STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate:
Jennifer Broeker

Mentor/Title:
Renee Boatright/Principal

School/District:
Gainesville Exploration
Academy/GCSS

Field Experience/Assignment: Course:

Professor/Semester:

Lesson Plan Project

Dr. Frazier/Fall 2016

Internet Tools for the Classroom

ITEC 7430

Part I: Log
Date(s)

10/18/16
10/20/16
10/24/16
To 11/18/16

11/29/16

Activity/Time

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

Began working on Lesson Planbrainstorming ideas and beginning lesson plans

4 hours

2.1, 2.3, 2.5 4.1, 4.3

2. A, C, 3. D, 5. A, C

Every day for about 45 minutes, my students and

I worked on making the book using the
Doodlebuddy app and PowerPoint.
9 hours

1.4, 2.3, 3.4, 4.3, 6.3

1. C, D., 2. A, B, E
3. D, 5. C

2.1, 2.2, 3.4

3. D, 5. C

1.4, 3.4, 4.3, 6.3

1. C, D., 3. D, 5. C

Finished writing up lesson plan.

4 hours

(2 hour)
12/1/16
12/2/16

Worked on screencast took 3 hours. Jing

refused to show the save button until the 7th take.
Worked on peer reviews of screencasts and lesson
plans.
3 hours
Total Hours: [20 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-2

Race/Ethnicity:
Asian
Black
Hispanic

3-5

6-8

P-12 Students
9-12

P-2

X
X

Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced
Meals

X
X
X

3-5

6-8

9-12

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?
After completing the lesson plan project, I feel that I gained a better understanding of how to implement a lesson into
my class routine. Usually I get frustrated and look for something different where I dont need to give a lot of
instruction. By having students that were the technology helpers to troubleshoot the problems, I was able to focus on
teaching and only help when absolutely needed. The students were excited to be using the iPad in a different way and
with more independence. They liked seeing the final creation also.

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.)
I had to really know how to use this technology in order to show the students how to use it and I had to have the skills
to be able to troubleshoot the problems that came up. I also needed to have plenty of enthusiasm and a good attitude in
order to keep the students on track. Many would get frustrated and want to give up, but they just needed some
encouragement to see that they were doing a great job.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
This field experience impacted student learning because one of the standards in kindergarten is to use technology to
create. This satisfies that standard along with having the students writing matching their illustrations. This project
fulfills the requirements for technology (and writing) in GKIDS that must be input into every kindergarteners online
file.