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 Logs
Throughout the Instructional Technology program, I completed field experience logs for each ITEC course. All these logs were placed in my Weebly portfolio to demonstrate mastery of the Instructional Technology standards. I completed both structured and unstructured logs. Structured logs were completed on specific course assignments, while unstructured logs were completed on various technology coaching aspects.
This artifact demonstrates mastery of Standard 6.3 because in order to complete the field experiences, I had to log hours and reflect upon my knowledge, skills, and dispositions, which required me to synthesize and apply the content learned in each ITEC course. Each reflection related to my growth and learning as a technology facilitator, and how my disposition and coaching strategies have developed and improved. Many of these field experiences impacted various subgroups, such as English Language Learners and students with disabilities. These also involved working with teachers ranging from grades Pre-K through 12. By completing field experiences in a variety of settings, I have been able to see how my role as a technology facilitator changes depending upon the students and teachers I work with. This has also allowed me to adapt my skills to ensure the population I am working with is adequately served.
I learned a great deal by completing each field experience. I have gained new knowledge and skills for becoming a successful technology leader. Through these experiences, I have learned how to effectively use adaptive and assistive technology and Web 2.0 tools to work with students with disabilities, English language learners, and teachers across grade levels. This artifact could be improved by working with subgroups more often, instead of focusing the majority of my time on teachers and students within my grade level.
These field experiences have impacted student learning and faculty development within my school and community. I have been able to use various types of technology to improve student engagement in the classroom, such as Kahoot, Quizizz, and Socrative, and have utilized assistive technology like text-to-speech software and screen readers to help struggling students read. The impact on student learning can be assessed by viewing student reading scores, or simply observing their engagement in the classroom. The impact on faculty development can be assessed through faculty surveys regarding their improved use of technology within the classroom.
Throughout the Instructional Technology program, I completed field experience logs for each ITEC course. All these logs were placed in my Weebly portfolio to demonstrate mastery of the Instructional Technology standards. I completed both structured and unstructured logs. Structured logs were completed on specific course assignments, while unstructured logs were completed on various technology coaching aspects.
This artifact demonstrates mastery of Standard 6.3 because in order to complete the field experiences, I had to log hours and reflect upon my knowledge, skills, and dispositions, which required me to synthesize and apply the content learned in each ITEC course. Each reflection related to my growth and learning as a technology facilitator, and how my disposition and coaching strategies have developed and improved. Many of these field experiences impacted various subgroups, such as English Language Learners and students with disabilities. These also involved working with teachers ranging from grades Pre-K through 12. By completing field experiences in a variety of settings, I have been able to see how my role as a technology facilitator changes depending upon the students and teachers I work with. This has also allowed me to adapt my skills to ensure the population I am working with is adequately served.
I learned a great deal by completing each field experience. I have gained new knowledge and skills for becoming a successful technology leader. Through these experiences, I have learned how to effectively use adaptive and assistive technology and Web 2.0 tools to work with students with disabilities, English language learners, and teachers across grade levels. This artifact could be improved by working with subgroups more often, instead of focusing the majority of my time on teachers and students within my grade level.
These field experiences have impacted student learning and faculty development within my school and community. I have been able to use various types of technology to improve student engagement in the classroom, such as Kahoot, Quizizz, and Socrative, and have utilized assistive technology like text-to-speech software and screen readers to help struggling students read. The impact on student learning can be assessed by viewing student reading scores, or simply observing their engagement in the classroom. The impact on faculty development can be assessed through faculty surveys regarding their improved use of technology within the classroom.