STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate: Kali W. Alford

Mentor/Title:
Donna Varga

Field Experience/Assignment: Course: Technology PL and

1 Hour Tech Workshop
Tech Innovation

School/District:
Riverwood High School
Professor/Semester:

Spring 2014

Part I: Log
Date(s)

2/8/15

Activity/Time

Identify tools appropriate for

learning goals and objectives

Time

2 hour

STATE Standards
PSC
1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

2/10/15

Familiarization of selected digital

tools

3 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/14/15

Creation of modules in Weebly

2 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,

NATIONAL Standards
ISTE NETS-C
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional

implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/15/15

Development of learning activities

for each module

3 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/23/15

Organization of pages according

common design principles

2 hours

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.
(PSC 1.1/ISTE 1a)

3/28/15

Usability Testing

3 hours

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.

learning programs, and

evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and

(PSC 1.1/ISTE 1a)

evaluate the impact on

instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and planning

Total Hours: [15 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-2

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8

P-12 Students
9-12
X

Native American/Alaskan Native

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

P-2

3-5

6-8

9-12

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?
This field experience required that I develop a web course based on the design principle standards
and that supported school initiatives. I knew there would be differences that existed between
designing activities for students versus professionals, but I was surprised by how similar they
were.

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 3knowledge, skills, and
dispositions.)
Because of the growing interest in teaching professional courses online, or teaching them in
blended format. It has become an important pedagogy for technology coaches to know. There are
various skills that go into course design and facilitation. Much of which I was able to learn
through this experience.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
I will be using the skills that I learned while performing this job. To create an online course to
facilitate professional learning and assess how the skills and strategies are being used afterward. I
think my staff will benefit from this tremendously as time to facilitate these courses in person is a
rare commodity.