STRUCTURED
Field Experience Log & Reflection
Instructional Technology Department
Candidate: Mentor/Title: School/District:
Amber Beauchamp Kimberley Boyd/AP North Hall High School/Hall County
Field Experience/Assignment: Course: Professor/Semester:
Technology Lesson Plan Project ITEC 7430 Dr. Brantley-Dias/Spring 2022
Part I: Log
Date(s) Activity/Time STATE Standards
PSC
March 1-2 Created a lesson plan designed around To Kill A 3. Digital Learning
(during my Mockingbird analysis and student podcast Environments Candidates
planning creations. All material uploaded to Canvas LMS. demonstrate the knowledge,
period) [2 hours] skills, and dispositions to
create, support, and manage
effective digital learning
environments. 3.1 Classroom
Management & Collaborative
Learning Candidates model and
facilitate effective classroom
management and collaborative
learning strategies to maximize
teacher and student use of
digital tools and resources.
(PSC 3.1/ISTE 3a)
3.4 Adaptive and Assistive
Technology Candidates
facilitate the use of adaptive
and assistive technologies to
support individual student
learning needs. (PSC 3.4/ISTE
3d)
March 3-4 Collaborated with my school’s media technology 3.5 Basic Troubleshooting
(during my specialist for TKAM resources digitally and to Candidates troubleshoot basic
planning implement podcast in the classroom. Practiced software and hardware
period) and anticipated trouble shooting needs. [3 hours] problems common in digital
learning environments. (PSC
3.5/ISTE 3e)
3.6 Selecting and Evaluating
Digital Tools & Resources
Candidates collaborate with
teachers and administrators to
select and evaluate digital tools
and resources for accuracy,
suitability, and compatibility
with the school technology
infrastructure. (PSC 3.6/ISTE
3f)
March 7-18 Implemented the lesson with students. [10 hours] 3. Digital Learning
Every day in Environments Candidates
50-minute demonstrate the knowledge,
class for 2 skills, and dispositions to
weeks create, support, and manage
effective digital learning
NATIONAL Standards
ISTE NETS-C
ISTE 3. Digital age learning
environments Technology
coaches create and support
effective digital age learning
environments to maximize
the learning of all students. a.
Model effective classroom
management and
collaborative learning
strategies to maximize
teacher and student use of
digital tools and resources
and access to technology-rich
learning environments
d. Select, evaluate, and
facilitate the use of adaptive
and assistive technologies to
support student learning
ISTE 3. Digital age learning
environments
e. Troubleshoot basic
software, hardware, and
connectivity problems
common in digital learning
environments
f. Collaborate with teachers
and administrators to select
and evaluate digital tools and
resources that enhance
teaching and learning and are
compatible with the school
technology infrastructure
ISTE 3. Digital age learning
environments Technology
coaches create and support
effective digital age learning
environments to maximize
the learning of all students. a.
 environments. 3.1 Classroom
Management & Collaborative
Learning Candidates model and
facilitate effective classroom
management and collaborative
learning strategies to maximize
teacher and student use of
digital tools and resources.
(PSC 3.1/ISTE 3a)
3.2 Managing Digital Tools
and Resources Candidates
effectively manage digital tools
and resources within the
context of student learning
experiences. (PSC 3.2/ISTE
3b)
3.4 Adaptive and Assistive
Technology Candidates
facilitate the use of adaptive
and assistive technologies to
support individual student
learning needs. (PSC 3.4/ISTE
3d)
3.7 Communication &
Collaboration Candidates
utilize digital communication
and collaboration tools to
communicate locally and
globally with students, parents,
peers, and the larger
community. (PSC 3.7/ISTE 3g)
4. Digital Citizenship &
Responsibility Candidates
demonstrate the knowledge,
skills, and dispositions to
model and promote digital
citizenship and responsibility.
4.3 Diversity, Cultural
Understanding & Global
Awareness Candidates model
and facilitate the use of digital
tools and resources to support
diverse student needs, enhance
cultural understanding, and
increase global awareness.
(PSC 4.3/ISTE 5c)
March 21-25 Assessed student work. [5 hours] 2. Teaching, Learning, &
(during my Assessment Candidates
planning demonstrate the knowledge,
period) skills, and dispositions to
effectively integrate technology
into their own teaching practice
and to collaboratively plan with
and assist other educators in
utilizing technology to improve
teaching, learning, and
assessment.
2.7 Assessment Candidates
model and facilitate the
effective use of diagnostic,
formative, and summative
assessments to measure student
learning and technology
Model effective classroom
management and
collaborative learning
strategies to maximize
teacher and student use of
digital tools and resources
and access to technology-rich
learning environments
b. Maintain and manage a
variety of digital tools and
resources for teacher and
student use in technology-
rich learning environments
d. Select, evaluate, and
facilitate the use of adaptive
and assistive technologies to
support student learning
g. Use digital communication
and collaboration tools to
communicate locally and
globally with students,
parents, peers, and the larger
community
5. Digital citizenship
Technology coaches model
and promote digital
citizenship.
c. Model and promote
diversity, cultural
understanding, and global
awareness by using digital
age communication and
collaboration tools to interact
locally and globally with
students, peers, parents, and
the larger community
ISTE 2.Teaching, learning,
and assessments Technology
Coaches assist teachers in
using technology effectively
for assessing student
learning, differentiating
instruction, and providing
rigorous, relevant, and
engaging learning
experiences for all students.
h. Coach teachers in and
model effective use of
technology tools and
resources to systematically
collect and analyze student
achievement data, interpret
results, and communicate
 literacy, including the use of
digital assessment tools and
resources. (PSC 2.7/ISTE 2g)
2.8 Data Analysis Candidates
model and facilitate the
effective use of digital tools
and resources to systematically
collect and analyze student
achievement data, interpret
results, communicate findings,
and implement appropriate
interventions to improve
instructional practice and
maximize student learning.
(PSC 2.8/ISTE 2h)
March 28-29 Met with media center specialist after 5. Professional Learning &
(during my implementation and assessment. We listened to Program Evaluation Candidates
planning exemplar podcast, and we discussed strategies to demonstrate the knowledge,
period) get other teachers to implement podcasts in the skills, and dispositions to
classroom and future PL opportunities with this. conduct needs assessments,
[2 hours] develop technology-based
professional learning programs,
and design and implement
regular and rigorous program
evaluations to assess
effectiveness and impact on
student learning. 5.1 Needs
Assessment Candidates
conduct needs assessments to
determine school-wide, faculty,
grade-level, and subject area
strengths and weaknesses to
inform the content and delivery
of technology-based
professional learning programs.
(PSC 5.1/ISTE 4a)
5.2 Professional Learning
Candidates develop and
implement technology-based
professional learning that
aligns to state and national
professional learning standards,
integrates technology to
support face-to-face and online
components, models principles
of adult learning, and promotes
best practices in teaching,
learning, and assessment. (PSC
5.2/ISTE 4b)
6. Candidate Professional
Growth & Development
Candidates demonstrate the
knowledge, skills, and
dispositions to engage in
continuous learning, reflect on
professional practice, and
engage in appropriate field
experiences.
6.2 Reflection Candidates
regularly evaluate and reflect
on their professional practice
and dispositions to improve and
strengthen their ability to
findings to improve
instructional practice and
maximize student learning
ISTE 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 technology rich
professional learning
programs that model
principles of adult learning
and promote digital age best
practices in teaching,
learning, and assessment
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.
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
 effectively model and facilitate
technology-enhanced learning
experiences. (PSC 6.2/ISTE 6c)
6.3 Field Experiences
Candidates engage in
appropriate field experiences to
synthesize and apply the
content and professional
knowledge, skills, and
dispositions identified in these
standards. (PSC 6.3)
Total Hours: [22 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-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X
Black
Hispanic X
Native American/Alaskan Native
White X X
Multiracial X
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals X

