STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Jasmyne Burns Chioma Anuebunwa/ iTeach Fulton County Schools
Instructional Technology
Specialist
Field Experience/Assignment: Course: Professor/Semester:
Coaching ITEC 7460-PL & Tech Dr. Amy Vitala/Spring 2018
Innovation

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
SAMPLE SAMPLE SAMPLE SAMPLE
3/12/2018 Discussion and dialogue with teacher to PSC 1.4 ISTE-C 1d
determine coaching path. [1 hour]
3/13/2018 Coaching observation using the Technology PSC 1.4 ISTE-C 1d
Integration Matrix. [1 hour]
3/26/2018 Learning conversation to discuss the results of the PSC 3.3, 4.3 ISTE-C 2a,
coaching observation. [1 hour]
3/27/2018 ClassNotebook setup for teacher to prepare for PSC 3.3 ISTE-C 2a, 2b, 3c
implementation. [1 hour]
3/28/2018 Best practices discussion and presentation of PSC 3.3, 4.3 ISTE-C 2a, 2b, 3c
examples with teacher so she is prepared to
independently use tool with students. [1 hour]
Total Hours: [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
Native American/Alaskan Native
White
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency
Eligible for Free/Reduced Meals 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?

This field experience took place in a third-grade classroom at Feldwood Elementary School.
Coaching was completed with a 4th year teacher with deep pedagogical knowledge, great
classroom management and an interest in taking her teaching and technology integration
experience to the next level. The field experience mostly revolved around one-on-one interaction
with the teacher being coached. Through this experience I learned that it is very important to
understand the school needs and priorities when deciding the focus for coaching.
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: Instructional leaders or coaches must have deep content knowledge along with a
strong pedagogical foundation. One cannot only understand the technology tools when coaching.
He/she will not be effective in helping those they coach to positively change classroom practices.

Skills: This field experience required me to be able to use the tool the teacher selected, along with
the iPads, laptops and desktops. I also had to be able to troubleshoot if needed and provide the
appropriate alternatives when needed.

Disposition: It is essential to approach the coaching sessions with a positive attitude. Remain
open minded to learning as much as you teach as you are teaching. Despite the disposition of the
person/people with which you are working, it is important to remain enthusiastic that these
sessions will make a difference in the teacher’s instructional practices and student learning.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

This workshop did impact the teaching and learning environment. The teacher was interested in
using another tool that would assist her in being organized and allowed her to have multiple tools
in one place for her students to go. The students adopted and adapted well. This caused growth
when I conducted a follow up visit. The tool shared was user friendly, quickly accessible and
easily implemented which made the teacher and students more likely to use it continuously.