STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate:

Mentor/Title:

School/District:

Audra Claire Shaw-Fermin

Cristina Dover/Media Specialist

Midway M.S./Liberty Co.

Field Experience/Assignment: Course:

Professor/Semester:

Technology Action Plan

Dr. Julia Fuller/Spring 2016

ITEC 7410 Instructional

Technology Leadership

Part I: Log
Date(s)

Activity/Time

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

Researched Vision Statement of County and

School [3 hours]
Completed Shared Vision Analysis [3 hours]

PSC 1.1

ISTE 5b

PSC 1.1

ISTE 5b

PSC 1.1, 1.2, 1.3

ISTE 4b, 5a, 5b, 5c, 5d

3/26-28/2016

Performed analysis between Midway SIP and

LCSS Technology Plan. [5 hours]
Wrote SWOT Analysis. [4 hours]

PSC 1.1, 1.2, 1.3

ISTE 4b, 5a, 5b, 5c, 5d

4/15-18/2016

Wrote Action/Evaluation Plan [5 hours]

PSC 1.1, 1.2, 1.3, 1.4

ISTE 4b, 5a, 5b, 5c, 5d

3/1/2016
3/4/2016
3/20/2016

Total Hours: [20 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

P-12 Students
9-12

P-2

3-5

X
X

X
X

X
X

Native American/Alaskan Native

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

X
X

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?
This field experience taught me how to analyze and improve current school documents and
school technology plans. Throughout the ITEC 7410 course, we frequently gathered information
from our current school and county documents to create a new vision and plan for technology in
the near future. It taught me that teachers, students and community stakeholders must be involved
in the planning of the technology journey, not just the county technology specialists. Teachers and
students will be using the technology most, so by gathering input as well as performance data
from these sources, counties will be able to better serve their students.
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.)
The learning that took place during this course was important because you must know the
subgroups and demographics that you are serving within your school, be it faculty/staff or students
(PSC 1.1/ISTE 4b). By looking at the data you collect, you must be able to decide what
technology will be most beneficial to your clientele (both teachers and students). A technology
leader must work with community stakeholders in order to increase awareness and support of
technology use within the school system (PSC 1.3/ISTE 5b). This awareness and support does not
just mean among community stakeholders, it refers to parental involvement in the technology
process, as well. By being passionate about the integration of technology into the school AND
homes, school administrators and stakeholders are more likely to be supportive of a wellorganized technology plan (PSC 1.4/ISTE 5d).
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 has the potential to impact school improvement, because it gives the
possible option of a new technology plan. Certain parts of the technology plan are already in
place, such as professional development sessions concerning trouble-shooting and technology
events for parents. These portions of the plan are very important and can be easily assessed, not
only by the reception of ideas, but the amount of knowledge gained by the teachers and students.
Teachers are signing up for additional FLASH courses for troubleshooting everyday, and that
means that the need is there and teachers are gaining the knowledge they need. Also, the parent
sessions are growing in attendance, this is a valuable measure of impact. The numbers let the
schools and district know that parents want more events they can attend to learn about the
technology in their childs school.