STRUCTURED
Field Experience Log & Reflection
Instructional Technology Department
Candidate: Mentor/Title: School/District:
Christy Jacobs Dr. Lisa Stone/ Ben Hill Middle Fitzgerald High School/ Ben Hill
School Principal County Schools
Field Experience/Assignment: Course: Professor/Semester:
Coaching Journal ITEC 7460 PL and Tech Innovation Dr. Vega/ Spring 2017
Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
March 7th Coaching Session- Encouraged implementation 2.1 2a
of technology to meet personal technology goals
(1 hr.)
March 10th Coaching Session- Demonstrated the differences 2.2, 2.4, 2.5, 2.6 2b, 2d, 2e, 2f
in digital notebooks from the teacher and student
perspectives; discussing the materials that needed
to be included to flip the classroom to a digital
environment; discussing the inclusion of a
blogging feature (1 hr.)
March 13th Coaching Session- Deciding the materials that 2.2, 2.4, 2.5, 2.6 2b, 2d, 2e, 2f
needed to be included for the collaboration space
(1 hr.)
March 15th Coaching Session- Deciding the materials that 2.2, 2.4, 2.5, 2.6 2b, 2d, 2e, 2f
needed to be included for the content library (1
hr.)
March 20th Coaching Session- (4 hrs.) Coaching through the 2.2, 2.4, 2.5, 2.6 2g, 2d, 2e, 2f
introduction of how to use digital notebooks with
four classes of honors students
Total Hours: 8 hrs.
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
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?
My field experience gave me the opportunity to coach another teacher, one on one, with
technology integration and their correlation with her ELA content standards. My peer had personal
technology goals for herself, however she had not been able to implement these in her classroom.
Through my help and guidance, we implemented the partnership philosophy and turned her fourth
quarter unit into an entirely digital unit that pushed the depth of knowledge and skills required by
four of her 9th and 10th grade honors classes.
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.)
Knowledge: This coaching experience came to fruition due to my knowledge and awareness of Ms. Parkers
technology skills and knowing how to incorporate the technology with the content standards required for her English
Language Arts classes. I also knew that her honors classes needed technology integration tools that would require
higher order thinking. This knowledge allowed me to purse a particular coaching path with Ms. Parker for technology
integration that would be successful for her needs and the needs of her students.
Skills: The skills necessary for the coaching sessions required the application of how to incorporate technology,
technology goals, and classroom curriculum. The ELA classroom was introducing the novel 1984 and it was through
having technology skills and knowledge of how to use technology through every area of curriculum that I was able to
work with Ms. Parker and implement technology effectively.
Dispositions: My disposition towards the coaching sessions were always in a positive and uplifting manner that
would encourage Ms. Parker of the avenues of which we were trying to implement. There were times when Ms.
Parker was not sure if we would finish the digital notebook in time or what the students would be able to produce with
the digital format, however, through my positive and encouraging disposition Mrs. Parker continued with our
coaching sessions and we could not have been more pleased with how everything turned out.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
This field experience was directly related to faculty development. Through coaching, I was able
to help Ms. Parker reach personal technology goals that she had for herself and in turn, her goals
and our work together provided high levels of Blooms taxonomy and depth of knowledge for her
students. This beginning coaching led to a complete lesson plan project and the implementation of
several technology tools in the classroom.
