STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate:

Mentor/Title:
Donna Vargas

Kali Alford

School/District:
Riverwood High School/
Fulton County
Professor/Semester:

Field Experience/Assignment: Course:

ITEC 7430 Internet Tools in
Classroom

Summer 2013

Part I: Log
Date(s)

6/12

Activity/Time

Began researching contemporary issues in

different regions of Africa. Selected topics based
upon global/ international implications,
correlation to course standards, and accessibility
of information.

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

2.3
Authentic Learning
Candidates model and facilitate
the use of digital tools and
resources to engage students in
authentic learning experiences.
(PSC 2.3/ISTE 2c)
2.5
Differentiation
Candidates model and facilitate
the design and implementation
of technology- enhanced
learning experiences making
appropriate use of
differentiation, including
adjusting content, process,
product, and learning
environment based upon an
analysis of learner
characteristics, including
readiness levels, interests, and
personal goals

2-B Coach teachers in and

model design and
implementation of
technology-enhanced
learning experiences using a
variety of research based,
learner-centered instructional
strategies and assessment
tools to address the diverse
needs and interests of all
students

2-c Coach teachers in and

model engagement of
students in local and global
interdisciplinary units in
which technology helps
students assume professional
roles, research real-world
problems, collaborate with
others, and produce products
that are meaningful and
useful to a wide audience
2-B Coach teachers in and
model design and
implementation of
technology-enhanced
learning experiences using a
variety of research based,
learner-centered instructional
strategies and assessment

6/13

Began selecting tools appropriate for student use

in order to research, collaborate, and present
information.

2.2 Research-Based LearnerCentered Strategies

Candidates model and facilitate
the use of research-based,
learner-centered strategies
addressing the diversity of all
students. (PSC 2.2/ISTE 2b)

6/20

Created research framework and presentation

rubric

2.4 Higher Order Thinking

Skills
Candidates model and facilitate
the effective use of digital tools
and resources to support and
enhance higher order thinking
skills (e.g., analyze, evaluate,
and create); processes (e.g.,

2-c Coach teachers in and

model engagement of
students in local and global
interdisciplinary units in
which technology helps
students assume professional
roles, research real-world
problems, collaborate with
others, and produce products
that are meaningful and
useful to a wide audience

problem-solving, decisionmaking); and mental habits of

mind (e.g., critical thinking,
creative thinking,
metacognition, self-regulation,
and reflection). (PSC 2.4/ISTE
2d)

Total Hours:

tools to address the diverse

needs and interests of all
students
2-C Coach teachers in and
model engagement of
students in local and global
interdisciplinary units in
which technology helps
students assume professional
roles, research real-world
problems, collaborate with
others, and produce products
that are meaningful and
useful to a wide audience

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-2

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8

P-12 Students
9-12

P-2

3-5

6-8

9-12

X
X

Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced
Meals

X
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?
The candidate was tasked with creating a lesson that used digital tools to further engage students
in a topic that was authentic and content standards related. From this task I learned the various
steps that are included in planning sufficient lessons that accomplish the aforementioned
benchmarks. In order to engage students there must be something that can interest them. This can
be accomplished by differentiating certain aspects of the task or product or it can be accomplished
by giving students autonomy to select their task or product.

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 3knowledge, skills, and
dispositions.)
As a technology coach you must have an expansive knowledge of digital tools as well as an
understanding of which tools are appropriate for the students who will be using them and the skills
that will be needed to use them effectively. This project hinges on that because if the students can
use the tool or find the tool too simple they will not be engaged in their use.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
This project is a part of a course redesign, my course team and I underwent for World Geography.
I believe the work we did in redesigning World Geography helps our freshman shake themselves
free of any sheltered middle school mindset. The way we present the class, I think helps them
realize that the world is a large place, but they still have a responsibility to learn as much about it
as possible. The rigorous strategies we incorporate into the course I also feel prepares them for the
challenges they will meet in future Social Studies courses. Over the next several years I would like
to track a pool of my students progress reports and compare them to students from the previous
year. Hopeful this will illustrate a positive trend that will prove our objectives in redesigning the
class were met.