6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: Field Experience Log
Reflection:
Throughout this entire degree program, I was required to engage in structured and unstructured field experiences during each course. The structured field experiences involved completing required field-based course assignments that varied depending on the course. The unstructured field experiences involved self-directed technology-related activities of my own choosing. I was also required to submit a log for each of these field experiences that described the activities I completed, the number of hours it took me to complete them, the student and faculty populations I worked with while completing the field experience, and a reflection of what I learned. During the fall semester in 2013, I worked with a small technology team to design lessons about various instructional technology tools and implement these lessons with teachers and students throughout the school. Each team member chose a different topic to teach to the teachers and students; I chose to help them learn about how and why to create classroom podcasts. I documented my experience with the technology team as my unstructured field experience for ITEC 7410.
Each of the structured and unstructured field experiences I completed throughout the program related to several different PSC standards for technology coaches. This particular field experience of researching, collaborating, and implementing these lessons demonstrates my ability to synthesize and apply my knowledge of Web 2.0 tools to, enhance cultural understanding and increase global awareness by showing students how to both create and consume podcasts to communicate with others in different parts of the world. I also had an opportunity to practice skills such as managing the digital tools for podcasting such as microphones, AudioBoo, and iTunes, within the context of student learning experiences in their classrooms and selecting appropriate podcasting tools for suitability and compatibility with each classroom’s grade level, population, and environment. Because this was a successful effort, I developed a positive disposition as a technology leader for coaching teachers in implementing technology in their content areas.
This unstructured field experience was the first time I was responsible for implementing technology-related job-embedded professional learning. I got to implement the lesson with several classes, and by the third or fourth repetition I had gained a strong understanding of how to effectively deliver the lesson to the teachers and the students. However, I completed this unstructured field experience early in my coursework before taking either ITEC 7430 or ITEC 7460. As such, I did not know what I know now about either Web 2.0 tools in the classroom or effective technology-related professional development. If I were to do this field experience again, I would certainly want to utilize the partnership approach technology coaching as I have experienced first-hand its success in ensuring long-term understanding and improvement in technology implementation. I would also be able to include more information about additional resources for podcasting as well as even more ideas for incorporating it into the classroom.
This experience impacted faculty development because the technology team was able to coach teachers in these new technology schools during the school day, with hands-on experience implementing these tools with students. In turn, students became very excited to use the technology in the different content areas, which enhanced their learning in those areas. This could be assessed with student data to show student growth in their understanding of the content standards as well as technology standards.
Throughout this entire degree program, I was required to engage in structured and unstructured field experiences during each course. The structured field experiences involved completing required field-based course assignments that varied depending on the course. The unstructured field experiences involved self-directed technology-related activities of my own choosing. I was also required to submit a log for each of these field experiences that described the activities I completed, the number of hours it took me to complete them, the student and faculty populations I worked with while completing the field experience, and a reflection of what I learned. During the fall semester in 2013, I worked with a small technology team to design lessons about various instructional technology tools and implement these lessons with teachers and students throughout the school. Each team member chose a different topic to teach to the teachers and students; I chose to help them learn about how and why to create classroom podcasts. I documented my experience with the technology team as my unstructured field experience for ITEC 7410.
Each of the structured and unstructured field experiences I completed throughout the program related to several different PSC standards for technology coaches. This particular field experience of researching, collaborating, and implementing these lessons demonstrates my ability to synthesize and apply my knowledge of Web 2.0 tools to, enhance cultural understanding and increase global awareness by showing students how to both create and consume podcasts to communicate with others in different parts of the world. I also had an opportunity to practice skills such as managing the digital tools for podcasting such as microphones, AudioBoo, and iTunes, within the context of student learning experiences in their classrooms and selecting appropriate podcasting tools for suitability and compatibility with each classroom’s grade level, population, and environment. Because this was a successful effort, I developed a positive disposition as a technology leader for coaching teachers in implementing technology in their content areas.
This unstructured field experience was the first time I was responsible for implementing technology-related job-embedded professional learning. I got to implement the lesson with several classes, and by the third or fourth repetition I had gained a strong understanding of how to effectively deliver the lesson to the teachers and the students. However, I completed this unstructured field experience early in my coursework before taking either ITEC 7430 or ITEC 7460. As such, I did not know what I know now about either Web 2.0 tools in the classroom or effective technology-related professional development. If I were to do this field experience again, I would certainly want to utilize the partnership approach technology coaching as I have experienced first-hand its success in ensuring long-term understanding and improvement in technology implementation. I would also be able to include more information about additional resources for podcasting as well as even more ideas for incorporating it into the classroom.
This experience impacted faculty development because the technology team was able to coach teachers in these new technology schools during the school day, with hands-on experience implementing these tools with students. In turn, students became very excited to use the technology in the different content areas, which enhanced their learning in those areas. This could be assessed with student data to show student growth in their understanding of the content standards as well as technology standards.