UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department Updated Summer 2015

Candidate:
Christopher Sapp
Course:

Mentor/Title:
N. Watson

School/District:
Chapel Hill/ Douglas
Professor/Semester:

ITEC 7410 Instructional Technology Leadership

Dr. Bacon/ Summer 2015

(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)
6/25/15

1st Field Experience Activity/Time

Equitable Access addressing low SES and gender groups. [5 hours]

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

experience:
N. Watson

PSC Standard(s)
PSC 6a, b,c

ISTE Standard(s)
ISTE VI. A-E

Signature of the individual who can verify this experience:

N. Watson

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

Ethnicity

P-12 Faculty/Staff
P-2

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8

P-12 Students
9-12

P-2

3-5

6-8

9-12
X
X

Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals

X
X
X
X
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?
I learned that equitable access does not apply to every student in the school even if the school is in a middle class working community. I learned that
equitable access addressing low SES and gender groups applies to my area where I teach. Some of the summer school candidates where taking summer
classes because the failed subjects throughout the year due to not having access to appropriate technology. Candidates where taking courses online during the
summer school hours. Some students stayed after hours in order to get ahead because they do not have computer access at home.

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 3knowledge, skills, and dispositions.)
Knowledge I have a better understanding about equitable access with addressing low SOS and gender groups in my community.
Skills I must be able to develop ways to incorporate more technology into the classroom for the students that do not have appropriate access at
home. Maybe, incorporate the technology portion of the classroom at school and the lecture portion in the home environment.
Dispositions As I stated, I have a better understanding about equitable access for my students that come from a low SOS background. I believe
that it is the responsibility of the school to provide all students with appropriate access to technology.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
-As a future technology leader in my building, it is my responsibility to inform the faculty about equitable access for students that come from a low
SOS background. In doing so, each department must have representatives in the building that could report to the administrators about how they
are incorporating technology in the building.