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STRUCTURED

Field Experience Log & Reflection


Instructional Technology Department
Candidate:

Mentor/Title:

School/District:

Lacey Gooch

David Miller/ITS

Otwell Middle/Forsyth County

Field Experience/Assignment: Course:

Professor/Semester:

One-Hour Technology Workshop


Coaching Journal
GAPSS Review

Richardson/Fall 2014

ITEC 7460

Part I: Log
Date(s)

Activity/Time

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

9-28 and 11-9

GAPSS Part A and B Review 6 hrs. structured

PSC 5.1

ISTE 1b, 1d, 4a, 4c, 6c

Coaching Journal 6 hrs. structured

PSC 5.2

One-Hour Technology Workshop 3 hrs.


structured
Total Hours: [15 hours ]

PSC 5.2

ISTE 1a, 2a, 2b, 2d, 2e, 6a,


6c
ISTE 1b, 1d, 2a, 2b, 2d, 2e,
3c

10-1 11-7
11-13

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

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8

P-12 Students
9-12

P-2

3-5

6-8

X
X
X

Native American/Alaskan Native

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

X
X
X

9-12

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?
The GAPSS Review was a great tool in identifying focus areas for my school and provided me the
opportunity to voice ideas to address our weaknesses as a school. Furthermore, the Coaching
Journal was excellent in providing me the experience to be a leader and assist a colleague in
implementing technology to a further degree and in a more effective way. Perhaps the most
beneficial assignment I completed was the One-Hour Technology Workshop, where I learned by
doing. During this assignment, I experienced what it is like to be an ITS through leading a
meaningful technology session to all grade level teachers and provided them with ideas to use in
the classroom as well as assisted them with any struggles they may have had.

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.)
Each of these experiences enhanced my knowledge about and ability to conduct needs
assessments, lead technology-based professional learning sessions, and design and implement
program evaluations to assess effectiveness. I was able to apply my knowledge gained from the
readings throughout the course, regarding professional learning and how best to approach
colleagues while trying to coach them. This gained knowledge was put into action during the
GAPSS Review, Coaching Journal, and especially during the One-Hour Technology Workshop.
Throughout the completion of each of these, I demonstrated the enthusiasm, encouragement, and
positive attitude required of a technology coach.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
The GAPSS Review helped reveal some forgotten areas that needed to be addressed as a school.
This was assessed in our mini-GAPSS analysis, which took place in October and will continue to
be assessed in other GAPSS analyses to come. The Coaching Journal helped to promote
technology incorporation into classroom lessons, for one teacher in particular, but others as well,
who became curious about what we were doing in our classrooms. Lastly, the One-Hour
Technology Workshop was great for professional learning, where teachers learned how to use
various tools in the database, itslearning. This will be of particular use on inclement weather days,

which our county no longer has, where teachers and students will be expected to use these tools in
itslearning in order to not lose valuable learning time. This experience was assessed through a
faculty survey and can also be assessed through data and surveys on the mentioned inclement
weather days.