Practicum Log

STRUCTUREDField Experience Log & ReflectionInstructional Technology Department

Candidate: Kali AlfordMentor/Title: Donna VargasSchool/District: Riverwood High School/ Fulton County

Field Experience/Assignment:

Course:ITEC 7430 Internet Tools in ClassroomProfessor/Semester:Summer 2013

Part I: Log

Date(s)Activity/TimeSTATE StandardsPSCNATIONAL StandardsISTE NETS-C

6/12Began researching contemporary issues in different regions of Africa. Selected topics based upon global/ international implications, correlation to course standards, and accessibility of information.2.3Authentic Learning Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)2.5Differentiation Candidates model and facilitate the design and implementation of technology- enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals2-B Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students2-c Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

6/13Began selecting tools appropriate for student use in order to research, collaborate, and present information.2.2 Research-Based Learner-Centered StrategiesCandidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)2-c Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

6/20Created research framework and presentation rubric2.4 Higher Order Thinking SkillsCandidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)2-B Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students2-C Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

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

BlackXX

HispanicX

Native American/Alaskan Native

White

Multiracial

Subgroups:

Students with DisabilitiesX

Limited English ProficiencyX

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?The candidate was tasked with creating a lesson that used digital tools to further engage students in a topic that was authentic and content standards related. From this task I learned the various steps that are included in planning sufficient lessons that accomplish the aforementioned benchmarks. In order to engage students there must be something that can interest them. This can be accomplished by differentiating certain aspects of the task or product or it can be accomplished by giving students autonomy to select their task or product.

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.)As a technology coach you must have an expansive knowledge of digital tools as well as an understanding of which tools are appropriate for the students who will be using them and the skills that will be needed to use them effectively. This project hinges on that because if the students can use the tool or find the tool too simple they will not be engaged in their use.

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 is a part of a course redesign, my course team and I underwent for World Geography. I believe the work we did in redesigning World Geography helps our freshman shake themselves free of any sheltered middle school mindset. The way we present the class, I think helps them realize that the world is a large place, but they still have a responsibility to learn as much about it as possible. The rigorous strategies we incorporate into the course I also feel prepares them for the challenges they will meet in future Social Studies courses. Over the next several years I would like to track a pool of my students progress reports and compare them to students from the previous year. Hopeful this will illustrate a positive trend that will prove our objectives in redesigning the class were met.