STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate:

Mentor/Title:

School/District:

Nadia Williams

Ashley Morris/Academic Coach

Lindley Middle School/Cobb County

Field
Experience/Assignment:

Course:

Professor/Semester:

ITEC 7445
Multimedia & Web Design in ED

Joe Crawford

Successful Digital Presentations Web

Quest

Part I: Log
Date(s)

6/30/14
7/1/14
7/2/14
7/3/14
7/10/14

Activity/Time

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

Assessment of technology literacy, Explanation of the PSC 2.1,2.2,2.3,2.4,2.5,3.3,3.5

Web Quest process, Explanation of my goals, an began
the introductory portions. (3 hours)
Students completed the graphic organizer and their
PSC 2.1, 2.3, 2.6, 3.6, 4.2, 4.3
mini PowerPoint presentations (4 hours)
Students worked to complete their remaining two
PSC 2.1, 2.5, 2.6, 3.4, 4.3
presentations along with the graphic organizer. (3
hours)
Student reflected and discussed the pros and cons of
PSC 2.1, 2.3, 2.6, 3.6, 4.2, 4.3
the presentation mediums through Google Hangout
(3.5 hours)
Students reflected upon the process of the web quest
PSC 2.1, 2.5, 2.6, 3.4, 4.3
and offered their own feedback on the usefulness, ease
of use and various sundry suggestions.
(2.5 hours)
Total Hours: (15 hours)

ISTE 2a,3a,5a,5b,5c
ISTE 2a,3a,5a,5b,5c
ISTE 2a,3a,5a,5b,5c
ISTE 2a,3a,5a,5b,5c
ISTE 2a,3a,5a,5b,5c

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)

Ethnicity

P-12 Faculty/Staf
P-2

3-5

6-8

9-12

P-12 Students
P-2

3-5

6-8

Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced
Meals

9-12

Part II: Reflection

CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology
facilitation and leadership from completing this field experience?
In short I learned that students of any age are more than willing to provide input on how to make things and
activities with them in mind. I also found that with students being such strong digital natives these days,
much of the technology facilitation and leadership required from me was merely for support purposes and to
help the students continue to make those real-world connections between the content and the web quest
materials. I found this to be quite an enlightening experience and will certainly have a focus group of
students with whom I will test assignments from now on. It was extremely helpful.

2. How did this learning relate to the knowledge (what must you know), skills (what
must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a
technology facilitator or technology leader? (Refer to the standards you selected
in Part I. Use the language of the PSC standards in your answer and reflect on all
3knowledge, skills, and dispositions.)
As in my other structured field experience log, I found this process to be a multi0faceted one where I certainly
had to be flexible. Most notably, I had to work around both my travel schedule and that of the students who
assisted me, but it was worth it. Research does indicate that students are more engaged in assignments and
activities in which they have some say and that was certainly true here. Thus, as a technology facilitator, I
must always be sure to keep in mind that the students will be the best people to consult on the engaging
qualities of an assignment. Furthermore, I found that differentiation proved easier than previously expected
as the younger student actually began modifying the assignment to meet her needs whenever she found
herself stuck. I also found that students were more apt to employ problem-solving skills by Googling any
questions that arose.

3. Describe how this field experience impacted school improvement, faculty

development or student learning at your school. How can the impact be
assessed?
The portion of my field experience that offered the best feedback was in being reminded how much
the students need to be involved in the planning process (within reason). As the cornerstone of the
community around which all schools are built, students appear to value things where they have more
say. As a growing technology leader within my school, I will see it as my responsibility to promote
opportunities for students to share their thoughts in testing out new assignments or technologies
wherever possible. Furthermore, I foresee that this could become something where the students
thereby learn to have more autonomy which might positively impact their work in all of their classes.