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)
Artifacts: Field Experiences
Reflection:
Field experience logs were completed in every course in the ITEC program. Every course had two types of logs, structured and unstructured. The structured logs were experiences that were chosen by the teacher and took a vast amount of the course work to complete. The unstructured logs were usually completed on the students own time and had to be signed by the student’s mentor or someone else that could verify the experience was completed. All unstructured experiences had to be related to the field of technology instruction. All field experiences had to be aligned to PSC and ISTE Standards. Also diversity had to play a factor and reflections about the experience had to be completed. The reflections had to be on how the learning completed related to the knowledge, skills, and dispositions required of a technology leader. My field experience logs are all found under the Field Experiences tab along the top of this portfolio. I have also provided a direct link to that page.
Standard 6.3 is demonstrated in the field experience logs because they show that I was engaged in field experiences throughout the program. The logs also have a reflection piece that demonstrated that I could synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards. With the standards and ongoing reflections about knowledge, skills, and dispositions being a part of the log, I had to fill in how the field experience demonstrated knowledge, skills, and dispositions of technology facilitation. I had to use the knowledge that I learned in the course and apply that to a field experience. I had to use my professional knowledge, skills, and dispositions to help ELL students, tutor a student using different assistive technology, conduct a technology workshop for teachers, coach a teacher in a digital tool, create a webquest to use in a classroom, and many more field experiences. Each experience was unique and they aligned with what was currently being taught in the ITEC course.
Field Experiences are meaningful and helpful. They allowed me to gain more insight in technology facilitation and it increased my comfortability in performing technology based tasks. Field Experiences also allowed me to provide support to other teachers and model technology use in my own classroom. I learned what it truly means to be flexible and to be an authentic listener when dealing with adults. To improve the quality of my field experiences, I wish I could have had more opportunities to participate in whole staff experiences. I usually only helped teachers who liked technology, but were afraid to implement it without support in the room.
The field experience logs impacted faculty development as well as student learning because I was able to help teachers improve how they purposefully integrate technology in their classrooms. As a result, students were having more meaningful learning experiences. The impact could be assessed by observing the changes teachers have made in their classroom instruction.
Field experience logs were completed in every course in the ITEC program. Every course had two types of logs, structured and unstructured. The structured logs were experiences that were chosen by the teacher and took a vast amount of the course work to complete. The unstructured logs were usually completed on the students own time and had to be signed by the student’s mentor or someone else that could verify the experience was completed. All unstructured experiences had to be related to the field of technology instruction. All field experiences had to be aligned to PSC and ISTE Standards. Also diversity had to play a factor and reflections about the experience had to be completed. The reflections had to be on how the learning completed related to the knowledge, skills, and dispositions required of a technology leader. My field experience logs are all found under the Field Experiences tab along the top of this portfolio. I have also provided a direct link to that page.
Standard 6.3 is demonstrated in the field experience logs because they show that I was engaged in field experiences throughout the program. The logs also have a reflection piece that demonstrated that I could synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards. With the standards and ongoing reflections about knowledge, skills, and dispositions being a part of the log, I had to fill in how the field experience demonstrated knowledge, skills, and dispositions of technology facilitation. I had to use the knowledge that I learned in the course and apply that to a field experience. I had to use my professional knowledge, skills, and dispositions to help ELL students, tutor a student using different assistive technology, conduct a technology workshop for teachers, coach a teacher in a digital tool, create a webquest to use in a classroom, and many more field experiences. Each experience was unique and they aligned with what was currently being taught in the ITEC course.
Field Experiences are meaningful and helpful. They allowed me to gain more insight in technology facilitation and it increased my comfortability in performing technology based tasks. Field Experiences also allowed me to provide support to other teachers and model technology use in my own classroom. I learned what it truly means to be flexible and to be an authentic listener when dealing with adults. To improve the quality of my field experiences, I wish I could have had more opportunities to participate in whole staff experiences. I usually only helped teachers who liked technology, but were afraid to implement it without support in the room.
The field experience logs impacted faculty development as well as student learning because I was able to help teachers improve how they purposefully integrate technology in their classrooms. As a result, students were having more meaningful learning experiences. The impact could be assessed by observing the changes teachers have made in their classroom instruction.