UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department

Candidate: Kali Alford
Course:

Mentor/Title:
School/District:
Chris Collins/ Club Director Riverwood International
Charter School
Professor/Semester:

7430 Internet Tools in the Classroom

Spring 2014

Part I: Log
(This log contains space for up to 5 different field experiences for your 10 hours. You may only need one! If you have fewer field
experiences, just delete the extra rows. If you have more than 5 field experiences, please copy and paste additional rows. Thank you!)
Date(s)
1st Field Experience Activity/Time
PSC/ISTE Standard(s)
Reflection
(Minimum of 3-4 sentences per question)

2/10-5/6
Volunteered as Boys and Girls club Tech Room Coordinator designed information literacy lessons for students grades K-8

2.1 Content Standards & Student Technology Standards

Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and
student technology standards. (PSC 2.1/ISTE 2a)
1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?

As a high school teacher, I obviously do not have the opportunity to teach students younger than 13 very often. This experience allowed me to vary my practice in such a way that I
could assess my ability to develop age and skill level appropriate lessons for students younger than the ones I currently teach.

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.)
Many teacher coach positions are not relegated to one school. Instead they work between several schools of varying levels. This requires that technology coaches possess a skillset that allows them to work
with teachers of different grades. Similarly, this means they must possesses the skill to develop lessons that are age appropriate and effective for those grade levels. I feel that this experience informed my
practice tremendously by granting me opportunity to work with students I rarely work with.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed? For the boys and girls clubs there is
typically a disconnect between how the club can best support the adjacent schools. Being a teacher I have a better understanding of the skills that students need to possess in order to be successful. I think
by volunteering in this role I was able to model strategies that help support the students in learning digital literacy.

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
Native
American/Alaska
n Native

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

3-5

6-8

P-12 Students
9-12

P-2

3-5

6-8

9-12