UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department

Candidate: Matthew Hall

Mentor/Title: Susan Gordon/K-5

Computer Teacher

Course: ITEC 7460 Professional Learning and Technology Innovation

School/District:
Wilcox County Elementary/Wilcox County
Professor/Semester: Cuby-Richardson/Fall 2014

Part I: Log
(This log contains space for up to 5 different field experiences for your 5 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!)
Reflection

1st Field Experience Activity/Time

Date(s)
November 4th and
6th, 2014

PSC/ISTE Standard(s)

Worked with school level administration and the RTI Instructor to

maintain current online records of Student Growth Targets and data
collection of through mCLASS/DIBELS. This process was needed
so that students who were retained in their grade from the previous
year would show current reports instead of those from their first
year in the current grade. This information was used for Middle
School placement of students in their remediation courses as
determined by their scores from Elementary School/5th Grade (3
hours each day for a total of 6 hours)

1.1/1a
1.2/1b
1.4/1d
2.3/2c
2.7/2g
3.5/3e
3.7/3g

1. Briefly describe the field

experience. What did you learn
about technology facilitation and
leadership from completing this
field experience?

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

3-5

6-8

Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native

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

P-12 Students
9-12

P-2

3-5

(Minimum of 3-4 sentences per

question)

6-8

9-12

During this time, we worked

together to edit the online data
collection teachers were
submitting for students that
were retained in their current
grade. The online database
was not registering students
current information since they
were not part of the roster rollover we conducted earlier in
the year.
Through experiences like this, I
learn how tedious simple tasks
can be to ensure success for my
teachers. This was a job that
we should have caught earlier
in the year. Since we were late
realizing this deficiency, it was
a time crunch to get everything
fixed to meet RTI deadlines.
We worked through many

details to ensure that

everything was correct, even
mistakes like PowerSchool not
transferring data like it should.

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.)
KNOWLEDGE: Throughout this
project there were many bumps
in the road that were frustrating
and time consuming. I learned that
like people, technology will not
always do exactly what you want it
to and as a leader, you should be
prepared to improvise and work
through mistakes to find solutions.
You have people depending on
you, so do what you can to help
them.
SKILLS: In order to improvise,
you must have good background
knowledge of technology skills.
When we were faced with certain
issues, I have to think of ways to
troubleshoot certain areas and
find a solution. There will not
always be a direct answer to every
problem, so you have to be willing
to pull other knowledge in to work
for a solution.
DISPOSITIONS: With these
considerations and
implementations, you have to have
a positive yet flexible attitude.
There may always be questions on
how beneficial the technology may
or may not be and as a coach you
have to realize that it takes work

and monitoring to find that perfect

option and incorporation.

3. Describe how this field

experience impacted school
improvement, faculty
development or student learning
at your school. How can the
impact be assessed?
This will hopefully have a big
impact with our teachers that
serve retained students. Through
these processes, we have make it
available to them to be able to
successfully track the progress of
these students and then to use
these generated graphs and
reports to show their strengths and
weaknesses from the interventions
being implemented.