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:
Multimedia Design Project ITEC 7455 Multimedia & Web Dr. Fuller/Spring 2020
Design

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
SAMPLE
2/11/2020 SWOT Analysis Interview with Mentor [3 hours] PSC 6.1 ISTE 6a, 6b
2/11/2020 Completed the ISTE diagnostic tool [1 hour] PSC 6.2 ISTE 6c
2/13/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section one of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/14/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section two of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/15/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section three of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/15/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section four of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/16/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section five of SWOT Analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/16/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section six of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/17/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section seven of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
2/17/2020 Analyzed supporting documents and wrote PSC 1.1, PSC 1.2, PSC ISTE 1a, ISTE 1b, ISTE
section eight of SWOT analysis 1.3, PSC 1.4, PSC 5.1 1c, ISTE 1d, ISTE 4a
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
Black
Hispanic
Native American/Alaskan Native
White X
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals
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 met with my technology mentor, took the ISTE diagnostic quiz for
essential conditions for technology integration, analyzed the strengths and weaknesses of my
school’s essential conditions and suggested recommendations for how technology could better
support learning.

This assignment made me think about technology integration from a leadership perspective since I
had to consider internal and external factors that might affect school stakeholders in addition
proposing a budget or possible sources of funding to fill the gaps in my school’s current
technology program. I feel that it was an important experience to understanding a needs
assessment.

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.)

When I read about this assignment, I scheduled an appointment with my technology coach
because I was curious to get her take on the strengths and weakness in our technology program.
She share that the computer checkout process was imperfect. Our conversation about the gaps in
our program influenced the direction of my analysis (PSC 6.1). We met again to review the ISTE
Diagnostic Tool results (PSC 6.2). Our communication and collaboration on this task helps me to
grown in my disposition as a leader.

Working on the SWOT task, I practiced every standard in PSC1—Visionary Leadership. I

performed a needs assessment—drawing from planning document--looking for opportunities to
improve the tech program. I recommended policy and procedures and sources of funding that
might lead my school closer to fulfilling every essential condition. I suggested technologies that
might fill the gaps and ways they might be adopted in the school.

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

While I did not share my SWOT analysis with leaders at my school, I did show it to my mentor,
who is the technology specialist at my school. She liked my recommendation for serving students
with low SES—this is something we talk about together frequently—how best to serve students
who learn on mobile phones or have access barriers at home. If my suggestions were shared and
implemented at my school, I believe we would have better parent involvement, better support for
students facing access issues, and for staff understanding of what the digital divide looks like in
our specific classrooms and community.