STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Kim Hoy David Buddenbaum, Associate Hart County Charter System
Superintendent
Field Experience/Assignment: Course: Professor/Semester:
Lesson Plan Project ITEC 7430 Internet Tools Dr. Laurie Dias/Spring 2018

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
3/1/18 Initial planning of lesson plan project: determine standards, 2.1, 2.2, 2.6, 3.2 2a, 2b, 2f, 3b
instructional strategies, and technology integration tools (3 hours)
3/3/18 Created Google Drawing template and example mind map for 2.2, 2.5, 3.2, 3.3, 3.6 2b, 2e, 3b, 3c, 3f
students to use on day 1 of lesson (2 hours)
3/3/18 Create Google Forms to use on day 2 of Volume Lesson Plan; 2.1, 2.2, 2.3, 2.4, 2.5, 2a, 2b, 2c, 2d, 2e, 2f, 2g,
Create Choice Board and corresponding rubrics for use on days 2.6, 2.7, 3.1, 3.2, 3.3, 3a, 3b, 3c, 3f
3-5 of Volume Lesson Plan (4 hours) 3.6
3/4/18 Research/Create digital equity plan, assistive technology and 3.4, 3.5, 4.1 3d, 3e, 5a
troubleshooting plan (2 hours)
3/5/18 Implement Day 1 of Volume Lesson Plan - use of Google 2.2, 2.5, 3.2, 3.3, 3.6 2b, 2e, 3b, 3c, 3f
Drawing as mind mapping tool (1 hour)
3/6/18 Implement Day 2 of Volume Lesson Plan – explanation of choice 2.1, 2.2, 2.3, 2.4, 2.5, 2a, 2b, 2c, 2d, 2e, 2f, 2g,
board and Google Forms (1 hour) 2.6, 2.7, 3.1, 3.2, 3.3, 3a, 3b, 3c, 3f
3.6
3/8/18 Implement Day 4 of Volume Lesson Plan - use of choice board 2.1, 2.2, 2.3, 2.4, 2.5, 2a, 2b, 2c, 2d, 2e, 2f, 2g,
and all Web 2.0 tools (1 hour) 2.6, 2.7, 3.1, 3.2, 3.3, 3a, 3b, 3c, 3f
3.6
3/9/18 Implement Day 5 of Volume Lesson Plan - use of choice board 2.1, 2.2, 2.3, 2.4, 2.5, 2a, 2b, 2c, 2d, 2e, 2f, 2g,
and all Web 2.0 tools (1 hour) 2.6, 2.7, 3.1, 3.2, 3.3, 3a, 3b, 3c, 3f
3.6
3/9/18 Coaching session debrief with classroom teacher (1 hour) 5.2, 6.1 4b, 6a, 6b

3/13/18 Implement Day 8 of Volume Lesson Plan – 3-Act Task 2.1, 2.2, 2.3, 2.4, 2.5, 2a, 2b, 2c, 2d, 2e, 2f, 2g,
(trashketball volume cylinder/sphere) (1 hour) 2.6, 2.7, 3.1, 3.2, 3.3, 3a, 3b, 3c, 3f
3.6
3/24/18 Full write-up and reflection of lesson plan on ISTE template (4 6.1, 6.2, 6.3 6a, 6b, 6c
hours)
3/25/18 Screencast video of lesson plan implementation (1 hour) 3.6, 6.1, 6.2, 6.3 3f, 6a, 6b, 6c

Total Hours: 22 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 X X X
Black X X X
Hispanic X X X
Native American/Alaskan Native
White X X X X
 Multiracial X X X
Subgroups:
Students with Disabilities 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?
During this field experience, I had the opportunity to design a lesson using Web 2.0 tools and coach a teach through
its implementation. I designed the lesson to be carried out in three parts. In part one, students created their own
graphic organizer using Google Drawing and connected objects in the organizer to YouTube tutorial videos. In the
second phase of the lesson, students got to work with numerous Web 2.0 tools as they completed tasks from a choice
board. In the final part of the lesson, students got to experience a 3-Act task video experiment to calculate how many
paper trashketballs would fit into a cylindrical trash can. This field experience helped me connect many different
Web 2.0 tools together into a coherent lesson, while also incorporating differentiation, digital equity, troubleshooting,
and many other components. In coaching the teacher, I learned that to be an effective technology coach, I have to
work with teachers just past their comfort zone to achieve the best results. In this case, I included some non-
technology options in the choice board to not entirely overwhelm the teacher. I also refined my skills of
troubleshooting throughout the lesson, helping both students and the teacher work around technology road blocks.

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 coach, I need to be aware of research-based, learner-centered instructional strategies
and technology (PSC 2.2, 2.6). To design this professional learning experience, I had to learn several new
technologies, including Google Drawing, Storybird.com, and Flipgrid (PSC 3.2). I researched digital equity strategies
and the use of assistive technology (PSC 4.1, 3.4). I also needed to be aware of adult learning needs and best
practices in teaching and learning (PSC 5.2) to effectively coach the classroom teacher.

Skills – During this professional learning experience, I needed to be able to model how technology and instructional
strategies are blended to differentiate content for students (PSC 2.5, 3.1). I also needed to manage the digital
environment, both in terms of student and teacher use of technology and in appropriate use of online tools (PSC 3.1,
3.3). During the planning stages, I made sure both the classroom teacher and I could appropriately use the various
strategies and technologies that we were addressing during the learning session. I must be able to support teachers in
using these strategies during the school year so that students are getting the benefit of powerful instructional design
(PSC 2.2, 2.6).

Dispositions – As a coach, I need to remain positive about learning new technology so teachers are willing to try. In
this case, I needed to be cautious and encouraging so that this classroom teacher remained opened to the idea of a
choice board and a 3-Act task. When things do not goes as planned in a classroom, I must work to remain calm and
patient with technology glitches. A coach needs to be the bridge between research and practical application in the
classroom, which often takes a lot of enthusiasm, motivation, and creative thinking!

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
This field experience impacted both teacher and student learning, which ultimately should impact student achievement
and school improvement. In the coaching experience, I was able to work with one classroom teacher and focus in on
his particular needs, hoping that the success in this classroom spread to other 8 th grade math rooms. By directly
working with students on new technology, much of what they learned may be transferred to other classes that they
might be taking. This could potentially have the ability to impact more teachers. Much of the learning that took place
during this field experience would be monitored through classroom observations and teacher conversations. Teachers
may share some of the strategies and technology options in grade level planning meetings or to the broader faculty
meetings.