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?

Students read To Kill A Mockingbird, signed up for a chapter to analyze in our class Google Spreadsheet, and created
a podcast to teach an audience about the chapter. The analysis included topics we discussed in class: symbolism,
1930s, 1960s, racism, gender inequity, laws, and modern US social systems. I had to teach students to use different
podcast platforms: Anchor.fm, WeVideo, etc. I worked with my media center specialist to learn more about
facilitating podcasts in the classroom. She assisted me with practicing and troubleshooting basic issues. Collaborating
with the media center specialist helped me to see more about the role of technology leadership as she supports
teachers in learning about resources and using them in the classroom. I learned how important technology leadership
is in supporting teachers.
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 3—knowledge, skills, and
dispositions.)

This field experience required the knowledge, skills, and dispositions of a technology facilitator in creating a digital
learning environment, managing the digitals learning environment, and providing support as students navigated the
digital learning environment. I had to gain the knowledge and skills in how to troubleshoot basic software and
hardware problems common in creating podcasts, and I had to have the positive disposition when collaborating with
my media center specialist. This field experience called upon enhancing students’ cultural understanding, and I had to
have the knowledge, skill, and positive attitude while teaching students to combine this understanding with
technology that reaches an audience. I required the knowledge and skills in using our digital tools and resources to
support my diverse learners, which I did by using visual charts of how to create a podcast, a video of how to create a
podcast, and audio of how to create a podcast. The facilitation of technology required enthusiasm and a helpful
attitude to make students feel more at ease about trying something new.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

The field experience improved student learning by combining the content standard of analysis with the technology
standard of reaching a global audience to achieve higher-level thinking. The impact is assessed by listening to
students’ podcasts that inform their audience about a literary analysis focusing on topics such as laws, racism, and
gender issues throughout US history. Another way impact has been assessed is by reflection questions where students
were asked about their comfort level with creating a podcast before and after the task, their ability to perform an
analysis and teach an audience, and how they feel they have mastered standards. My media center specialist now
wants to partner with me to use this activity as an example for teachers in faculty development. We can assess impact
by using a Google form to focus on questions such as what the prior experience with podcast is, what is their comfort
level with implementing one in class, would they like support in facilitating this in class, would they like to have this
modeled in class. Then, the impact can be assessed by asking teachers questions after a period of time such as do they
want further support with podcasts, would they do a podcast again, and did their student learning improve when
assessing podcasts submissions.