**

These are the specific questions that guide the session. The purpose of the session is to address these questions.
 * Focusing Questions**

This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
 * Materials**

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
 * Framing the Session**

This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
 * Teaching**

Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
 * Guided Practice**

The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
 * Getting Started**

Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
 * Participant Activity**

As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
 * Facilitator Conferring**

Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
 * Share**

This section acknowledges those who contributed to the creation of this session.
 * Acknowledgements**