ITEC 7445 UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Lin-Chiou Lee Mentor/Title: Mrs. Andrea Rioux-Tseng School/District: Chattahoochee High School/ Fulton County
Course: ITEC 7445 Multimedia & Web Design in Education Professor/Semester: Dr. Jabari Cain/ Spring 2019
(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)
2/8/2019 2 hours Interview the teacher and speech pathologist to get to know the student and seek 3.2/ 3.4/ 3.6/ 6.2/ 6.3 3b/ 3d./ 3f./ 6c.
guidance for the WATI Assistive Technology Consideration Guide and the Assistive
Technology Implementation Plan.
2/12/2019 3 hours Observe and work with the student on teacher-assigned oral communication and 3.2/ 3.4/ 3.6/ 6.2/ 6.3 3b/ 3d./ 3f./ 6c..
2/14/2019 3 hours reading comprehension questions.
2/15/2019 2 hours Plan and prep for the assistive technology lesson with the n2y curriculum for reading 3.2/ 3.4/ 3.6/ 6.2/ 6.3 3b/ 3d./ 3f./ 6c.
2/18/2019 2 hours comprehension.
2/20/2019 1.5 hours Introduce the student to the n2y Equality and Peace lesson by reading and re-reading 3.2/ 3.4/ 3.6/ 6.2/ 6.3 3b/ 3d./ 3f./ 6c.
the modified story. Discuss the key vocabulary words using the TouchChat app.
2/21/2019 1.5 hours Complete the n2y Equality and Peace lesson by discussing the reading 3.2/ 3.4/ 3.6/ 6.2/ 6.3 3b/ 3d./ 3f./ 6c.
comprehension questions I designed using the TouchChat app.
2/21/2019 0.5 hours Assess student comprehension of the Equality and Peace lesson by using the 10 3.2/ 3.4/ 3.6/ 6.2/ 6.3 3b/ 3d./ 3f./ 6c.
assessment questions given by the n2y curriculum.
[Total Hours: 15.5 hours]
First Name/Last Name/Title of an individual who can verify this experience: Signature of the individual who can verify this experience:
Melanie Patterson/Special Education (CBI) Teacher

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
Black
Hispanic
Native American/Alaskan Native
White
Multiracial x
Subgroups:
Students with Disabilities x
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?
For this field experience, I had the opportunity to work with one specific student with disability, engaging him with various assistive technology tools he
has utilized and exposing him to new assistive technology tools and curriculum. From this experience, I learned that being a technology coach and leader
means I must become knowledgeable and have exposure to an array of assistive technology tools, web sources, software, and apps that can be beneficial to
students with disabilities. I am definitely still a novice when it comes to assistive technology even after this experience. I will continue to cumulate knowledge
and experience in the field of assistive technology by working with more special education teachers and students with disabilities.

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.)
In order to “facilitate the use of adaptive and assistive technologies to support individual student learning needs,” I must first become knowledgeable and
have exposure to an array of assistive technology tools, web sources, software, and apps that can be beneficial to students with disabilities (PSC 3.4/ISTE 3d.).
I must also effectively collaborate with the teacher and delegate our content knowledge in order to become each other’s best instructional partner when
utilizing a variety of assistive technology tools. In order for me to work with this specific student, we first learned how to effectively communicate with each
other through TouchCast. The teacher and I also evaluated how the Unique Learning System (n2y) can further enhance the student’s reading comprehension
and letter recognition when presented with modified stories and picture cues (PSC 3.2 & 3.6/ISTE 3b. & 3f.). Throughout the entire field experience, I was
really excited that I had the chance to work with the student whose disability to read and communicate can be somehow overcome by the use of assistive
technology tools.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
Even though the majority of classroom teachers at my school might not have students with disability or need assistive technology, it is important for all
teachers to be aware of the different assistive technology tools, web sources, software, and apps that can be beneficial to students with or without disabilities. I
plan to cumulate knowledge and experience in the field of assistive technology by continuing to work with the same special education teacher and student
from this field experience for the rest of the school year.
For further faculty development, I would like to start collaborating with special education teachers at my school to offer basic training sessions on
assistive technology. For example, teachers at my school should all know about the SOLO literacy suite provided by the county, offering features like text
reading, information organization, and word processing. The text reader feature provides access to all the new eBook formats required in IDEA with an
accessible web browser. The graphic organizer feature guides students step-by-step in outlining, note-taking, and draft-writing to write a quality first draft. The
talking word processor provides the text-to-speech feature to help students focus on writing while the word prediction feature guides struggling writers to write
grammatically correct sentences with proper spelling. With the right amount of exposure, teachers and students can all benefit from the use of assistive
technology to achieve deeper content mastery.