UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:
Allison McCord Jill Spiva, Assistant Shallowford Falls
Principal Elementary, Cobb County
School District
Course: Professor/Semester:
7400 21st Century Teaching & Learning Jane Roberts
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)
8/10/17, 8/17/17 Every Thursday PSC 2.1/ISTE 2a Candidates model and facilitate the design and
8/24/17, 8/31/17 8:00-8:45a implementation of technology-enhanced learning experiences aligned with
9/7/17, 9/14/17 Specials (computers) w/ DHH student content standards and student technology standards.
9/21/17, 9/28/17 4th grade student PSC 2.2/ISTE 2b Candidates model and facilitate the use of research-based,
10/5/17, 10/12/17 learner-centered strategies addressing the diversity of all students.
10/19/17, 11/2/17 PSC 2.3/ISTE 2c Candidates model and facilitate the use of digital tools and
11/9/17,11/16/17 resources to engage students in authentic learning experiences.
PSC 2.4/ISTE2d Candidates model and facilitate the effective use of digital
tools and resources to support and enhance higher order thinking skills (e.g.,
analyze, evaluate, and create); processes (e.g., problem-solving, decision-
making); and mental habits of mind (e.g., critical thinking, creative thinking,
metacognition, self-regulation, and reflection).
PSC 2.5/ISTE 2e Candidates model and facilitate the design and
implementation of technology-enhanced learning experiences making
appropriate use of differentiation, including adjusting content, process,
product, and learning environment based an analysis of learner
characteristics, including readiness levels, interests, and personal goals.
PSC 3.1/ISTE 3a Candidates model and facilitate effective classroom
management and collaborative learning strategies to maximize teacher and
student use of digital tools and resources.
PSC 3.2/ISTE 3b Candidates effectively manage digital tools and resources
within the context of student learning experiences.
PSC 3.4/3d Candidates facilitate the use of adaptive and assistive
technologies to support individual student learning needs.
PSC3.5/ISTE3e Candidates troubleshoot basic software and hardware
problems common in digital learning environments.
PSC 4.2/ISTE 5b Candidates model and facilitate the safe, healthy, legal,
and ethical uses of digital information and technologies.
11/16/17
 Thursday, November 16 PSC 6.2/ISTE 6a,6b Candidates regularly evaluate and reflect on their
2:30-3:30 professional practice and dispositions to improve and strengthen their ability
attended FlipGrid Training to effectively model and facilitate technology-enhanced learning
experiences.
PSC 6.3

Reflection (Minimum of 3-4 sentences)

1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?
Every day, I take a fourth- grade class to specials (PE, music, art, computers). On Thursdays, I take them to computers and assist students with their lesson for that day. While I assist anyone who
needs help, I am ultimately responsible for one DHH student. In computers this year, the entire fourth grade is coding to build their website. Each Thursday, I work with my student to boil down
the lesson directions so they are easier for him to understand, and assist him in performing the coding steps to add an element to his website. This experience is valuable as it requires an
understanding of my students abilities and how to differentiate the activity to help him accomplish it. As with any lesson plan, once you implement it, challenges arise. With my DHH student, it is
always a challenge to find meaningful vocabulary he has background knowledge with to make the activity meaningful.

2. Use the language of the PSC standards in your answer and reflect on all 3 (knowledge, skills, and dispositions)
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?

Knowledge
PSC 2.1/ISTE 2a Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology
standards.
PSC 2.2/ISTE 2bModel and facilitate the use of researched-based learner-centered strategies addressing the diversity of all students.

I spent time familiarizing myself with coding for website building, so I could fulfill my role as a coach and model how to code as needed.
Expanded my technology knowledge by attending an optional technology training on the app FlipGrid. This app can be used to improve student learning and presentations of content.

Skills
PSC 2.3/ISTE 2c Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
PSC 2.4/ISTE2d Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and
create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
PSC 2.5/ISTE 2e Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation,
including adjusting content, process, product, and learning environment based an analysis of learner characteristics, including readiness levels, interests, and personal goals.

My ability to assist my student with these weekly lessons requires me to be familiar with the website coding process and how to support him through achieving the weekly task. He is required to
use higher order skills, which is very challenging for him to begin with. I actually talk to myself as Im talking through some of the problem-solving we must do to finish the weekly task. I model
this each week for my student and ask guiding questions as we work through it. I practice differentiation each week as well, as I must boil down the lesson to meet the readiness and ability of my
student.
Once I was trained on FlipGrid, I was able to use it in a unit on Benjamin Franklin with a first-grade class. My training enabled me to model how to use with app with small groups of students and
facilitate their use of it to demonstrate the content knowledge mastered in the unit.