UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Mentor/Title: School/District:

Shelly Carter Heather Ivers / Lead Clark Creek Elementary
Teacher School

Course: Professor/Semester:
ITEC 7455 Dr. Figueroa / Fall 2023

(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)

10/16/23 Design / 2 Hours 1.2 Strategic Planning ISTE 1b
For Writing time, I came up with a plan to incorporate text Candidates facilitate
to speech for students informational writing. The student the design, b. Contribute to the planning,
needed to write an informational writing piece based on the development, development, communication,
animal in the Piedmont region that he had already implementation, implementation, and evaluation
researched prior to the writing assignment. The plan is to communication, and of technology-infused strategic
allow the student to use Microsoft Word to write his evaluation of plans at the district and school
informational piece. Microsoft word would allow the student technology-infused levels
to use text to speech rather than using the computer to type. strategic plans. (PSC
The student needs this assistive technology piece because he 1.2/ISTE 1b)
cannot compose words or express complete thoughts when
he types. When he types, he is only able to show a string of
letters. This plan will allow the student to be able to have
logical things on paper that relate to the writing standard.
With using Microsoft word for his writing, he can use voice
text and text to speech.
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:

Heather Ivers

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

For this field experience, I was able to design the use of assistive technology for a 3rd grade student. I also was able to
work with many other teachers to discuss AT implementation plan. I learned that there is many different components
and parts of Assistive Technology and to ensure you are meeting the students individual learning needs.

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 – Teacher needs to be familiar with what assistive technology is and how it can benefit students learning needs.

Skills – Student and teacher(s) needs to be familiar with Microsoft word text to speech and voice text.
Dispositions – Teacher will be able to come up with a plan that will meet the students’ needs when using assistive technolgoy
for an informational writing piece.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
This can impact school improvement because student is able to use assistive technology to help meet his learning needs.

Date(s) 2nd Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)

10/18/23 Develop- 1 Hour 3.4 Adaptive and ISTE 3d
For Microsoft Word, I developed sentence stems to help Assistive Technology
student with his writing. Student was able to have access of Candidates facilitate d. Select, evaluate, and facilitate
document to help with his informational writing regarding his the use of adaptive and the use of adaptive and
animal in the Piedmont region (Possum). Student is able to assistive technologies to assistive technologies to support
verbally hear the sentence stems that were provided on the support individual student learning
word document by using text to speech. Student will have up student learning needs.
to 2 weeks to work on his informative writing. This assistive (PSC 3.4/ISTE 3d)
technology will support and help meet student’s individual
learning needs because he is able to use the word processor
to verbally express what he wants to write. He can also use 1.2 Strategic Planning
the word processor for text to speech. Candidates facilitate
the design,
development,
implementation,
communication, and ISTE 1b
evaluation of
technology-infused
b. Contribute to the planning,
strategic plans. (PSC
development, communication,
1.2/ISTE 1b)
implementation, and evaluation
of technology-infused strategic
plans at the district and school
1.1 Shared Vision
levels
Candidates facilitate
the development and
ISTE 1b
implementation of a
shared vision for the
use of technology in b. Contribute to the planning,
teaching, learning, and development, communication,
leadership. (PSC implementation, and evaluation
1.1/ISTE 1a) of technology-infused strategic
plans at the district and school
levels

ISTE 1a

a.Contribute to the development,

communication, and
implementation of a shared
vision for the comprehensive
use of technology to support a
digital-age education for all
students
First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:

Heather Ivers

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

For this field experience, I was able to develop a plan for the use of assistive technology for a 3rd grade student. I was
able to develop a word document that would provide sentence stems for the student before he started his writing
assignment.

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 - Teacher needs to be familiar with Word Document and how to share word document to students.

Skills - Teacher and student will need to know how to use Microsoft Word.

Dispositions - Teacher will be able to support and accommodate learner with use of assistive technolgoy. Teacher will
model and facilitate authentic learning.

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

This can impact school improvement because student is able to use assistive technology to help meet his learning needs.
 Date(s) 3rd Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)
10/20 Implementation- 1 Hour 1.2 Strategic Planning ISTE 1b
The student started his informational writing about the Candidates facilitate
Possum in the piedmont region. Student is able to use his the design, b. Contribute to the planning,
research information that he found prior to the writing development, development, communication,
assignment. The student is using the word document that had implementation, implementation, and evaluation
the sentence stems on it. The student is able to use the communication, and of technology-infused strategic
Microsoft Word document to use text to speech and voice evaluation of plans at the district and school
text. The student is aware that he is 2 weeks to work on the technology-infused levels
writing assignment. Teacher is able to assist and support strategic plans. (PSC
when needed. 1.2/ISTE 1b) ISTE 1a

