STRUCTURED
Field Experience LogReflection

Instructional Technology Department

Candidate:
Sandra S. Bennett / Mentor/Title:
Mrs. Diane Stephenson –
Technology Specialist / School/District:
Haynes Bridge Middle School/Fulton County
Field Experience/Assignment:
Professional Development Workshop / Course:
ITEC 7460 Professional Learning & Technology Innovation / Professor/Semester:
Dr. J. Fuller/Spring 2014

Part I: Log

Date(s) / Activity/Time / STATE Standards
PSC / NATIONAL Standards
ISTE NETS-C
SAMPLE
3/1/14 / Completed the pre-planning for the Professional Development Workshop on Digital Storytelling [2 hours] / PSC 1.3, 1.4,2.1, 2.6, 3.3, 3.6, 5.1, 5.2, 5.3 / ISTE 1c, 1d, 2a,2f, 3c, 3f
4a, 4b, 4c
3/2/14 / Researched Digital Storytelling and gathered resources
[2 hours] / PSC 2.1, 2.6, 3.6, 5.1, 5.2, 5.3 / ISTE 2a, 2f, 3f.4a,4b, 4c
3/9/14 / Designed the agenda and planned the activities for the workshop.
[4 hours] / PSC 2.1, 2.2,2.4, 2.6, 2.7, 3.6, 5.1, 5.2, 5.3 / ISTE 2a, 2b, 2d, 2f, 3f, 5b, 5c, 4a, 4b, 4c
3/15/14 / Designed a Prezi to present from
[3 hours] / PSC 2.2, 2.6 / ISTE 2b, 2f
3/22/14 / Designed a website to contain the Prezi and other links, student samples and helpful resourcesto support continued, extended online learning
[3 hours] / PSC 3.3, 3.7 / ISTE 3c, 3g
3/28/14 / Delivered the workshop
[1 hour] / PSC 2.1, 2.2,, 3.2, 3.5, 3.7, 4.1, 4.3, 6.3 / ISTE 2a, 2b, , 3b, 3e, 3g, 5a, 5c
3/31/14 / Follow-up to include analyzing evaluation results and following up with teachers for assistance
[2 hours] / PSC 2.7, 2.8, 3.3, 5.3, 6.1, 6.2, 6.3 / ISTE 2g, 2h, 3c, 4c, 6a, 6b, 6c
Total Hours: [17 hours ]
DIVERSITY
(Place an X in the box representing the race/ethnicityand 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
Black / x
Hispanic
Native American/Alaskan Native
White / x
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?
This field experience involved the planning, design and delivery of a workshop for teachers on the topic of digital storytelling. This involved assessing the needs of the faculty and determining interest, researching and collecting resources, and developing a platform (website) to provide a place to house a Prezi and the other resources for teachers to go back to or extend their learning. I had done professional development in the past, but this was unique in including the website with the linked resources and required much more time to pull together. While the workshop itself was only an hour in length, the time spent in preparation and follow-up took sixteen. I believe this should be well worth the additional time however, because the website provides a place for teachers to return for clarification, and additional resources to extend their learning beyond the 1 hour available. Also, it will provide a resource for those who were not in attendance.
While most tools I already knew, I learned additional tools for digital storytelling, such as the Explain Everything app for the iPad. I learned the importance of modeling, demonstrating and then allowing time for the learners to practice. I also learned that we can successfully differentiate in professional development as we would for our students. During the practice time, the participants ended up in two groups because I had some that knew how to do Animoto and wanted to learn Explain Everything, Another group was interested in learning and practicing Animoto.
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 atechnology 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 3—knowledge, skills, and dispositions.)
The field experience provided the opportunity develop skills in “evaluating digital tools and resources” for “suitability” within our school ((PSC 3/ ISTE 3f). The experience provided knowledge of additional digital tools and resources that can be used by teachers in their respective content area to integrate this technology intoinstruction.) This added knowledge assists the technology coach in developing a repertoire of research-based practices to share with and teach others. This field experience provided skill practice in “designing and implementing a technology-based professional learning that aligns with standards, integrates technology and supports best practice teaching. (PSC 5.2/ISTE 4b). Skills were developed to “model and facilitate the design and implementation of technology-enhanced learning experiences.” (PSC2.1/ ISTE 2a). These skills will be beneficial in providing professional development and coaching in the future. As a technology coach I have learned that it is important that I demonstrate an attitude of helpfulness and spirit of collaboration to allow learning to become a two-way exchange. I have come to believe that establishing a partnership is most helpful in successfully working as a technology coach to positively impact change. Finally, I have learned that I receive a great deal of personal satisfaction from being able to successfully share with and teach others.
3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?
School improvement is positively impacted as teachers effectively integrate technology into their teaching practice, which helps improve teaching and ultimately student learning. This field experience provided the technology leader and members of the faculty with helpful tools and skills to implement digital storytelling, which has application across all disciplines. Digital Storytelling, as is true with other technologies, greatly enhances student engagement around a topic and promotes higher order design and creativity skills while learning the content.
Additionally, with the website now available to provide additional resources, a blended learning opportunity exists for ongoing development of teacher and student learning. The impact can be assessed by teacher evaluations and as we see student performance ultimately increase