STRUCTURED
Field Experience Log & Reflection
Instructional Technology Department
Candidate: Mentor/Title: School/District:
Janee Glover Amanda Campbell/ELA Grade Paul D. West Middle School/Fulton
Level Chair/Teacher County
Field Experience/Assignment: Course: Professor/Semester:
Engaged Learning Project ITEC 7400- 21st Century Teaching Dr. Jo Williamson/ Summer 2018
& Learning
Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
7/5 Online Discussion- Post Engaged Learning Ideas PSC 1.1,1.2,1.3,1.4,2.1,2.5,3.3 ISTE 1a,1b,1c,1d,2a,2e,3c
for Professor and Peer Feedback [3 hours]
7/8 Engaged Learning Coaching Practice- Provide PSC 3.6,6.2 ISTE 3f,6c
Feedback to Peer’s Engaged Learning Ideas [1.5
hours]
7/15 Engaged Learning Draft [3 hours] PSC 1.1,1.2,1.3,1.4,2.1,2.5,3.3 ISTE 1a,1b,1c,1d,2a,2e,3c
7/15 Engaged Learning Coaching Practice- Provide PSC 3.6,6.2 ISTE 3f,6c
Feedback to Peer’s Engaged Learning Drafts [2
hours]
7/18 Final Engaged Learning Project [5.5 hours] PSC ISTE 1a,1b,1c,1d,2a,2e,3c,
1.1,1.2,1.3,1.4,2.1,2.5,3.3,6.2 6c
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-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X
Black X
Hispanic X
Native American/Alaskan Native
White X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency X
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?
This field experience required the development of an engaged learning project in which I chose to
develop a project for 6th grade math students titled, “Can You Help Me Plan an Event?” Through
research and course assignments, I learned about a lot of different technology resources and ITEC
standards, policies, and procedures to integrate when developing engaged learning projects. I also
learned that to successfully develop these types of technology rich projects, it is important to
partner and use the assistance of other teachers and people who are competent and certified in
other content areas to reach the highest levels of student engagement.
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?
The learning that I acquired during the development of the Engaged Learning Project highlighted
the skills needed to be a strong and effective visionary technology leader. It is important to first
understand the standards and competences that are required for instructional technology such as
different technology resources, what should and should not be implemented to engage student
learning, professional trainings to ensure teacher and student growth, and understanding the
importance of the different LoTi levels. Understanding ITEC policies and procedures, content
standards and student technology standards, planning strategically, data analysis, and instructional
design are only a few of many important factors that are outlined in the PSC standards that a
technology facilitator/leader should be able to demonstrate a thorough and proficient knowledge
of.
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 would
impact school improvement because of the technology-rich content and skills that it exemplifies. It
requires student, teacher, faculty, and community collaboration that would help to develop
technology skills of all involved. This engaged learning project will allow students to demonstrate
how implementing technology into learning can change the dynamics of their classrooms, schools,
and communities, by allowing them to partake in projects that will help facilitate their learning,
increase technology use and skills, build stronger ties and connections to people outside their
classrooms and schools, and allow them to become producers of products they create on their own.
