STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Jared Fowler Pam Pettyjohn/ Inst. Tech. Coor. Coahulla Creek HS / Whitfield County

Field Experience/Assignment: Course: Professor/Semester:

Engaged Learning Project ITEC 7400 Dr. J. Williamson / Summer 2020

Part I: Log

Date(s) Activity/Time STATE Standards NATIONAL Standards

PSC ISTE NETS-C

06/24/2020 EL Project planning and research (1.5 hrs) 1.1, 1.2, 2.1, 2.2, 2., 2.4, 2.5, 1a, 1c, 2b, 3a, 3b, 3c, 3d, 4a,
2.6, 2.7, 2.8, 3.1, 3.2, 3.7, 4b, 4c, 4d, 5a, 5b, 5c, 6a, 6b,
4.1, 4.2, 4.3, 6.1, 6.2, 6.3 6c, 6d, 7a, 7b, 7c
06/25/2020 Video conference with Dr. Williamson (0.5 hrs) 6.1, 6.2, 6.3 1a, 1c, 2c, 4a, 5a, 5b, 5c

06/29/2020 Type initial ideas for project. (1.5 hr) 1.1, 1.2, 2.1, 2.2, 2., 2.4, 2.5,
2.6, 2.7, 2.8, 3.1, 3.2, 3.7,
4.1, 4.2, 4.3, 6.1, 6.2, 6.3
06/30/2020 Revise initial ideas for project. (1.5 hr) 1.1, 1.2, 2.1, 2.2, 2., 2.4, 2.5,
2.6, 2.7, 2.8, 3.1, 3.2, 3.7,
4.1, 4.2, 4.3, 6.1, 6.2, 6.3
07/03/2020 2 x Coaching for EL project (2 hr) 6.1, 6.2, 6.3
1a, 1c, 2b, 3a, 3b, 3c, 3d, 4a,
4b, 4c, 4d, 5a, 5b, 5c, 6a, 6b,
6c, 6d, 7a, 7b, 7c
1a, 1c, 2b, 3a, 3b, 3c, 3d, 4a,
4b, 4c, 4d, 5a, 5b, 5c, 6a, 6b,
6c, 6d, 7a, 7b, 7c
1a, 1c, 2c, 4a, 5a, 5b, 5c

07/04/2020 2 x Coaching for EL project (2 hr) 6.1, 6.2, 6.3 1a, 1c, 2c, 4a, 5a, 5b, 5c

07/08/2020 Draft from peer and teacher coaching. (3 hr) 1.1, 1.2, 2.1, 2.2, 2., 2.4, 2.5, 1a, 1c, 2b, 3a, 3b, 3c, 3d, 4a,
2.6, 2.7, 2.8, 3.1, 3.2, 3.7, 4b, 4c, 4d, 5a, 5b, 5c, 6a, 6b,
4.1, 4.2, 4.3, 6.1, 6.2, 6.3 6c, 6d, 7a, 7b, 7c
07/10/2020 2 x Coaching for EL Draft (3) 6.1, 6.2, 6.3 1a, 1c, 2c, 4a, 5a, 5b, 5c

07/11/2020 Field experience log and reflection (1) 6.1, 6.2, 6.3 1a, 1b, 1c

Total Hours: [16 hours]

First Name/Last Name/Title of an individual who can verify this experience:

Pam Pettyjohn, Instructional Technology Coordinator

________________________________________________________

Signature of the individual who can verify this experience:

________________________________________________________
 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 x x
Hispanic
Native American/Alaskan Native

White x x

Multiracial

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

This field experience focused on creating an engaged learning project with an emphasis on technology. The
two main goals of this project were to meet as many of the engaged learning indicators as possible while
incorporating technology. In our project, students used math, language arts, and technology to make public
service announcements (PSAs) addressing current events. Students used technology to collect data, calculate
results, create their PSAs, and write reflections.

This field experience has made a tremendous impact on the development of my personal professional
practices and my perception of technology in education. I learned how the effective use of technology in
instruction can enhance engagement and learning. I learned how to collaboratively plan with and assist other
educators in their use of technology to improve the teaching, learning, and assessment. I developed my ability
to create, support, and manage digital learning environments. This field experience allowed me to
demonstrate my ability to provide equitable access to technology for all students while teaching them to be
good digital citizens.
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.)

This learning experience demonstrates my understanding teachers are required to know how to plan and
implement technology into learning experiences. This field experience demonstrates my ability to use
technology to provide authentic and differentiated learning experiences while challenging students to reach
higher order thinking skills. This learning experience models my use of technology to collect and assess data
which drives the instructional design for future use of technology in the classroom. This learning experience
demonstrated my understanding of how technology must be equally accessible to all students while being
managed properly. This field experience demonstrates my ability to collaborate with peers to design and
improve educational experiences for my students and theirs. The time and effort devoted to this field
experience demonstrates my belief as an educator I must be continuously learning and developing as an
educator. Learning and development is achieved through engaging in appropriate field experiences and
reflection of my professional practices.

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

This field experience had a significant impact on school improvement and student learning. School
improvement is addressed through the increased implementation of technology in the classroom setting.
Increased technology use is used to increase student engagement and aligned with the school’s vision for
technology. As student engagement increases, student learning and achievement also increases. This field
experience provided students with an authentic learning experience which challenged them to achieve higher
levels of thinking. Educational experiences with increased engagement and higher cognitive output have a
significant impact on student learning.