STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Bridget Walsh Karen Sard, LSTC Berkmar HS, Gwinnett County
Field Experience/Assignment: Course: Professor/Semester:
Classroom Tools Lesson Plan ITEC 7430: Internet Tools in the Dr. Frazier
Classroom

Part I: Log
Date(s) Activity/Time STATE Standards
PSC/ISTE NETS-C
(PSC 2.1/ISTE 2a)
4/18/2020 Researched the 3 internet tools used in the project (PSC 2.2/ISTE 2b)
[2 hours]
(PSC 3.3/ISTE 3c)
(PSC 3.6/ISTE 3f)
4/21/2020 Designed the web page the students will see for (PSC 2.6/ISTE 2f)
the lesson [2 hours] (PSC 3.7/ISTE 3g)
4/23/2020 Create the rubric for the lesson [1 hour] (PSC 2.7/ISTE 2g)
4/23/2020 Created the reflection questions [30 minutes] (PSC 2.4/ISTE 2d)
4/23/2020 Created the product choice page for the lesson [2 (PSC 2.5/ISTE 2e)
hour] (PSC 2.4/ISTE 2d)
(PSC 2.3/ISTE 2c)
(PSC 4.1/ISTE 5a)
(PSC 4.3/ISTE 5c)
4/30/12 Created the Padlet for the lesson [30 minutes] (PSC 3.7/ISTE 3g)
(PSC 2.7/ISTE 2g)
4/25/2020 Wrote the lesson plan [5 hours] (PSC 2.1/ISTE 2a)
4/26/2020 Created the screencast [1 hour] (PSC 6.2/ISTE 6c)
(PSC 3.7/ISTE 3g)
5/4/2020 Implement the lesson [3 hours] (PSC 3.6/ISTE 3f)
(PSC 3.5/ISTE 3e)
5/15/2020 Grade the project [3 hours] (PSC 3.5/ISTE 3e)
Total Hours: [20 hours ]

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 X
Black X
Hispanic X
Native American/Alaskan Native X
White X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
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?

For this field experience, I researched digital tools to incorporate into a powerful lesson in order to
engage all students in my AP Seminar class. I designed the lesson based on standards, created
materials for the lesson, and implemented the lesson. From this experience, I learned that it’s best
to give students voice and choice in the classroom. Additionally, I learned that students need
support when learning a new technology: modeling, exemplars, and direct instruction.

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 3—knowledge, skills, and
dispositions.)
Knowledge--The knowledge that guided my thinking in this project is that students need to be able
to choose their technology tool in order to accommodate for students with disabilities, language
barriers, or lack of technology access. Different tools might speak to the strengths of different
students, and giving students the option to display their strength is asset-based teaching, which is
the type of teacher I strive to be.

Skills--Designing he web page for the assessment, the instructional design part of the task—took
some skill. I had to understand page flow, embedding documents, share settings, and Google Sites.

Dispositions—I would say the greatest disposition displayed in this field experience is the belief
that all students can learn. It’s clear to me that one lesson, if designed correctly, can reach every
student, no matter their background or access.

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

This lesson will impact faculty development in the future since I plan on sharing it with faculty
when we return to school. Additionally, the lesson impacted the students in my classroom since
they were the ones who had to complete the assignment. This impact can be measures by asking
teachers—who observe the lesson—if they learned something that they can bring back to their
classrooms.