Practicum Log
STRUCTUREDField Experience Log & ReflectionInstructional
Technology Department
Candidate: Kali W. Alford
Mentor/Title: Donna Varga
School/District: Riverwood High School
Field Experience/Assignment:1 Hour Tech WorkshopCourse:
Technology PL and Tech InnovationProfessor/Semester:Spring 2014
Part I: Log
Date(s)Activity/TimeTimeSTATE StandardsPSCNATIONAL StandardsISTE
NETS-C
2/8/15Identify tools appropriate for learning goals and
objectives2 hour1.2 Strategic PlanningCandidates facilitate the
design, development, implementation, communication, and evaluation
of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
6. Content knowledge andprofessional growth Technology coaches
demonstrate professional knowledge, skills, and dispositions in
content, pedagogical, and technological areas as well as adult
learning and leadership and are continuously deepening their
knowledge and expertise.a. Engage in continual learning to deepen
contentand pedagogical knowledge in technologyintegration and
current and emergingtechnologies necessary to effectively
implementthe StandardsS and StandardsTb. Engage in continuous
learning to deepenprofessional knowledge, skills, and
dispositionsin organizational change and leadership,
projectmanagement, and adult learning to improveprofessional
practicec. Regularly evaluate and reflect on theirprofessional
practice and dispositions toimprove and strengthen their ability
toeffectively model and facilitate technology enhanced learning
experiences
2/10/15Familiarization of selected digital tools3 hour1.2
Strategic PlanningCandidates facilitate the design, development,
implementation, communication, and evaluation of technology-infused
strategic plans. (PSC 1.2/ISTE 1b)
4. Professional development andprogram evaluation Technology
coaches conduct needs assessments ,develop technology-related
professional learning programs, and evaluate the impact on
instructional practice and student learning.a. Conduct needs
assessments to inform thecontent and delivery of
technology-relatedprofessional learning programs that result in
apositive impact on student learningb. Design, develop, and
implement echnologyrichprofessional learning programs that
modelprinciples of adult learning and promote digitalage best
practices in teaching, learning, and
3/14/15Creation of modules in Weebly 2 hour1.2 Strategic
PlanningCandidates facilitate the design, development,
implementation, communication, and evaluation of technology-infused
strategic plans. (PSC 1.2/ISTE 1b)
4. Professional development andprogram evaluation Technology
coaches conduct needs assessments ,develop technology-related
professional learning programs, and evaluate the impact on
instructional practice and student learning.a. Conduct needs
assessments to inform thecontent and delivery of
technology-relatedprofessional learning programs that result in
apositive impact on student learningb. Design, develop, and
implement echnologyrichprofessional learning programs that
modelprinciples of adult learning and promote digitalage best
practices in teaching, learning, and
3/15/15Development of learning activities for each module3
hour1.2 Strategic PlanningCandidates facilitate the design,
development, implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)
6. Content knowledge andprofessional growth Technology coaches
demonstrate professional knowledge, skills, and dispositions in
content, pedagogical, and technological areas as well as adult
learning and leadership and are continuously deepening their
knowledge and expertise.a. Engage in continual learning to deepen
contentand pedagogical knowledge in technologyintegration and
current and emergingtechnologies necessary to effectively
implementthe StandardsS and StandardsTb. Engage in continuous
learning to deepenprofessional knowledge, skills, and
dispositionsin organizational change and leadership,
projectmanagement, and adult learning to improveprofessional
practicec. Regularly evaluate and reflect on theirprofessional
practice and dispositions toimprove and strengthen their ability
toeffectively model and facilitate technology enhanced learning
experiences
3/23/15Organization of pages according common design principles2
hoursShared VisionCandidates facilitate the development and
implementation of a shared vision for the use of technology in
teaching, learning, and leadership. (PSC 1.1/ISTE 1a)6. Content
knowledge andprofessional growth Technology coaches demonstrate
professional knowledge, skills, and dispositions in content,
pedagogical, and technological areas as well as adult learning and
leadership and are continuously deepening their knowledge and
expertise.a. Engage in continual learning to deepen contentand
pedagogical knowledge in technologyintegration and current and
emergingtechnologies necessary to effectively implementthe
StandardsS and StandardsTb. Engage in continuous learning to
deepenprofessional knowledge, skills, and dispositionsin
organizational change and leadership, projectmanagement, and adult
learning to improveprofessional practicec. Regularly evaluate and
reflect on theirprofessional practice and dispositions toimprove
and strengthen their ability toeffectively model and facilitate
technology enhanced learning experiences
3/28/15Usability Testing3 hoursShared VisionCandidates
facilitate the development and implementation of a shared vision
for the use of technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)4. Professional development andprogram evaluation
Technology coaches conduct needs assessments ,develop
technology-related professional learning programs, and evaluate the
impact on instructional practice and student learning.a. Conduct
needs assessments to inform thecontent and delivery of
technology-relatedprofessional learning programs that result in
apositive impact on student learningb. Design, develop, and
implement echnologyrichprofessional learning programs that
modelprinciples of adult learning and promote digitalage best
practices in teaching, learning, and planning
Total Hours: [15 hours ]
DIVERSITY(Place an X in the box representing the race/ethnicity
and subgroups involved in this field experience.)
EthnicityP-12 Faculty/StaffP-12 Students
P-23-56-89-12P-23-56-89-12
Race/Ethnicity:
Asian
BlackX
Hispanic
Native American/Alaskan Native
WhiteX
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals
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 required that I develop a
web course based on the design principle standards and that
supported school initiatives. I knew there would be differences
that existed between designing activities for students versus
professionals, but I was surprised by how similar they were.
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.)
Because of the growing interest in teaching professional courses
online, or teaching them in blended format. It has become an
important pedagogy for technology coaches to know. There are
various skills that go into course design and facilitation. Much of
which I was able to learn through this experience.
3. Describe how this field experience impacted school
improvement, faculty development or student learning at your
school. How can the impact be assessed?I will be using the skills
that I learned while performing this job. To create an online
course to facilitate professional learning and assess how the
skills and strategies are being used afterward. I think my staff
will benefit from this tremendously as time to facilitate these
courses in person is a rare commodity.
