STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Brittnay Schuster Matt Raettig/ Assistant Principal Mountain View High School/
Gwinnett County Public Schools
Field Course: Professor/Semester:
Experience/Assignment: ITEC 7430: Internet Tools in the Dr.Sherry Grove/ Fall 2017
ELL Lesson Plan development and Classroom
implementation

Part I: Log
Date(s) Activity/Time STATE Standards
PSC
11/09/2017 Outlined and drafted ELL lesson plan [3 hours] 1.2 Strategic Planning 1b: Contribute to the
Candidates facilitate the
design, development,
implementation,
communication, and evaluation
of technology-infused strategic
plans. (PSC 1.2/ISTE 1b)
2.1 Content Standards &
Student Technology
Standards Candidates model
and facilitate the design and
implementation of
technology-enhanced learning
experiences aligned with
student content standards and
student technology standards.
(PSC 2.1/ISTE 2a)
11/11/2017 Searched for and found Newsela article on the 3.6 Selecting and Evaluating 3d: d. Select, evaluate, and
Declaration of Universal Human Rights. [1 hour] Digital Tools & Resources facilitate the use of adaptive
Candidates collaborate with
teachers and administrators to
select and evaluate digital tools
and resources for accuracy,
suitability, and compatibility
with the school technology
infrastructure. (PSC 3.6/ISTE
3f)
11/11/2017 Read Newsela article and developed discussion 2.2 Research-Based
board on Desire2Learn [1.5 hours] Learner-Centered Strategies
Candidates model and facilitate
the use of research-based,
learner-centered strategies
addressing the diversity of all
students. (PSC 2.2/ISTE 2b)
NATIONAL Standards
ISTE NETS-C
planning, development,
communication,
implementation, and
evaluation of
technology-infused strategic
plans at the district
and school levels
3b Maintain and manage a
variety of digital tools and
resources for teacher and
student use in technology-
rich learning environments
and assistive technologies to
support student
learning
2b: b. Coach teachers in and
model design and
implementation of
technology-enhanced
learning
experiences using a variety
of research-based,
learner-centered instructional
strategies and assessment
tools to address the diverse
needs and
interests of all students
11/12/2017 Created formative assessment for vocabulary [1.5 2.7 Assessment Candidates
hour] model and facilitate the
effective use of diagnostic,
formative, and summative
assessments to measure student
learning and technology
literacy, including the use of
digital assessment tools and
resources. (PSC 2.7/ISTE 2g)
2.8 Data Analysis Candidates
model and facilitate the
effective use of digital tools
and resources to systematically
collect and analyze student
achievement data, interpret
results, communicate findings,
and implement appropriate
interventions to improve
instructional practice and
maximize student learning.
(PSC 2.8/ISTE 2h)
11/12/2017 Found rubric for blog and discussion assessment 3.2 Managing Digital Tools 3g: Use digital
[1 hours] and Resources Candidates
effectively manage digital tools
and resources within the
context of student learning
experiences. (PSC 3.2/ISTE
3b)
11/20/2017 Completed reflection post on ELL lesson plan 6.2 Reflection Candidates 6c: c. Regularly evaluate and
and presentation [1.5 hour] regularly evaluate and reflect
on their professional practice
and dispositions to improve
and strengthen their ability to
effectively model and facilitate
technology-enhanced learning
experiences. (PSC 6.2/ISTE
6c)
11/20/2017 Created, rehearsed, and recorded a screencast for 3.2 Managing Digital Tools 3b: Maintain and manage a
ELL lesson presentation [2 hours] and Resources Candidates
effectively manage digital tools
and resources within the
context of student learning
experiences. (PSC 3.2/ISTE 3b
11/20/2017 Completed ELL lesson plan write up [4.5 hours] 3.7 Communication & 3g: Use digital
Collaboration Candidates
utilize digital communication
and collaboration tools to
communicate locally and
globally with students, parents,
peers, and the larger
community. (PSC 3.7/ISTE 3g)
4.3 Diversity, Cultural
Understanding & Global
Awareness Candidates model
and facilitate the use of digital
2g: Coach teacher in and
model effective use of
technology tools and
resources to continuously
assess student learning and
technology literacy by
applying a rich variety of
formative and summative
assessments aligned with
content and student
technology standards
communication and
collaboration tools
to communicate locally and
globally with students,
parents, peers, and the larger
community
reflect on their professional
practice and dispositions to
improve and strengthen
their ability to effectively
model and facilitate
technology-enhanced
learning experiences
variety of digital tools and
resources for teacher and
student use in technology-
rich learning environments
communication and
collaboration tools
to communicate locally and
globally with students,
parents, peers, and the larger
community
5c: Model and promote
diversity, cultural
understanding, and global
awareness by using
 tools and resources to support
diverse student needs, enhance
cultural understanding, and
increase global awareness.
(PSC 4.3/ISTE 5c)
Total Hours: [16 hours ]
digital-age communication
and collaboration tools
to interact locally and
globally with students, peers,
parents, and the larger
community

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
Black x
Hispanic x
Native American/Alaskan Native
White x
Multiracial x
Subgroups:
Students with Disabilities
Limited English Proficiency x
Eligible for Free/Reduced x
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?

For this experience I designed and implemented a lesson about human rights that was specifically
geared towards assisting students who are classified as English Language Learners (ELLs).
Although all students completed the assignment, the tools and activities were chosen and designed
to meet the needs of ELLs. This offered them an opportunity to not struggle as much as they are
used to. The most important thing I learned about this field experience is that teachers are far more
receptive to trying new tools when you, as a technology coach, have already tried them and
address the pros and cons when sharing the tool with other teachers.

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 3knowledge, skills, and
dispositions.)
The knowledge required for this experience includes knowing how to use the technology tools.
This is the most important knowledge needed for this lesson because the learning that occurs is
primarily done through the use of Quizlet, Newsela, D2L, and Edublogs. In order to properly
implement this lesson plan teachers must be able to efficiently navigate each tool. Teachers must
have skills in troubleshooting and building/finding/using digital content. Being able to find news
articles that relate to historic events and current events are skills that teachers must have in order
to facilitate the generation of connections for students. Also, teachers must have classroom
management skills to establish appropriate protocols for establishing the classroom rules for
digital citizenship. Teachers must believe the in the power of technology to meet students where
they are to get them where they want to be. They have to have an open minded disposition about
selecting technology tools that can benefit their students. Teachers must also be of the mind set
that technology does not always work, so there must be a backup plan in the situation where the
internet or computers are not functioning properly.

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 faculty development and student learning because I was able to share
some of these tools with other teachers who have a larger population of ELL students in their
classes. In sharing these tools, teachers were able to use them for similar assignments and they
were able to use the tools for additional assignments to help meet the needs of their students.
Student learning was impacted because students were able to engage in a learning expierience that
allowed them to generate connections between historic events, current events, and their personal
cultural experieinces.