UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Trent Stapleton Mentor/Title: School/District:

Kris McBride / Instructional Fulton County Schools
Technology Specialist
Course: Professor/Semester:
ITEC 7430 Internet Tools in the Classroom Dr. Williams / Fall ‘17

(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)

8/4/2017 Planning for GaETC session 6.1, 6.3 6a

3 hours

8/9-8/10 Presenting and attending GaETC 6.1, 6.3 6a

- Session: “How to coach a coach”

12 hours
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Oma Anuebunwa

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 X X X X
White X X X X
Multiracial X X X X
Subgroups:
Students with Disabilities X X X X
Limited English Proficiency X X X X
Eligible for Free/Reduced Meals X X 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 was my first opportunity to attend and present at a major conference. I was extremely overwhelmed when I first arrived
because I did not know what to expect. I was confident in my presentation, and I do not have any problems with speaking in front of large crowds.

This field experience also consisted of the planning and preparation for the presentation. I worked on the presentation with another KSU iTeach
instructional coach. Together we looked at ideas, issues, and strategies from our current studies. Using suggestions and strategies from John Knight,
we developed our session to help teachers that are transitioning into an instructional coaching role.

While working on this field experience, I gained a greater understanding of the role of the instructional coach and a greater appreciation for what an
instructional coach can do! Throughout the conference, I connected with educators from across the state and country that have become a wealth of
knowledge and are continuously sharing resources.

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 – It is important for instructional coaches to stay informed and updated in the field of instructional technology. While technology is not the only
answer for improving instructional practices, it plays a major role in personalizing student learning. As an instructional coach, this experience helped me to
be prepared for the newest and emerging technologies coming to the classroom.

Skills – Attending a large conference requires excellent communication skills. Whether a person is attending or presenting, it is important that you can share
information quickly and efficiently! With so much to see, hear, and do at this conference, I only had a few minutes of anyone’s time. And I only had a few
minutes of my own time to share. Much is the same in the classroom or the school building. Teachers are always running on that last minute and we only
have students attention for such a short amount of time before we lose them. Instructional coaches have to be quick to communicate.

Dispositions – My understanding of large conferences has changed greatly over the course of this experience. As a classroom teacher, I never felt like this
would be of any direct benefit to my classroom. Now that I have seen that the real benefit of these conferences is to make Professional Learning Network
connections, I encourage all of my teachers to attend and present at large educational technology conferences. As an instructional coach, it is important to
remember that the work is about making connections first. And this can be with students or teachers in the building, or it may be with national partners that
can lead to authentic learning experiences in your building.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
As I mentioned before, I used this conference as an opportunity to make connections with people in the educational technology world. One of the
connection has led to a partnership with a school in another state. As a collaborative project, we are going to design and 3D print a working Indy Car to
present at a future conference. This experience has had direct impact on faculty development and student learning. This single connection has led to an
increase in 3D printing and 3D design in both students and teachers. We have several 3D printing sessions planned for our school,, and several teachers with
plans to incorporate 3D design into a future unit.
 Date(s) 2nd Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)
11/17 Digital Collaboration tools using Office 365. Instruct staff on use of 1.1 Shared Vision 1a, 4a, 4b,
Office 365, creating and using OneNote, World Online, and the
Office 365 suite. Created a OneNote Breakout challenge to help 2.6 Instructional Design
teachers set up, share and use their first collaborative OneNote.
Continued with breakouts sessions (I was with K-2) to further 3.7 Communication &
understanding of OneNote and the use of Office 365 to collaborate Collaboration
with PLC.

2 Hours

First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Carrie Mcatee / Hembree Springs METI

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
Hispanic X
Native American/Alaskan Native
White X
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals 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 was part of a whole faculty professional development. We met as a full staff to look further into the use and implementation of
Office 365 tools, specifically OneNote. Teachers worked in grade level groups to complete a OneNote Breakout activity that led the groups through setting
up a shared Notebook for grade level communications. Grade level groups then became more familiar with the OneNote tools and features by adding to ,
editing and sharing information in their new Notebook.
We also looked deeper into how to use these tools to aid in instructional design. Grade levels set up sections in their Notebook to help facilitate best
practices while using these digital tools in the classroom.

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 – Grade level groups focused on developing effective instructional design using Office 365 tools. The focus of the PD was to show how Office
365 tools can 1) replace and digitize effective instructional practices that are already in place and 2) how using Office 365 tools can increase the ability to
communicate and collaborate with administration, other teachers, students and families.

Skills – Grade level groups developed the skills necessary to be able to build and share their own Notebooks and documents using Office 365. The goal with
using Office 365 is to create a common procedure for collaboration throughout the school. Each grade level group created and shared their collaborative
Notebook with the administration to aid with proper instructional design and effective procedures for building the school community.

Dispositions – As with most opportunities in leading professional development, it is important to show how the tools/strategies being shred will benefit the
teachers and their classrooms. I emphasized several times that our main focus with introducing the tools was to increase the communication and
collaboration between teachers. As teachers become more efficient with their use of these tools, they can begin to share the tools with their students. By
using technology to increase communication and collaboration, students can remain connected to their learning outside of the classroom.

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 helped to create a standard procedure for grade level teams to build and share units and lessons. Using Notebook to collaborate will
help teachers stay connected and able to share ideas while saving time. The grade level Notebooks are also shared with the administration. This helps to set
up standard practices for working with administration and keeping administration informed on the best practices in the classroom.