STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Anna Bilyeu Kris McBride/ Instructional KSU iTeach &
Technology Specialist Henry County Schools
Field Experience/Assignment: Course: Professor/Semester:
Coaching Log and Technology ITEC 7460 Professional Learning Dr. Amy Vitala/Spring 2018
Workshop & Technology Innovation

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
3/4/18 Tech Workshop: Read/Research ADDIE process PSC 2.5, 2.6, 2.7, 2.8, 3.3, 5.1, ISTE 2e, 2f, 2g, 2h, 3c, 4a,
through ADDIE Online Workshop [3 hours] 5.2, 5.3 4b, 4c
3/5/18 Tech Workshop: Develop Getting Brainy with PSC 2.5, 2.6, 2.7, 2.8, 3.3, 5.1, ISTE 2e, 2f, 2g, 2h, 3c, 4a,
3/6/18 BrainPOP workshop materials [4 hours] 5.2, 5.3 4b, 4c
3/7/18 Coaching Log: Co-create checklist of criteria for PSC 2.1, 2.2, 2.5 ISTE 2a, 2b, 2e
technology-based learning menus [1 hour]
3/12/18 Tech Workshop: Deliver Getting Brainy with PSC 2.5, 2.6, 2.7, 2.8, 3.3, 5.1, ISTE 2e, 2f, 2g, 2h, 3c, 4a,
BrainPOP workshop [1.5 hours] 5.2, 5.3 4b, 4c
3/13/18 Coaching Log: Co-create a learning menu based PSC 2.1, 2.2, 2.5 ISTE 2a, 2b, 2e
on checklist [1 hour]
3/14/18 Coaching Log: Journal about 3/7 and 3/13 PSC 6.2 ISTE 6c
sessions [1 hour]
3/15/18 Coaching Log: Modeled learning menus lesson PSC 2.1, 2.2, 2.5, 3.1 ISTE 2a, 2b, 2e, 3a
[1 hour]
3/20/18 Coaching Log: Journal about 3/15 session PSC 6.2 ISTE 6c
[1 hour]
3/22/18 Coaching Log: Debrief model lesson [1 hour] PSC 2.1, 2.2, 2.5, 3.1 ISTE 2a, 2b, 2e, 3a

3/28/18 Coaching Log: Meeting to set a personal goal PSC 5.1, 5.2, 5.3 ISTE 4a, 4b, 4c
related to learning menus [1 hour]
4/6/18 Coaching Log: Journal about 3/22 and 3/28 PSC 6.2 ISTE 6c
sessions [1 hour]
Total Hours: [16.5 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
Black x x
Hispanic x
Native American/Alaskan Native
White x
Multiracial x
Subgroups:
Students with Disabilities x x
Limited English Proficiency x
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?

For this field experience, I first planned and delivered a 1.5-hour workshop about using BrainPOP to support and
extend student learning. I also worked with a 2nd grade teacher to provide individual technology coaching based on
her personal goal of creating and using technology-based learning menus to personalize learning for her students.
Through both of these experiences, I was placed in a leadership position and saw the positive impact of the
Partnership Philosophy and Partnership Communication principles when it comes to building relationships and
effectively meeting teachers’ professional learning needs.

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
3—knowledge, skills, and dispositions.)

Knowledge: As a technology leader partnering with teachers to improve teaching and learning, it is critical to have
comprehensive knowledge of technology best practices. This includes making appropriate use of differentiation in
technology-enhanced learning experiences, utilizing research-based, learner-centered strategies, and understanding
how digital tools can be used to collect data and implement appropriate interventions. Without this knowledge, it
would be impossible to effectively support other teachers in these practices.

Skills: In order to effectively support teachers’ professional learning, a technology leader must be able to determine
strengths and weaknesses and use this information to inform the content and delivery of technology-based
professional learning. This is a critical action in order to ensure professional learning meets teachers’ needs.

Dispositions: For both the workshop and individual coaching, I needed to maintain a persistent and optimistic
outlook, while still listening to teachers’ concerns with an empathy and understanding. During these experiences, I
worked with many teachers who had a variety of opinions when it came to using technology with their students. When
developing and implementing technology-based professional learning experiences for these teachers, I used principles
of adult learning to personalize the instruction to individual needs and used strategies of Partnership Communication
to ensure their concerns were heard and their needs were met.

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

Through this field experience, teachers enhanced their knowledge of how technology can be used to improve teaching
and learning. During my coaching experience, the teacher I worked with improved her ability to create and use
technology-based learning menus in her classroom. In doing so, she increased student agency, offered differentiated
options to demonstrate understanding, and engaged students in higher-order thinking tasks, all of which have a
positive effect on student learning. The impact of this experience can be assessed through conversations and
classroom observations as our coaching relationship continues into the future. After the BrainPOP workshop, teachers
can now use BrainPOP to provide students with engaging activities while also collecting meaningful assessment data.
Participants completed an evaluation form after this workshop, which can be used to assess the impact of the session.