Field Experience Log & Reflection

Instructional Technology Department

Candidate:
Adam Keith

Mentor/Title:
Ashli Schwartz

School/District:
Ashworth Middle School
Gordon County
Professor/Semester:
Dr. Julia Fuller
Fall 2013

Field Experience/Assignment: Course:

Unstructured
Instructional Technology
Leadership

Part I: Log
Date(s)

Activity/Time

9/12/13

PSC Standard

Creation of Medieval Europe Assignment using mobile

tablets to conduct unit assessment project 3 hours
Collaboration with colleagues some basic
troubleshooting as well as discussion of new resources
with colleagues - .5 hours
Collaboration with colleagues some basic
troubleshooting as well as discussion of new resources
with colleagues - .5 hours
Professional development contributed to professional
development session, assisted with troubleshooting of
grade system 1 hour

10/8/13
10/12/13
11/5/13

1.4, 2.1, 2.3, 2.5, 2.7, 3.1, 3.2, 3.3,

3.5, 4.2, 4.3
3.5, 3.7
3.5, 3.7
3.5, 3.6, 3.7, 5.2, 6.1

Total Hours: [5 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-2

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8
X

Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals

P-12 Students
9-12

P-2

3-5

6-8

9-12

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?
Throughout the semester, I was able to plan with, communicate with, and assist my colleagues in
some very basic technology functions. From a personal standpoint, I was able to take some of the
tools and resources I had been exposed to in my coursework and create an authentic assignment
that charged students to view videos and conduct research into the lives of those that lived during
the Middle Ages. Students then had to complete an info-person displaying the research they
discovered. Troubleshooting was a big part of this assignment in that many students struggled
initially with the tablet use, but after some instruction became more comfortable.
What this taught me about technology leadership is that while many believe technology leaders
are a talking head at the county level, being a quality instructional coach in any realm requires that
one be ready to assist not only teachers, but students as well. Similarly, a quality technology coach
must be well versed in many aspects of technology from the basic function of new devices as well
as new web resources.
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.)
Completing these various technology related task really tested what I knew regarding trends and
usage of existing technologies within our building. A technology leader must be a jack of all
trades when it comes to discussing technology trends, troubleshooting, and lesson planning with
colleagues. The ability to participate in and contribute to a professional development session was
a unique experience for me. Not only did this test my content knowledge, but also challenged me
to create materials for adult learners as opposed to students. Overall, these experiences left me
with a very positive outlook on the role of technology leader.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
My field experiences this semester allowed for the most growth in the area of faculty
development. Not only was I able to use some of the tips and tricks I acquired throughout my
course work, I was able to communicate on a deeper level with my colleagues concerning trends
and technologies that might assist them in their content areas. These various assignments also
allowed me to communicate more outside of my own grade level and really reach out to my
content level, something I have not experienced before.