UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department Updated Summer 2015

Candidate:
John Phillips, III

Date(s)
7/13/15
7/14/15

Mentor/Title:
Dr. Reed/ESOL Director

Course:

School/District:
New Holland Knowledg
Academy/ Gainesville City
School System
Professor/Semester:

ITEC7410

Dr. Shields/Summer 2015

1st Field Experience Activity/Time

Research and Writing of Lowes Toolbox for Education Grant
Proposal. (5 hours)

First Name/Last Name/Title of an individual who can verify this

experience:

PSC Standard(s)

ISTE Standard(s)

PSC 1.2, 1.3, 1.4

ISTE 1c, 1d

Signature of the individual who can verify this experience:

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)

Ethnicity
Race/Ethnicity:
Asian
Black
Hispanic

P-12 Faculty/Staff
P-2

3-5

X
X

X
X

Native American/Alaskan Native

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

6-8

P-12 Students
9-12

P-2

3-5

X
X
X
X
X
X

X
X
X
X
X
X

X
X
X

X
X
X

6-8

9-12

Reflection
(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?
This field experience allowed me to research and propose funding for an initiative that could contribute to the academic achievement, engaged learning, and
motivation of students in our school. I wrote a grant for the purchase and use of an iPad cart that is equipped with 15 iPads as well as the professional
development needed to keep faculty up to date on best practices and the most innovative ways to use the new technology. As I wrote the grant, I learned that
in order to successfully carry out this function, research, best practices, and data needs to used to inform the decision and the decision maker. Research needs
to back up the reason for the request as well as the expected results. I can carry this learning with me into the field as I help others write grants to secure
more technology in the future.
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 above. Use the language of the PSC
standards in your answer and reflect on all 3knowledge, skills, and dispositions.)
Knowledge This field experience provided me with the knowledge to find how to secure grant funding for initiatives that are aligned with the shared
school vision. I also now have the knowledge to complete a grant application in a way that supports my school vision and provides the necessary tools to the
faculty and staff.
Skills This field experience provided me with the skills to research, recommend, and implement policies, procedures, programs, and funding strategies to
support implementation of the shared vision represented in the school. This field experience also provided me with the skills to research, recommend, and
implement strategies for initiating and sustaining technology innovations and for managing the change process in schools.
Dispositions This field experience helped me as an educator by allowing me to believe in the aid of outside sources. There are community partners and
individuals in the community that want to help schools and students become successful. By partnering with outside help, schools can be more effective and
offer more to students so that they can be more motivated, engaged, and increase achievement.
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 impacted school improvement by allowing me to prepare a grant that we can apply for in the upcoming school year. By applying for
this grant, our school has the opportunity to provide more technology to the faculty and integrate more technology into the curriculum. Doing so will
increase students achievement and engagement. These goal can be assessed by interviews and pre and post test data.