STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Trent Stapleton Kris McBride/Instructional Elkins Pointe MS/Fulton
Technology Coach County Schools
Field Experience/Assignment: Course: Professor/Semester:
Engaged Learners Project ITEC 7400 21st Century Teaching Dr. K. Williams, Fall 2017
and Learning

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
10/3/17 Synchronous session “Beginning your Engaged 1.1, 2.1, 2.2, 2.4 1a, 2a, 6a
Learning Project” (1 hour)
10/8-10/14 Identified specific standards, developed idea for 2.1, 2.2, 3.1 2a, 2b, 3c
ELL, completed ELL Template for submission
(3 hours)
10/15-10/22 Submitted ELL Project and reviewed peer ELL 2.1, 3.1, 6.1 3a, 3c, 6a
projects (2 hours)
10/25-11/5 Revised ELL project per coaching feedback, 2.1, 6.1, 3.7 6a, 3g
submitted revised proposal (3 hours)
11/13-11/16 Introduced ELL project with 7th grade class. 2.1, 2.2, 3.3, 2a, 2b, 3c, 5c
Held Skype sessions with 2 of 4 community
members, scheduled second 2 Skype sessions
for after Thanksgiving break. (4 hours)
11/17-11/26 Revised ELL project, transferred to proper 2.1, 2.2, 3.1, 3.3, 6.1 2a, 2b, 3a, 3c, 6a
template, narrowed focus of project and
established specific checklists and assessments.
(4 hours)

Total Hours: [17 hours]

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 X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
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 took place in a 7th grade Social Studies classroom over a 4 week period.
During the first two weeks of the project, students conducted research with their class on the
history, geography, economy, cultures and politics of Africa. During this time, students gained the
background knowledge to complete the final two weeks of the project.
Students were assigned to 1 of 5 groups (Ashanti, Bantu, Arab, Swahili and “Western”) and
tasked with representing these groups during a Model UN Simulation. Except for the Western
group, one member of the community with ties to each group agreed to participate in a question
and answer sessions (Skype or in person). Each group then represented the interests of each group
during a Model UN session with the goal of creating more effective human rights protections for
the African continent.
During this experience, I learned that when using many different technology tools in one class,
it is important to develop simple and easy to follow procedures for use of the tools. It was also
important to make sure that the technology tools to be used were working! Our first attempt at a
Skype session did not work because of some issues with the school firewall. We adjusted and used
Google Hangouts instead! And the issue with Skype was resolved before the second Skype
session. Which leads to another important lesson…always have a backup plan to ensure that the
activities are not lost. It is important to make sure that the activity will be effective even if the
technology does not work. We need to make it about the learning/growing and not about the
technology use.

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.)
It was important to remember while completing this field experience that an effective
technology coach must be familiar with technology integration content. Effective coaches can
design and implement technology that enhances the learning of the students in a classroom.
Effective coaches should also be able to design activities that complement the diversity of students
in the classroom. It is important to provide activities and develop lessons that are sensitive to the
needs of all students in the room, and effective use of technology can help to narrow learning gaps
in the classroom.
Effective technology coaches should also be able to communicate and collaborate efficiently
with teachers, students and administration. And effective coaches also need to be able to model
effective communication. By using technology for effective communication and collaboration,
technology coaches can ensure that their teachers are developing effective classroom management
and collaborative learning strategies in their room.
I also learned during this field experience that it is good to remain enthusiastic and positive,
even when things do not go exactly as planned. Effective coaches should be able to troubleshoot
and solve issues in the classroom, as working with technology can frequently present technical
issues. Effective coaching is being able to address an issue and find a solution. During this field
experience, I found it best to always have a secondary plan for when the first plan does not work
out – for example, having Google Hangouts prepared for when Skype is blocked by the school
firewall!

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
As a final piece to this project, the students and the class reflected on creating and agreeing
upon the various UN resolutions. While the students reflected, they talked about why it was easy
to agree on certain things, what made other things more difficult to agree upon, and they also
developed a list of ideas for more effective conflict resolutions. The class is planning on
presenting their conflict resolution strategies during the spring semester Character Education day.
We have been working on development some units and lessons that connect our school with
the community. We have been unsuccessful in setting up authentic communication with the
community, however, we were able to find some community members/groups that are interested
in becoming more invested in our school.
Working specifically with the teachers, we focused on setting up a standard process for
communication between teachers and standards, as everything submitted in this project was
completed digitally. Both teachers, students and community members utilized digital
communication and collaboration to communicate locally and globally, and we hope to see an
increase in these practices schoolwide.