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UNSTRUCTURED Field Experience Log & Reflection Instructional Technology Department Candidate: Mentor/Title: School/District: Iliana Lourie Marla Lear- Teacher World Language
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    UNSTRUCTURED Field Experience Log & Reflection Instructional Technology Department   Candidate: Iliana Lourie Mentor/Title: Marla Lear- Teacher School/District: World Language Academy/Hall County Course:   ITEC 7445 Multimedia & Web Design in Education   Professor/Semester:   Dr. Sherry Grove/ Spring 2015  Part I: Log (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 rows. Thank you!) Date(s) 1 st  Field Experience Activity/Time PSC/ISTE Standard(s) Reflection (Minimum of 3-4 sentences per question)  2/27/2015 3/2/2015-3/6/2015 Implementation of Assistive Technology Student. 5 hours over a 6 day period. ! # %&'() *+ %, ! # %&-() *+ %. ! # %&/() *+ %0 ! # %&1() *+ %2 ! # 3&3() *+ 345 1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience? I researched applications that could  be used to meet the Math goals in a student IEP. I also downloaded the applications and designed a learning environment in which these applications could be used. In addition, I met with the student for one hour to explain to her how to use the Ipad that would be provided to her, how to access the applications and how to navigate the three applications that would address the goals established in her IEP. These applications would be Learnzillion, Blendspace, HMH Fuse and Nearpod. Throughout the week, I helped the student troubleshoot some challenges found in a couple of the 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  Native American/Alaskan Native White Multiracial Subgroups:   Students with Disabilities X Limited English Proficiency Eligible for Free/Reduced Meals X applications in particular Nearpod which was used for active  participation in class. 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 3—knowledge, skills, and dispositions.)  In order to meet the need of the student, it was important to know the content area being addressed. With this knowledge and understanding, I needed to be able to find the resources that could enhance learning and meet the needs of the student. In this particular case, enhancing also meant making appropriate use of differentiation to create an environment where all students can learn and can extend their learning in an online environment. I had to be willing to design new lessons that would allow all students to be able to  participate in a safe environment. 3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?  This experience impacted student learning because it allowed her to be a more active participant in the learning environment as well as independence with learning concepts. This was measured by data obtained by the analytics component of the applications and the weekly progress of students assignments.    Date(s) 2 nd  Field Experience Activity/Time PSC/ISTE Standard(s) Reflection (Minimum of 3-4 sentences per question)   2/27/2015 Training of teachers that will be in contact with the student using assistive technology in Math. ! # '&'() *+ ',5 ! # 3&/() *+ 305 1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?   I met with the Math Support teacher and the Special Education teacher to train them on the applications downloaded on Anna’s Ipad so they could understand basic troubleshooting of the application. This would allow the student to get more practice and be successful in different environments. 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 3—knowledge, skills, and dispositions.)  This learning experience allowed me to implement a shared vision in the use of technology in teaching. I was able to collaborate with other teachers in selecting and evaluating digital tools 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  Native American/Alaskan Native White X Multiracial Subgroups: Students with Disabilities Limited English Proficiency Eligible for Free/Reduced Meals  used to enhance and extend students’ learning. This is possible when we recognize that all students can learn in appropriate environments. 3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed? It impacted faculty development shown in the implementation of new tools that can serve students better even when teachers’ comfort level with technology is low. This can be measured by the use of new technologies in other scenarios. For instance, the Special Education teacher is now implementing the use of Blendspace for other students.
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