a.Contribute to the development,

1.1 Shared Vision communication, and
Candidates facilitate implementation of a shared
the development and vision for the comprehensive
implementation of a use of technology to support a
shared vision for the digital-age education for all
use of technology in students
teaching, learning, and
leadership. (PSC
1.1/ISTE 1a)
ISTE 2c
2.3 Authentic Learning
Candidates model and
facilitate the use of c. Coach teachers in and model
digital tools and engagement of students in local
resources to engage and global interdisciplinary units
students in authentic in which technology helps
learning experiences. students assume professional
(PSC 2.3/ISTE 2c) roles, research real-world
problems, collaborate with
others, and produce products
 that are meaningful and useful to
a wide audience

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

Heather Ivers

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

For this field experience, I was able to implement an writing assignment that incorporated the use of assistive
technology for a 3rd grade student. Student was able to use the word document that had sentence stems on it already.

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 -
Student needs to know information about the Possum he had already researched prior to the writing assignment.

Skills – Student will be able to express what he has learned using the word processor through Microsoft word. He will be
able to use text to speech and voice text.

Dispositions - Teacher will be able to support and accommodate learner. Teacher will support student during the writing
assignment.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
This can impact school improvement because student is able to use assistive technology to help meet his learning needs.
 Date(s) 4th Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)
11/3/23 Evaluation / 1 Hour 3.6 Selecting and ISTE 3f
Evaluating Digital Tools f. Collaborate with teachers and
Without the technology, he is only able to type a string of & Resources administrators to select and
letters. The technology has allowed himself to have logical Candidates collaborate evaluate digital tools and
things on paper. With voice to text, he is able to sequence with teachers and resources that enhance
and be descriptive in his writing. When he is able to talk into administrators to select teaching and learning and
the software, he is able to make compose words and and evaluate digital are compatible with the school
complete thoughts rather than a string of letters. tools and resources for technology infrastructure
As we viewed his work, I saw composed words and accuracy, suitability,
complete thoughts. I believe it is very beneficial for the and compatibility with
student to continue using word processor to help strengthen the school technology
student skills and meet his learning needs. infrastructure. (PSC ISTE 6c
3.6/ISTE 3f) Regularly evaluate and reflect on
their professional practice and
dispositions to improve and
6.2 Reflection strengthen their ability to
Candidates regularly effectively model and facilitate
evaluate and reflect on technology- enhanced learning
their professional experiences
practice and
dispositions to improve
and strengthen their
ability to effectively
model and facilitate
technology-enhanced
learning experiences.
(PSC 6.2/ISTE 6c)
First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:

Heather Ivers

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

For this field experience, I was able to evaluate the plan I created for the use of assistive technology for a 3rd grade
student. The assistive technology really helped the student with his writing. The student was able to compose words and
express his thoughts. If he did not use the assistive technology, then we would have only seen a string of letters.

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 - Aware that word processor really helped the student based on the data collected.

Skills – Student was familiar with using word processor in Microsoft Word to help with writing assignment. He was able
to use text to speech.

Dispositions -
After evaluating the use of assistive technology with the writing assignment, we are happy to see growth and progress
with the student.

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

This can impact school improvement because student is able to use assistive technology to help meet his learning needs.
 Date(s) 5th Field Experience Activity/Time PSC Standard(s)
10/13/23 Prep Time- 1 hour 1.2 Strategic Planning
Candidates facilitate
Prior to the activity, I needed time to prep my design. I the design,
needed to meet with the other teacher(s) to get to know the development,
student better and what his needs are. I needed to see what implementation,
assistive technology he uses to meet his needs. I wanted to communication, and
make sure I created an authentic learning experience for evaluation of
him. technology-infused
strategic plans. (PSC
1.2/ISTE 1b)
ISTE Standard(s)
ISTE 1b
b. Contribute to the planning,
development, communication,
implementation, and evaluation
of technology-infused strategic
plans at the district and school
levels

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

Heather Ivers

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

For this field experience, I was able to prep for the assignment that I was planning for the student who uses assisitive
technology.

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 – Knowledgeable of the AT implementation plan and student’s learning needs to be able to design, develop,
implement and evaluate my plan.

Skills – Be able to access and use word document for text to speech

Dispositions –

It was really nice to have prep time for this plan. The prep time allowed myself to gain more information about the
student to make sure I am meeting the students learning needs.

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

The impact can be assessed on how well the student did on the assignment. The student made growth by using text to speech on
word. The student was able to express thoughts and compose words for his writing assignment.