STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate: Kali W. Alford

Mentor/Title:
Henry Stephens

Field Experience/Assignment: Course: Technology

Multimedia Unit
Multimedia and Web Design

School/District:
Riverwood High School
Professor/Semester:

Dr. Grove

Part I: Log
Date(s)

Activity/Time

Time

2/4/15

Researching examples of WebQuests

1 hour

STATE Standards
PSC
1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

2/21-24/15

2/24/15

Began testing usability of webquest

examples and mimicking functions
on Weebly

3 hour

Research topic for webquest on

Computer Science

1 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

1.2 Strategic
Planning
Candidates facilitate the
design, development,

NATIONAL Standards
ISTE NETS-C
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional

implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/2-5/15

Met with Computer Science teacher

to develop concepts for WebQuest

3 hour

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

3/23/15

Create map of school with locations

of WiFi access points

3/23/15

Test Access Point with Computer

Science Teacher

1 hour

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.
(PSC 1.1/ISTE 1a)

2.5 hours

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.

learning programs, and

evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
6. Content knowledge and
professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences
4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and

3/24/15

Draft lesson in School Unit plan

template

1.5 hours

4/1/2015

Transfer plans to Weebly Website

2 hours

(PSC 1.1/ISTE 1a)

evaluate the impact on

instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and planning

Shared Vision
Candidates facilitate the
development and
implementation of a shared
vision for the use of technology
in teaching, learning, and
leadership.
(PSC 1.1/ISTE 1a)

4. Professional development
and
program evaluation Technology
coaches conduct needs
assessments ,develop
technology-related professional
learning programs, and
evaluate the impact on
instructional practice and
student learning.
a. Conduct needs assessments
to inform the
content and delivery of
technology-related
professional learning programs
that result in a
positive impact on student
learning
b. Design, develop, and
implement echnologyrich
professional learning programs
that model
principles of adult learning and
promote digital
age best practices in teaching,
learning, and planning

1.2 Strategic
Planning
Candidates facilitate the
design, development,
implementation,
communication, and
evaluation of technologyinfused strategic plans. (PSC
1.2/ISTE 1b)

6. Content knowledge and

professional growth Technology
coaches demonstrate
professional knowledge, skills,
and dispositions in content,
pedagogical, and technological
areas as well as adult learning
and leadership and are
continuously deepening their
knowledge and expertise.
a. Engage in continual learning
to deepen content
and pedagogical knowledge in
technology
integration and current and
emerging
technologies necessary to
effectively implement
the StandardsS and
StandardsT
b. Engage in continuous
learning to deepen
professional knowledge, skills,
and dispositions
in organizational change and
leadership, project
management, and adult
learning to improve
professional practice
c. Regularly evaluate and
reflect on their
professional practice and
dispositions to
improve and strengthen their
ability to
effectively model and facilitate
technology enhanced learning
experiences

Total Hours: [15 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-2

Race/Ethnicity:
Asian
Black

3-5

6-8

P-12 Students
9-12
X

P-2

3-5

6-8

9-12

Hispanic
Native American/Alaskan Native

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

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 WebQuest broadened my thoughts on what all goes into planning a rich multimedia filled
lesson. There is an obvious amount of content knowledge one must have in order to be successful,
but the amount of pedagogical knowledge and awareness caught me by surprise.

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.)
In order to complete this project , not only did I need to know a surface amount about networking,
but I also needed to be aware of my audience as I planned. I needed to make sure that everything I
did would be appropriate and reasonable for me to ask of my students. I think I accomplished this.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
This lesson has only been assigned within the last week, so it is difficult to say at this time.
However, I would hope that project such as this that is to say projects that are real world
authentic start to become the norm at my school.