UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Mentor/Title: School/District:

Jared Fowler Pam Pettyjohn/ Inst. Tech. Coordinator Coahulla Creek High School/ Whitfield County
Course: Professor/Semester:
ITEC – 7430: Internet Tools in the Classroom Walt Justice/ Spring 2021

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

1/23/2021 Initial Thoughts assignment completed. Completed the IRIS Center: Teaching English 6.1 6a, 6b
Language Learners: Effective instructional practices. Completed the ELL quiz for the
module. (2.5 hours)
01/25/2021 Research student’s background and WIDA ratings. Meeting with ELL teacher to identify 1.1, 2.1 1a, 2a
strengths and weaknesses. Collaborate to identify some possible strategies to use in the field
experience. (1 hour)
02/01/2021 The first meeting with the student during the class period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation about the definition of a function. The goal for the student was to 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
simply identify each x-value has only one y-value in a function. (0.25 hour)
02/03/2021 The second meeting with the student was during the class period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation about the definition of a function. The goal for the student was to 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
read the worksheet instructions to the teacher and complete the assignment of identifying
functions given a set of ordered pairs, mapping, or a graph. (0.5 hour)
02/05/2021 The third meeting with the student was during the class period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation about the definition of linear, quadratic, and exponential functions. 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
The goal for the student was to understand the characteristics of each function to include the
terms, and images for: linear (line), quadratic (parabola), and exponential (curve) functions.
(0.5 hour)
02/08/2021 The fourth meeting with the student was during my planning period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation about how to use the Google Jamboard and Desmos calculator. The 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
goal for the student was to understand the directions and purpose of the assignment. The
student was to identify as many characteristics of each type of function. The student was
encouraged to write single words or phrases to identify characteristics. (0.5 hour)
02/09/2021 The fifth meeting with the student was during my planning period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation about the student’s progress on the Jamboard assignment. The student 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
was encouraged to ask me questions about their responses, but some of her questions were in
written format. (0.5 hour)
02/10/2021 The sixth meeting with the student was during my planning period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
review/conversation with the student about the characteristics she identified for each function. 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
I provided examples of other students’ work. The student was encouraged to speak with me,
but some elements were written format. (0.5 hour)
02/11/2021 The seventh meeting with student was during the class period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation about the definition of the domain and range of a function. The goal 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
was for the student to explain verbally or in writing the difference between domain and range.
(0.25 hour)
02/12/2021 The eighth meeting with student was during the planning period. There was one-on-one 2.1, 2.2, 2.5, 2.6, 2.7, 2a, 2b, 2e, 2f, 2g,
instruction/conversation focusing on identifying domain and range from a Desmos activity. 3.4, 3.6, 4.3, 6.1, 6.3 3d, 3f, 5c, 6a, 6b
The student was encouraged to read the question, ask clarifying questions, and respond to
questions. (0.5 hour)
02/15/2021 Reflection and documentation of field experience. (2 hours) 6.1, 6.2, 6.3 6a, 6b, 6c

Total Time: 9 hours

First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Pam Pettyjohn / Instructional Technology Coordinator

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
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency x
Eligible for Free/Reduced Meals x
 Reflection
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field experience?

The purpose of this field experience was to work with an English Language Learner while implementing appropriate teaching strategies and technology. In this
field experience, I worked with a sophomore student who has less than three years of English speaking experience. The content being studied in the field
experience was mathematical functions and their characteristics. I learned a significant amount about technology leadership through this field experience. Knowing
my student and her background allowed me to know she was familiar with some translating software. This allowed me to plan our activities because the translation
software would make communication more achievable. The activities chosen were originally designed for partners and small groups. The activities were not
originally designed with technology in mind, but the information gained from this ITEC program provided me with the resources to adapt the activities to
incorporate technology. I was still able to maintain the integrity of the activities through the use of technology even though the students could not be placed with a
partner or small groups due to COVID restrictions.

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 3—knowledge, skills, and dispositions.)

Knowledge – This field experience provided me with an opportunity to utilize technology-enhanced learning (PSC 2.1) to an ELL. The SIOP strategies
implemented in the field experience were research-based and learner-centered (PSC 2.2). The combination of these two strategies allowed me to differentiate the
content to meet the individual learning needs of the ELL (PSC 2.5). During the assignment, I was able to use some assistive technology to communicate with the
ELL thereby increasing my skills with the software (PSC 3.4). This experience reinforces the importance of reflecting on each learning experience to improve my
teaching strategies for all future students, including ELLs (PSC 6.2).

Skills – This field experience began with a clear demonstration of my ability to utilize diagnostic tests to identify the ELL’s current language proficiency which
was utilized for instructional design (PSC 2.6 & 2.7). Throughout this field experience, I have demonstrated the ability to design and implement a technology-
enhanced learning experience (PSC 2.1 & 2.6). I demonstrated the ability to select the appropriate digital tool to differentiate the delivery of the content and
provide the ELL with a variety of modalities to demonstrate her comprehension of the material (PSC 3.6 & 2.2). This experience demonstrated my ability to
engage in an appropriate field experience to apply professional knowledge to the classroom environment (PSC 6.3). The field experience log and reflection for this
assignment demonstrate my ability to reflect on my teaching practices to strengthen future learning experiences (PSC 6.2).

Dispositions – Throughout this field experience I demonstrated a shared vision with my school and district to use technology for teaching and learning (PSC 1.1).
The practices implemented during the field experience illustrate my belief of instruction must be differentiated to meet the diverse needs of my students (PSC 2.5).
The strategies utilized demonstrate my eagerness to use digital tools and resources to meet the diverse needs of my students and increase the cultural awareness of
the students in the classroom (PSC 4.3). The activities of this assignment exemplify my desire to continuously learn as I seek to improve my teaching practices
(PSC 6.1).

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 provided me with a great opportunity to impact school improvement, faculty development, and student learning. The student learning was
most impacted due to the direct influence of the field experience. The impact can be assessed using both formative and summative data for the student. Faculty
development can be impacted in the future as I become a technology leader in my school. I can use this experience to coach my peers as they serve other ELLs in
the school. The impact on faculty development can be assessed through observations and faculty surveys focusing on using technology to serve ELLs. School
improvement will be impacted on a long-term scale. As teachers reach a high level of impact on ELLs, the school’s student achievement levels will improve. The
culture of the school will be improved as ELLs begin to feel more accepted and safe in their classroom environments. The impact on school improvement can be
assessed through standardized test scores, classroom performance, and student wellness surveys.