UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Mentor/Title: School/District:

Summaya Knight Kristina McBride/Educational Dutchtown Elementary/Henry
Technology Specialist County Schools
Course: Professor/Semester:
ITEC 7305- Data Analysis and School Improvement Jim Wright/Summer 2018

(This log contains space for up to 5 different field experiences for your 5 hours. It might be that you complete one field
experience totaling 5 hours! If you have fewer field experiences, just delete the extra pages. Thank you!)

Date(s) 1st Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)

5-15-18 & Preparing and gathering resources for upcoming Student Exhibit PSC: 2.1, 2.2, 5.2, 5.3 ISTE: 3a, 3f, 2a, 2b
5-16-18 Showcase Night- 3 hours

5-17-18 Presented during Student Exhibit Showcase – 2 hours

First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Chikiya Allen- Educational Technology Specialist

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 x
Black x x x x
Hispanic x x x x
Native American/Alaskan Native
White x x x x
Multiracial x x x x
Subgroups:
Students with Disabilities x x
Limited English Proficiency x x
Eligible for Free/Reduced Meals x x
 Reflection
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?
This field experience took place at Dutchtown Elementary. It was a very rewarding experience to collaborate with both teachers and students. This involved
preparing materials and resources for technology stations during the student exhibit showcase. Five technology stations were prepared based off a survey
results from teachers and students. Each of the stations connected to the county’s personalized learning tenet of 21st century skills, Georgia Standards, and
the ISTE standards for students. The stations included coding with ozobots, creating movies with green screen, qr code scavenger hunts, and making stop
motion movies. I learned the importance of creating content that aligns to standards with the activities that were presented at the stations. In addition, to
successfully implement new material to staff and students one must be knowledgeable of the needs of participants.

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 above. Use the language of the PSC
standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)
Knowledge –(PSC 2.1, 5.2) In order to model and facilitate the use of technology tools organizers must have adequate knowledge of pedagogy, tools, and
participants learning styles. Understanding the school culture, vison for personalized learning, Georgia standards, and ISTE standards for students was key in
preparing relevant activities that suit everyone’s needs.
Skills (PSC 2.2, 5.2) – This learning experience included task for both teachers and students. The technology activities were chose based upon learner needs
and wants which differentiated the technology stations. Participants were encouraged to explore and learn new tools of their choice that support teaching best
practices.
Dispositions – (PSC 5.2)- The technology stations were completed in collaboration with other KSU Instructional Technology coaches (Chikiya Allen,
Marques Houston, Ombre Mims, and Tamika Durrah). It was necessary to communicate and collaborate with the other coaches to create successful
technology stations.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
The technology stations were designed for all students and teachers in grades kindergarten through fifth grade. This experience allowed both teachers and
students opportunities to create, communicate, and think critically using different technology tools. As a result of learning at the stations hopefully teachers
will become inspired to incorporate technology within their lesson plans. Teacher and student impact will directly be measured by a survey given at the end
of student exhibit night.