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:
st
ITEC 7400: 21 Century Teaching and Learning Dr. Katherine Williams/
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)

11/3/17 Prepared for professional development: Building Communication PSC Standards: 2.1, 2.2, ISTE Coaching Standard: 2a, 2c,
and Collaboration Skills in a Digital Space(2 Hours) 4.3, 6.3 2d, 3c, 3g

11/6/17 Presented professional development to elementary teachers-

Building Communication and Collaboration Skills in a Digital Space
(3 hours)
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:

Anna Bilyeu/Educational Technology Specialist

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
Hispanic x x
Native American/Alaskan Native
White x x
Multiracial x X
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals
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?
(PSC 2.1)- This professional development session proved to be a learning experience for both myself and the participants. Before delivering the content to
teachers I had to find research-based strategies on the use of blogging and vlogging in education. Several learner centered activities were researched on the
topic to make the experience meaningful for the teachers. Also, before delivering the content to teachers I had to take into consideration their learning styles
and levels of need. When I present on different topics I sometimes forget that adults have different learning styles too. Before presenting to the adults I had to
quickly assess their learning needs to make the presentation personalized for their needs. I learned that great technology coaches must know the needs of their
customers to before trying to give information.

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 2.2) In order to design and implement learning experiences for adults I first had to have knowledge and become aware of student and
teacher standards in Georgia and Henry County. Also having some background on the Georgia TKES (teacher evaluation tool) assessment was key. Teachers
want to know how their teaching and lesson artifacts can be used during their evaluation to prove their meeting required goals. This learning experience
directly correlates to modeling and facilitating the use of researched based practices for teachers. As a technology coach, I have to model and understand tools
that relate to 21st century skills of communicating and collaborating.
Skills – (PSC 2.2) This county professional development on collaboration tools provided several technology-enhanced experiences for the teachers to convey
to students. It was important to gain an understanding of the teachers experiences in the classroom to better support their needs. Many of the teachers never
heard of the communication tools presented during the session, so it was important to model and allow them to try the tools. Most importantly allowing the
teachers time to plan how they would like to use the collaboration tools with content standards in lesson plans during the PD was also key. Again, its
important as an instructional technology coach to offere professional development that directly correlates to the standards and content being taught in the
classroom. The teacher received many resources on how to engage their students to become 21st century learners.

Dispositions - (PSC 4.3) My disposition and enthusiasm were highly important during this professional development. My role was to be both informative
and engaging for the teachers about learning new tools to help their students communicate and collaborate in a digital world. During the PD 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 in different classrooms and offer appropriate tools for their learning needs.

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 a diverse range of elementary teachers for one day I’m not sure of the direct impact on teacher and learning being that I will not
see the teachers again. However, I know the knowledge level of the teachers has increased. Hopefully I inspired the teachers to try something new and out of
the ordinary in their classrooms using collaboration and communication skills with students. My hope is the teachers will take the information back to their
local school buildings and share this with teachers and staff and most importantly their students.