STRUCTURED

Field Experience Log & Reflection

Candidate: Mentor/Title: School/District:

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
11/6 Met with Mrs. K to brainstorm and plan lesson ELAGSE6RL6, 2a, 2f
activity (1 hour) ELAGSE6RI6,
ELAGSE6RI9,
ELAGSE6W3, ELAGSE6W6
11/8 Met with Mrs. K to establish goals, begin lesson ELAGSE6RL6, 2a, 2f
design, and create rubrics for final assessments. ELAGSE6RI6,
(2 hours) ELAGSE6RI9,
ELAGSE6W3, ELAGSE6W6
11/21 Write lesson plan using approved lesson plan ELAGSE6RL6, 2a, 2f
template (3 hours) ELAGSE6RI6,
ELAGSE6RI9,
ELAGSE6W3, ELAGSE6W6
11/27-12/1 Facilitate lesson in Mrs. K’s TAG class and one ELAGSE6RL6, 3a, 5b,
other on-level class (10 hours) ELAGSE6RI6,
ELAGSE6RI9,
ELAGSE6W3, ELAGSE6W6
11/28 Finish with reflections of Lesson Plan, reflect on ELAGSE6RL6, 6b
changes for next implementation. (2 hours) ELAGSE6RI6,
ELAGSE6RI9,
ELAGSE6W3, ELAGSE6W6
Total Hours: [18 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-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian X
Black X
Hispanic X
Native American/Alaskan Native
White X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
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 took place in 2 6th grade ELA classes at Elkins Pointe Middle School. As
a class, the two groups looked at several familiar stories (Goldilocks, The Three Little Pigs, Little
Red Riding Hood, Cinderella, etc) and discussed the importance of the characters, the narration,
and the point of view used by the author. It was important to hold a discussion with the groups
about the importance of looking at all of the available facts before passing judgement. The teacher
used the example of a winner and a loser of a Super Bowl. The winning team usually praises the
referees, agrees with everything the commentators are saying, and enjoy the outcome. The losing
team blames the referees, claims the commentators hated their team, and will most likely argue
that it was the worst game every played.

The students worked in groups to choose one of the familiar stories to retell from a different
point of view. Students worked together using Microsoft Office 365 so that they could
communicate and collaborate efficiently during the project. As a final product, the groups
published their rewritten tale and created a video (skit) using a green screen app. This allowed the
students to create something more than a written piece of work. The groups posted both their
written work and their final video on a class Padlet, creating an authentic audience for the students
to present.

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 3—knowledge, skills, and
dispositions.)
It is important that students bring in their prior knowledge of their favorite stories. Students will
demonstrate their understanding of how an author develops point of view with a purpose. Students
should be able to compare and contrast how one author can present information differently than
another author. As the students create their own version of the stories, they will need to
demonstrate their ability to develop real or imagined experiences or events using effective writing
techniques.

During this activity, it was important to work with the students to demonstrate how to use the
technology to produce and publish their work and to collaborate with others. Many of the students
do not get excited about a writing assignment, but with effective use of technology (Padlet,
collaborative writing in Office 365, and DoInk) student engagements can increase. While using
Microsoft Office 365 can be seen as a replacement tool, DoInk and Padlet were tools chosen for
this project specifically to increase student engagement by increasing their options for showcasing
their understanding and ability.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

This project allowed the students to produce a more creative product than a traditional writing
assignment. For many students, a written product is not very engaging. Using tools like Microsoft
Office 365, Padlet and DoInk offer additional option and pathways to showcase their
understanding.

This was one of the first uses of the green screen outside of the morning announcements. While
working with the students, I was told several times by a variety of teachers that they did not know
it would be so easy to create these videos. Many teachers shared their interest in learning more
about using the green screen in their own class to help personalize learning for their students. I
believe it also helped for many of the teachers see how excited the students were about working on
their project.

Over the next few weeks I will be able to assess the impact of this project by keeping track of
new groups wanting to use these tools (Microsoft Office 365, Padlet and DoInk) in their
classrooms. We have a school wide goal to increase the use of the collaborative tools within
Office 365. This project helped to show some of the teachers and students that are not using them
yet how easy it is to create and share documents with Microsoft Office 365.