STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Amy Alfonso Jill Spiva/Asst.Principal Shallowford Falls/Cobb County
Field Experience/Assignment: Course: Professor/Semester:
One-Hour Workshop ~ Reading ITEC 7460 Professional Learning & Dr. Bacon/Spring 2017
Buddies with Seesaw Technology Innovation

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
Week of Meeting with Reading Buddies Teacher [1 hour] PSC 1.1, 1.2, 2.1, 2.2, 3.6, 5.2 ISTE 1a, 1b, 2a, 2b, 3f, 4b
2/6/17
Week of Recorded Student Buddy Videos [2 hours] PSC 2.1, 2.2, 2.3, 2.4, 2.6 ISTE 2a, 2b, 2c, 2f
2/20/17
Week of Follow-Up Meeting with Reading Buddies PSC 1.1, 1.2, 2.1, 2.2, 3.6, 5.2 ISTE 1a, 1b, 2a, 2b, 3f, 4b
2/27/17 Teacher [1 hour]
Week of Designed activities and presentation materials for PSC 2.1, 2.2, 2.3, 2.4, 2.6, 3.1, ISTE 2a, 2b, 2c, 2d, 2f, 3a,
3/6/17 workshop [3 hours] 3.2, 3.5, 4.2, 5.2, 5.3, 6.1 , 6.2, 3b, 3e, 5b, 5c, 6a, 6b, 6c
6.3
Week of Delivered Workshop [1 hour] PSC 2.1, 2.2, 2.3, 2.4, 2.6, 3.1, ISTE 2a, 2b, 2c, 2d, 2f, 3a,
3/20/17 3.2, 3.5, 4.2, 5.2, 5.3, 6.1 , 6.2, 3b, 3e, 5b, 5c, 6a, 6b, 6c
6.3
Week of Evaluated feedback and follow-up from PSC 2.8, 5.3, 6.1, 6.2, 6.3 ISTE 2h, 4c, 6a, 6b
3/27/17 Workshop [1 hour]

Total Hours: [9 hours ]

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
Black x
Hispanic x
Native American/Alaskan Native
White x x x
Multiracial x
Subgroups:
Students with Disabilities x x x
Limited English Proficiency x
Eligible for Free/Reduced x
Meals
Part II: Reflection

CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology facilitation and
leadership from completing this field experience?
Sharing a different spin on a strategy that is used in many different schools was very exciting.
Adding a technology component to aid in collaboration between classes to increase fluency was
extremely beneficial and well received from our staff. The connection of our Language Arts and
Technology standards is certainly beneficial to all of the grade levels in my school.

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 in Part I. Use the
language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and
dispositions.)

Knowledge: In order to successfully implement the reading buddies strategy with the use of the
SeeSaw program, the facilitator needs to have knowledge of grade level Language Arts and
Technology standards.

Skills: The skills needed require understanding how to use the SeeSaw program effectively as
well as the skills required to record the video and create a QR code.

Disposition: The disposition is addressed through providing the students in our learning
community opportunities for authentic learning through fluently reading for a buddy.

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 impacted our school improvement, faculty development, and student
learning through providing an opportunity to teach faculty a way to increase student fluency
learning, which eventually impacts school improvement with stronger readers.