UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department Updated Summer 2015

Candidate: Mentor/Title: School/District:

Eddie Nemec/Director of Pricilla Collins/Director of Gainesville City School
STEAM Professional Services System
Course: Professor/Semester:
ITEC 7445 Multimedia and Web Design in Education Dr. Townsend

(This log contains space for up to 5 different field experiences for your 5 hours. It might be that you complete one field
experience totaling 5 hours! If you have fewer field experiences, just delete the extra pages. Thank you!)

Date(s) 1st Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)

2/29/16 Assistive Technology voice to text & text to PSC 3.4 ISTE 6c
speech training with Chromebook. PSC 3.2 ISTE 6a, 6b
Time: 100 Minutes PSC 6.3 ISTE 3d
PSC 6.2 ISTE 3b
PSC 6.1
2/30/16 Assistive Technology voice to text & text to
speech training with iPad 2.
Time: 90 Minutes

3/1/16 Assistive Technology meeting with high school

special education staff. Discussed possible
technology opportunities for students with
disabilities.
Time: 100 Minutes

3/9/16 Assistive Technology voice to text & text to

speech training with Chromebook & Social
Studies assignment.
Time: 100 Minutes
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience: Emily Jane Nemec
Emily.nemec@gcssk12.net

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native
White X X X
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency
Eligible for Free/Reduced Meals X

Reflection
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?

I worked with a 6th grade student, who has dyslexia, use assistive technology to help him function and perform normally in his academic and home
environment. The student struggles to read and write because of his dyslexia but he cognitively understands the material and can converse without
any difficulty. Doc has very a difficult time reading and writing because his dyslexia causes him to mix-up letters and words. He is unable to
identify when he jumbles or scrambles his letters while he reads or writes. He currently doesnt have assistive technology recommended or
suggested in his IEP.
I met with his teachers and learned about his learning difficulties. I created an assistive technology plan for Doc, worked with him, and trained him
on how to utilize text-to-speech and speech-to-text features on the Chromebook and iPad to learn new content, take notes, and complete his
coursework. I helped Doc use the Speakit, extension, in the Chrome Browser, read text aloud and trained him on how to use the speech-to-text tool
found inside Google Docs to write his thoughts, answers, and written responses. Also, I trained him on how to use the text-to-speech tool to check
his work which was recorded by speech-to-text, so that he can quickly and easily check for accuracy and review what he wrote.
We met several times and worked on his school work with either his classroom Chrombook or his personal iPad. Docs confidence grew
exponentially throughout the process and he informed me that he couldnt believe what he was capable of doing now. He definitely felt the
technology was allowing him to function normally inside and outside the classroom. Doc was able to understand the written passages, facts, and
information found on his assignments because I had his teachers send him the electronic copies, so that the text-to-speech tool was accessible.
Doc looked forward to our training sessions and did amazingly well with using his assistive technology to complete his classwork. Its truly
amazing to see the confidence and enjoyment in him when he is able to understand written text and be able to communicate easily his thoughts,
ideas, and written expression.
I learned how valuable assistive technology can be and how it can play an incredible role in a students ability to succeed and overcome their
 disability. Also, I very shocked that so many special education teachers are unaware of the most basic assistive technology functions that are
available on devices today. I am very worried that students are being overlooked and they are not getting access to proper assistive technology. I
will make an initiative to help our district grow stronger in this area and help other students use technology to overcome the barriers their disability
causes them to struggle with.

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 above. Use the language of the PSC
standards in your answer and reflect on all 3knowledge, skills, and dispositions.)

Knowledge I must know how to implement technology infused plans and use adaptive and assistive technology to support student learning.

Skills I must be able to help support and utilize the technology to best support student learning. Also, I must be able to effectively communicate
and create a shared vision on how to implement, use, and support technology in the classroom and district.

Dispositions I must maintain a positive and enthusiastic demeanor, so that the student and teacher feel comfortable and want to learn how to
utilize the technology to best support the learning in and out of the classroom environment. I really saw how my positive and enthusiastic demeanor
truly helped the student be open to assistive technology and increased his willingness to be patient while he learned a new skill.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?

This experience helped a student overcome learning barriers caused by his disability, teachers gained new knowledge on how to use technology to
provide assistance to a student with a disability, and brought awareness to our district on how we need to improve our assistive technology
integration, policy, and implementation.

The impact can be assessed in multiple ways. We can measure the students ability complete his course work, his grades improvement, and teacher
ability to utilize assistive technology in the classroom.