UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department Updated Summer 2015

Candidate: Mentor/Title: School/District:

Jessica Vaughn Laura Gary-Michel / Media Center Marietta High School
Specialist Marietta City Schools
Course: Professor/Semester:
ITEC 7400 21st Century Teaching & Learning Dr. Cuby-Richardson Fall 2015

(This log contains space for up to 5 different field experiences for your 5 hours. It might be that you complete one field
experience totaling 5 hours! If you have fewer field experiences, just delete the extra pages. Thank you!)

Date(s) 1st Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)

Oct. 5, 2015 Received training from a colleague about how to create a Desmos PSC: 1.4, 2.1, 2.3, 3.6, 6.1 ISTE: 1d, 2a, 2c, 3f, 6a
account and build an activity that can be shared with students. [30
minutes]

Oct. 9, 2015 Created a Desmos activity to use as a trial in a class. [30 minutes] PSC: 2.1, 2.3, 2.6 ISTE: 2a, 2c, 2f

Nov. 3, 2015 Trained colleagues in Algebra 1 Support PLC how to create and PSC: 1.4, 2.1, 2.3, 3.5, 3.6, ISTE: 1d, 2a, 2c, 3f
implement an activity in the activity builder within Desmos. [30 5.2, 6.3
minutes]

Oct. 28, 2015 Created an activity in Desmos covering solving systems of equations PSC: 2.1, 2.3, 2.6 ISTE: 2a, 2c, 2f
by graphing. Found a pre-made activity that covers the same topic.
Created a worksheet to share with students that might not be able to
access the Desmos website. The online activities and the worksheets
were shared with colleagues in the Algebra 1 Support PLC. [1 hour]

Dec. 1 Dec Implemented the activity in 3 sections of Algebra Support. [4.5 PSC: 2.1, 2.3, 2.4, 2.7, 3.1, ISTE: 2a, 2c, 2d, 2g, 3a, 3b, 6a,
2, 2015 hours] 3.2, 6.1, 6.2, 6.3 6b,6c
Reviewed what could be edited or changed for improvement. [30
minutes]
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Dana Meyer, Algebra 1Support teacher
Crystal Robenolt, Algebra 1 Support teacher and PLC chair

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 X
Hispanic X
Native American/Alaskan Native
White X X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
Reflection
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?

I learned a lot about learning and implementing new technologies in my classroom and about coaching other teachers to use new strategies of instructional
technology. Desmos is an online graphing calculator that also has a separate site that allows teachers to create learning tasks. These tasks can then be shared
and opened by students on their individual devices (smart phone, tablet, computer, etc.). Students can progress through the slides (notes, questions, and
interactive graphs) at their own pace. Student responses are immediately accumulated on the teachers website, which can be displayed by a projector. All
student responses can be seen individually, or they can be merged to quickly compare and see if/where students have made mistakes. It is a very quick way
to complete an informal formative assessment.

In this field experience, I learned about www.desmos.com and www.teacher.desmos.com from a colleague. I had heard about the site previously, but didnt
know how to use it. I definitely didnt know how to create and share the activities. I asked a colleague to share a brief intro to the website. Within 30 minutes
I had a basic understanding that I could then take and explore to learn more. To really figure out the specifics, I created a small sample activity to use with
one on my courses. I picked a course where the students were flexible and would help me experiment with something new. It was a great success. The
students investigated quadratic functions on a graphing calculator and their answers were quick to check and we could immediately discuss errors and
misconceptions.

After getting my feet wet, I started to discuss Desmos with colleagues in another PLC. They wanted to learn too, so I trained most of the Algebra 1 Support
PLC on how to create an account and get started with Desmos. I promised them an activity that I could share so that they could implement in their
classrooms too. I created an activity that allowed students to explore systems of equations graphically. As I was designing the activity, I stumbled on a
different activity that was already created in the shared resource bank. It approached the topic slightly differently. I liked them both, so I shared both
activities with my PLC for implementation.

I completed the activity in 3 sections of Algebra 1 Support. Students need an electronic device with internet access to be able to complete the activity.
Several of my students didnt have a device and computers were not available at the time of my lesson, so I created a companion worksheet for students that
couldnt get to the website. The examples, questions and investigations were the same, but obviously the answers on paper couldnt be shared as easily, and
they couldnt be merged with other students on the board. However, they should have left with access to the same information.

After completing the activity in three different classes, I had a good idea of what worked well, and what needed improvements. I noted what I would change
so that I can make adjustments if I choose to use this activity in the future.

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 above. Use the language of the PSC
standards in your answer and reflect on all 3knowledge, skills, and dispositions.)

Knowledge -

This field experience gave me practice at finding, learning, coaching, and implementing a new technology in my mathematics classroom. I gained the most
knowledge about teaching other teachers to use something new. Especially teachers that are not as technologically savvy. I had to practice patient and
support for adult learners, as well as my students. I feel more confidence in leading professional development formally or informally.

Skills -

I had to understand what our students (and teachers) needed in their classrooms. I learned about a new, exciting website, and then later identified a need for
implementation. Our students needed a hands-on, visual way to see and investigate systems of linear equations. I quickly identified that Desmos would be a
great resource and I taught my peers how to use it in their classrooms.

Dispositions -

I think my peers are sick of my enthusiasm about Desmos. I really loved the capabilities of being able to share interactive graphs with my students. I see
such a great use for this specific resource in mathematics classrooms. I now see how important it can be to share this enthusiasm about any new resources to
teachers in my department and others. If I get excited about this resource, Im sure there are many more resources that are out there that need to be found,
shared, and implemented.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?

This activity helped in several ways. I have colleagues that are very resistant to change, especially in technology. I believe there are several teachers that now
have a new tool to add to their math classroom resources. This activity was also beneficial to student learning. I had lots of a-ha moments while teaching
this lesson. Students could investigate linear functions, and points of intersection. They could immediately see if their answers matched their peers. I felt
very comfortable informally assessing how well my students understood the lesson on solving linear systems by graphing. I was able to determine what the
needed more practice on during future classes.