STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Bridget Walsh Karen Sard/LSTC Berkmar High School/Gwinnett Co.
Field Experience/Assignment: Course: Professor/Semester:
ITEC 7305—Data Overview ITEC 7305: Data Analysis & Dr. Wright/Summer 2020
School Improvement

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
SAMPLE SAMPLE SAMPLE SAMPLE
7/9/2020 Brainstormed project ideas with another student; PSC 1.2 ISTE 1b
sent a few emails requesting data to school
administrators and clerks [2 hours]

7/12/2020 Located sources of data and began sorting PSC 2.8 ISTE 2a, 2e, 2f, 3d, 5c
& through data sets to find and record information
7/13/2020 [5 hours]

7/13/2020 Graphed several data points and experimented PSC 2.8 ISTE 2h
with different visuals [2 hours]

7/14/2020 Developed the slide presentation (to PSC 3.7 ISTE 3g, 5c, 4c, 4a, 2h
& 7/15/2020 administrators) delivering the results of the data PSC 4.3
analysis [4 hours]
PSC 5.3
PSC 5.1
PSC 2.8
7/15/2020 Recorded & edited a video of the slide PSC 3.5 ISTE 3e, 3f, 2h
presentation [2 hour] PSC 3.6
PSC 2.8
Total Hours: [15 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: X
Asian X
Black X
Hispanic X
Native American/Alaskan Native X
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?

For this field experience, I used 11th grade American Literature Milestones data in order to
determine if our recent change to block schedule helped or hurt scores of different groups of
students on this exam. I learned that technology can be a persuasive tool to help an administration
or a school faculty make data-driven decisions about teaching and learning. Most importantly, I
learned how to break down student data and make this data visual by creating graphs in Excel.
Furthermore, I learned that data team leaders try to facilitate a diversity of perspectives about the
data so that no stone is left unturned when it comes to getting to the root cause of a learning issue
and coming up with a solution that solves the learning problem.

2. How did this learning relate to the knowledge (at 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.)
Knowledge:
I needed to have a working knowledge of data analysis: how to locate data, how to “drill down”
into observations and inferences, how to use the data pyramid, how to graphically represent data,
and how to use technology present this information to stakeholders.
Skills:
I needed to have basic knowledge of Excel (filtering, sorting and charting). I needed to know
which graph type is a best fit for different types of data; I needed to have the ability to
troubleshoot the video technology I used—I definitely earned my troubleshooting badge for my
video presentation since I initially recorded the video as a mirror image. An hour and several
Youtube tutorials later, I discovered how to reverse-mirror the video. (This is different than rotate!
Rotating a flipped video does nothing, as I discovered.)
Dispositions
 Believes all students can learn.
 Maintains effective working relationships through positive communication and
collaboration.
 Believes technology can support exceptional and diverse learners.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

The final product for this field experience—a video presentation that explores the extent to which
changing to block schedule impacted ELA Milestones scores—is easily something I could should
the administration, faculty, and content-area leaders in order to design instructional initiatives for
future students. In fact, as a follow up to this project, I created an action plan to solve the student
learning problems that I identified in the video. The impact of this data analysis can be assessed by
he next steps leaders taken in order to solve the problems identified. Alternatively, if we
implement the action plan that I suggest, we could measure the impact by comparing future
students’ test scores to past student test scores.