UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Janee Glover Mentor/Title: Amanda School/District:

Campbell/ELA Dept Paul D. West Middle/Fulton
Chair/Teacher County

Course: Professor/Semester:
ITEC 7445: Multimedia & Web Design in Education Dr. Cain/ 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)

6/18-6/22 Assistive Technology Field Experience PSC 3.4, 6.1, 6.3 ISTE 3d, 6a, 6b
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:

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
Hispanic X X
Native American/Alaskan Native
White
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency
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? I participated in an Assistive Technology field experience in which I required a former 7th grade student to use noise cancelling headphones
while completing math assignments on an instructional site called BuzzMath. During the experience, I learned the importance of understanding all the
assistive services and tools needed to assist students with special needs. I also learned that technology coaching and leadership requires collaboration with
many other individuals who assist these students as well. Participating in the assistive technology field experience showed that it takes a lot of knowledge, a
positive attitude, dedication, and skills to educate students with special needs.

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 – As a result of this field experience, I learned that technology leaders must be able to provide teachers, family members, and all other people
included in the process with correct trainings, knowledge of the assistance needed for each individual, and knowledge of what implementing each plan
should look like. Technology leaders should also have a profound knowledge of the different types of assistive services and devices needed to assist
students.
Skills – This experience made me aware that technology facilitators and leaders must possess the skills and abilities to meet students where they are. This
means that they must be able to perform a wide variety of skills, have knowledge of various assistive technology resources, and work with all individuals
apart of the team and process to assist students with various disabilities.

Dispositions – This project made me aware that technology leaders must have positive attitudes, beliefs, and being enthusiastic regardless of a student’s
abilities. Despite how challenging it may be to assistive certain disabilities and special needs, it is imperative the technology leaders see the potential and
success in each student. This assistive technology project also made me aware of how valuable the relationships between the student’s and their families
become for everyone involved in helping students with disabilities. Technology leaders are often the key to ensuring all processes are being carried out
correctly when providing assistive technology services; therefore, they must remain positive and hopeful at all times.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
I think this field experience will definitely impact school improvement, faculty development, and student learning at my school. However, I think the largest
impact will be on student learning. Once a school transitions to a culture of properly and effectively integrating assistive technology services for students
with disabilities, everyone in the school will be able to support the process. It is important that these students not feel ashamed and embarrassed to be
provided assistive technology services to learn. I think if the school increased the rate in which assistive technology services were effectively implemented,
the school would see an increase in the success rates of students with disabilities.