UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Mentor/Title: School/District:

Caitlin Lyons Heather Dalton – Tech. Spec. Avery Elementary - Cherokee
Course: Professor/Semester:
7400 – W01 Dr. Jin – Summer 2020

(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)

Designing classroom Canvas pages and developing first-week 3.1, 3.2, 3.3, 3.6 3a, 3b, 3c, 3d, 3e, 3f, 3g
6/24/2020 modules for math and social studies – 5 hours

First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Sonja Chapman – Co-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 X
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
 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?
During this field experience, I spent time re-designing my class Canvas pages, keeping in mind digital design concepts, useful tools, and
communication/easy access to information. I also used this time to begin developing modules for the start of the year. I included productivity tools such as
Microsoft Forms to gather student information and Google Photos to easily share pictures of classroom activities. I also included digital activities to help
students get to know one another the first week back. For the math modules, I digitized our Common Formative Assessments and quizzes through Canvas
for easy data collection.

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 – Technology leaders must know how to guide and train teachers on developing their Canvas pages. This can be difficult for teachers using this
learning platform for the first time, so troubleshooting is also a must-know. Leaders should also have knowledge on useful tools that teachers can implement
within their pages that can help students learn.

Skills – Technology leaders must know common troubleshooting fixes. They also must know design principles and mechanics to help teachers create a
unique page.

Dispositions – Technology leaders need to be patient when teachers approach them on troubleshooting issues for developing online modules. They should
also be enthusiastic about the variety of tools available to teachers that can help them teach digitally if needed. This includes trying new forms of technology
and learning how to use it before sharing it with others.

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 faculty development because I shared my completed pages and modules with my 4th grade team. We collaborated on ways to
develop an easy-to-use page that combined important information for all classes. I also shared with them the variety of productivity tools I plan on
implanting this school year and coached them on how to use them (ex: virtual manipulatives). The impact can be assessed by observing my teammates’
Canvas pages and checking for quality and easy of access.