UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Mentor/Title: School/District:

Summaya Knight Kristina McBride/Educational Henry County Schools
Technology Specialist

Course: Professor/Semester:
ITEC 7430: Internet Tools in the Classroom Amy Vitale/ Fall 2017

(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)

9/25/17 Co-planned lesson for Nearpod ELL lesson- looked for resources for PSC Standards: 2.1, 2.2, ISTE Coaching Standard: 2a, 2c,
1st grade vocabulary and 5th grade reading comprehension, Epic 3.4, 4.3, 6.3 3c, 3d, 5c
Books Setup(1 Hour)

10/2/17 Model Nearpod lesson for vocabulary and reading comprehension

(1.5 hours)

10/10/17 Model Reading Eggs and Epic books- helped all students get on
reading eggs to practice vocabulary and reading comprehension (1.5
hours)

11/13/17 Co-plan- creating a Nearpod lesson for reading comprehension (1

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

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 x X
Black x x x X
Hispanic x X
Native American/Alaskan Native
White
Multiracial x X
Subgroups:
Students with Disabilities
Limited English Proficiency x X
Eligible for Free/Reduced Meals 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?
This field experience was eye opening. The teacher initially wanted digital resources for her students ranging from 1 st grade- 5th grade. Her initial thoughts
were to find instructional software tools to help increases her student’s vocabulary and reading comprehension skills. After reading the ELL module and
working with the students I learned that all of the resources in the module can be used for students in the general education classroom. I also learned that
suggesting a piece of technology will not help complete all learning objectives. I’ve learned that teachers must have a goal and objective in mind when
teaching students of various levels of English Proficiency.

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 – (PS 2.1) In order to design and implement learning experiences for the students I first had to have knowledge of the Georgia Standards of
Excellence (GSE) in English Language Arts and Reading for both First grade and 5 th grade students. The learning experiences had to directly correlate to the
content being taught in the general education classes as well. The standards helped to drive the content of resources suggested to the teacher. It’s important to
be knowledgeable of the different technology tools that relate to content areas because this drives the instruction and objectives for the lessons.

Skills – (PSC 2.2) The ELL module provided several learner-centered strategies that can be used with students with various levels of English Proficiency. It
was important to gain understanding of the student’s vocabulary and reading comprehension levels. According to their levels (beginner, intermediate, or
advanced) is where their skill level would begin in a particular lesson. Prior knowledge of students were also used to assess their skill level in reading and
vocabulary development. This information is also important when designing learning experiences for individual students. Again, its important as an
instructional technology coach to offer lessons that directly correlate to the skills being addressed in each lesson.

Dispositions - (PSC 4.3) My disposition and enthusiasm were highly important during this field experience. My role was to be a cheerleader for the teacher
and students to keep them motivated and excited about the reading and vocabulary lessons. It was also important to suggest digital tools that support the
diverse learners in the classroom. As a coach you have to be understanding to the different cultures and needs of the students which at times can be difficult in
an ESOL environment with multiple grade levels.

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 result of working with the students and teachers in the ESOL pull out classroom I initially can’t see the impact of the work due the fact that I don’t work
with this teacher frequently. Typically, I co plan with this teacher when she is available but again she is an ESOL teacher supporting three different schools
therefore I am not sure of the short term direct impact of the lessons on the student’s learning. If the teacher continues to use the resources provided with her
lessons the long-term effects on the students learning and school improvement will definitely show on future formative assessments. The teacher is able to
informally assess the students with the Nearpod lessons on the specific objectives set out for the lessons plan so progress is being made.