UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Daniel Warzon Marlyn Snyder/Teacher- Collins Hill HS/ Gwinnett
mentor
Course: Professor/Semester:
ITEC 7430 Internet Tools in the Classroom Dr. Gagnon, Fall 15

Part I: Log
(This log contains space for up to 5 different field experiences for your 10 hours. You may only need one! If you have fewer field
experiences, just delete the extra rows. If you have more than 5 field experiences, please copy and paste additional rows. Thank you!)

Date(s) 1st Field Experience Activity/Time PSC/ISTE Standard(s) Reflection

(Minimum of 3-4 sentences per question)
Throughout the semester I have had the opportunity to work with PSC: 2.1,2,2, 1. Briefly describe the field experience.
August ELL students that are in my classroom. These students are required 2.3,2.4,2.5,2.6,2.7,3.1, 3.3 What did you learn about technology
10th,2015 - to obtain the same content as the other students in the classroom. I facilitation and leadership from
Present also have students with learning disabilities in my classroom (the ISTE: 1,2,3,4,5,6 completing this field experience?
ELL students as well) which requires me to modify the majority of I have ELL students in my
my content to meet the needs of my students. I work with the classroom and have learned to use
students individually, small groups, study sessions, and introduce technology to help my students be
resources to help these students in my classroom but also to help more successful and overcome the
them outside my classroom. My class with the ELL students is a language barrier. There are multiple
resource US History class from 9:10- 10:05 daily. tools out there that can help ELL
students be more successful in the
classroom. Simple tools like voice
DIVERSITY recorders, flash card builders, text to
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.) voice, and word processors. These
Ethnicity P-12 Faculty/Staff P-12 Students tools also help teachers have the
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12 ability to help these students where
Race/Ethnicity: they may not be able to before. I also
Asian learned how accessible these tools
Black are that teachers just need to be
Hispanic X made aware of them and willing to
Native American/Alaskan Native learn how to use and implement
White X them.
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency X
 Eligible for Free/Reduced X 2. How did this learning relate to the
Meals 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 3knowledge, skills, and
dispositions.)
In order to help the ELL students I must
first know where the students present
levels are. If I am going to use, or allow
the use of technology for these students I
must be able to model and facilitate the
use of the technology for the students. I
also must be able to choose technology
that helps these students access the
material by creating an authentic
learning experience and allows for
assessment. The use of technology
allows useful and timely assessment with
ELL that can provide data for teachers to
adjust their instruction.

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 impact school
improvement by showing that
technology can be utilized to enhance
ELL learners in ways teachers cannot. It
can help faculty develop a better
understanding of technology and how it
can be used to enhance learners of all
different levels. If teachers will take the
time to learn the use and benefit of these
tool and utilize them it will increase the
opportunities for student learning for
student with language barriers.