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 7445 Multimedia & Web Design in Education Jordan Cameron / Summer 2020

(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)

6/22/2020 Interview student and parents about learning disability and 1.1, 2.1, 2.2, 2.5, 2.6, Student: 1a, 1c, 1d, 3a, 3d, 6a
assistive technologies used by the student. (1 hr) 3.4, 3.6, 4.1, 4.2, 4.3, Teacher: 1a, 2b, 2c, 3b, 3c, 4b,
6.1, 6.2, 6.3 4d
6/23/2020 Collected reading and spelling data from student without 2.1, 2.2, 2.5, 2.6, 2.7, Teacher: 5a, 7a, 7b, 7c
the use of assistive technology. (1 hr) 2.8

6/24/2020 Collected reading and spelling data from student while 2.1, 2.2, 2.5, 2.6, 2.7, Teacher: 5a, 7a, 7b, 7c
using the assistive technology. (1 hr) 2.8

6/25/2020 Student will complete a survey on using assistive 1.1, 2.1, 2.2, 2.5, 2.6, Student: 1a, 1c, 1d, 3a, 3d, 6a
technology (spell checker) and we will hold a discussion on 2.7, 2.8, 6.1, 6.2, 6.3 Teacher: 4b, 4d, 5a, 5c, 6a, 6b,
survey responses. (1 hr) 6c, 6d, 7a, 7b, 7c
6/26/2020 Introduce and discuss additional resources (M. Word/ 1.1, 2.6, 3.1, 3.2, 3.4, Student: 1a, 1c, 1d, 3a, 3d, 6a
spelling checking programs and grammar products). (1 hr) 3.6, 4.1, 4.2, 4.3, 6.1, Teacher: 1a, 2b, 2c, 3b, 3c, 4b,
6.2, 6.3 4d, 5a, 5c, 6a, 6b, 6c, 6d
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
Hispanic
Native American/Alaskan Native
White X X
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency
Eligible for Free/Reduced Meals
 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?

My field experience focused on a student who had a 504 plan for a reading (phonics) disability. The student struggled to break down and
decipher sounds and word parts. This led to her having difficulty when reading sight words and new information. She could write but her
self-created phonetic language was almost unreadable to everyone except for her mother and herself. She basically created her own
language which she used consistently when she would try to write.

In my field experience, I sat down and interviewed the student and her mother. We discussed the challenges the student faced and the
technologies she currently used as part of her 504 plan. She was allowed to use a spell checker at all times. The following sessions
centered on assessing her ability to read and write. I provided some basic open response questions about current cultural events. This
gave her the opportunity to read and write freely. The first assessment session was technology free. In the second assessment session, she
was allowed to use her spell checker. The third session was a survey of the student’s feelings on using the assistive technology and how
she felt like she was perceived in the classroom settings. Following the survey, we discussed her responses and how having the
technology simply leveled the playing field for her. The last session focused on introducing the student to alternate assistive technologies
she could use as she continued in her educational pursuits. We discussed using word processing programs and online programs
(extensions) like Grammarly.

This field experience was very challenging and informative for me as a math teacher. Communication was the most important aspect I
learned from this field experience. Talking to the student about her struggles, motivation, emotions, and perception of assistive
technologies was key to providing her the appropriate assistance. Assessing her disabilities was the next critical step in identifying how I
could help her. Once I was able to see the difference between her writing with and without the assistive technology, I could identify
alternate assistive technologies to provide her with options given a variety of situations. As a technology coach and leader,
communication and assessment are vital characteristics to ensure students feel safe and confident using assistive technologies.

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 relates to the knowledge required of a technology facilitator or technology leader in a number of
ways. A working knowledge of the student content and technology standards must be present in order to identify the academic needs of
the student (PSC 2.1). Educators must have an understanding of research-based, learner-centered strategies to address the diverse needs
of the students (PSC 2.2). Teachers must implement technology-enhanced learning experiences by appropriately differentiating the
process, product, and learning environment based upon an analysis of learner characteristics (PSC 2.5). Educators must know how to
effectively implement digital tools, resources, and technology-enhanced learning experiences (PSC 2.6).

Skills - This field experience relates to the skills required of a technology facilitator or technology leader through the demonstration of
certain professional practices. Teachers must be able to use diagnostic, formative, and summative assessments to measure student
learning and technology literacy, including the use of digital assessment tools and resources (PSC 2.7). Educators must have the ability
to collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to
maximize student learning (PSC 2.8). The teacher must have the ability to properly manage the classroom environment to ensure the
proper use of digital tools and manage those tools in learning experiences (PSC 3.1 & 3.2). Educators must be able to select, evaluate,
and use digital tools to support individual learning needs (PSC 3.4 & 3.6). Teachers must continually engage in field experiences to
practice implementing knowledge, skills, and dispositions in order to improve their effectiveness as an educator (PSC 6.3).

Dispositions - This field experience relates to the disposition required of a technology facilitator or technology through beliefs
demonstrated in the activities chosen by the field experience. The teacher has a shared vision for the use of technology in teaching,
learning, and leadership (PSC 1.1). The educator must have the belief of equitable access of digital tools to all students to be used safely
and ethically to support the diverse needs of students (PSC 4.1, 4.2, 4.3). Teachers must have a desire to continually grow in knowledge
and skills to improve professional practices (PSC 6.1). They must continually reflect on their professional practice and disposition to
strengthen their effectiveness (PSC 6.2).

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 can have a profound impact for school improvement, faculty development, and student learning. The
communication and assessment will ensure students are receiving the services (assistive technologies) they need to be more successful.
Students can begin to feel safer using the assistive technologies in the classroom setting as well. Once faculty begin to see the impact of
proper communication and assessment, they will be more motivated to become more engaged in the IEP team process. Teachers will
become better teachers and implement improved teaching practices for all students. The school’s culture will improve as students and
teachers begin to experience improved achievement. The academic achievement of students with disabilities will improve for the school
as well.