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: Technology Plan, ITEC7410.
Reflection:
During the Instructional Technology Master’s program, I participated in fieldwork, structured and unstructured, documenting and demonstrating my role as a technology leader. Each structured field experience required 30 hours of logged field practice connecting the tasks to the PSC standards. An unstructured field experience required 10 hours of fieldwork, as a technology coach, unrelated to the assigned course work. The field experiences log the work involved, the timeframe, PSC standards, and reflection.
The Technology Plan field experience demonstrates mastery of the Field Experience Standard 6.3 by the application of the professional knowledge, skills, and dispositions acquired through the Instructional Technology program to help draft a technology plan for my school. It involved the development and implementation of shared vision for the use of technology; finding out the strengths, weaknesses, opportunities and threats that might impact any direction that the school wanted to take on technology issues; and the action plan to guide the school on maximizing the integration of technology in its activities. All other field experiences that took place during the course of the ITEC program depended on the professional knowledge, skills, and dispositions acquired throughout the program.
After completing the field experiences, I learned how to establish a log of my technology integration and leadership, connect them to the PSC standards, while reflecting on the field experience to further strengthen my practice. I progressed in my role as technology coach and abilities with technology use for engaged learning. Working with teachers and students challenged me to create organized, relevant, supportive, engaging learning activities for the success of the participants. To improve the quality of the field experiences, I would work with more diverse student learners and offer more learning opportunities with the staff.
The work that went into the field experience logs impacted faculty development through the professional learning sessions and mentoring for technology integration in the classroom. Also, through teachers using technology in their lessons, they create engaged learning lessons for their students to challenge them with higher order thinking. The impact of my field experience work can be assessed by reviewing student assessments, student and teacher feedback, teacher lesson plans, and observations.
During the Instructional Technology Master’s program, I participated in fieldwork, structured and unstructured, documenting and demonstrating my role as a technology leader. Each structured field experience required 30 hours of logged field practice connecting the tasks to the PSC standards. An unstructured field experience required 10 hours of fieldwork, as a technology coach, unrelated to the assigned course work. The field experiences log the work involved, the timeframe, PSC standards, and reflection.
The Technology Plan field experience demonstrates mastery of the Field Experience Standard 6.3 by the application of the professional knowledge, skills, and dispositions acquired through the Instructional Technology program to help draft a technology plan for my school. It involved the development and implementation of shared vision for the use of technology; finding out the strengths, weaknesses, opportunities and threats that might impact any direction that the school wanted to take on technology issues; and the action plan to guide the school on maximizing the integration of technology in its activities. All other field experiences that took place during the course of the ITEC program depended on the professional knowledge, skills, and dispositions acquired throughout the program.
After completing the field experiences, I learned how to establish a log of my technology integration and leadership, connect them to the PSC standards, while reflecting on the field experience to further strengthen my practice. I progressed in my role as technology coach and abilities with technology use for engaged learning. Working with teachers and students challenged me to create organized, relevant, supportive, engaging learning activities for the success of the participants. To improve the quality of the field experiences, I would work with more diverse student learners and offer more learning opportunities with the staff.
The work that went into the field experience logs impacted faculty development through the professional learning sessions and mentoring for technology integration in the classroom. Also, through teachers using technology in their lessons, they create engaged learning lessons for their students to challenge them with higher order thinking. The impact of my field experience work can be assessed by reviewing student assessments, student and teacher feedback, teacher lesson plans, and observations.