UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Trent Stapleton Mentor/Title: School/District:

Kris McBride / Instructional Fulton County Schools
Technology Specialist
Course: Professor/Semester:
ITEC 7400 Internet Tools in the Classroom Dr. Williams / Fall ‘17

(This log contains space for up to 5 different field experiences for your 5 hours. It might be that you complete one field
experience totaling 5 hours! If you have fewer field experiences, just delete the extra pages. Thank you!)

Date(s) 1st Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)

8/31 PD for K-5 setting up, using and troubleshooting Seesaw. Teachers 3.7 Communication & 3c 5a 2b
learn how to login, how to log students in, how to upload, edit and Collaboration
collaborate using Seesaw (for teachers and students), and how to use
Seesaw to personalize learning. 2.2 Research-Based
Learner-Centered
3 hours Strategies
 First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Carrie McAttee / Hembree Springs METI

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black X X
Hispanic X
Native American/Alaskan Native
White X X
Multiracial
Subgroups:
Students with Disabilities X X
Limited English Proficiency X X
Eligible for Free/Reduced Meals X X

Reflection
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?
This was my first opportunity to lead a full staff PD at Hembree Springs. I learned that it is best to go into a training/coaching opportunity with an
open mind. I had been warned that there were going to be teachers that would create some push back against integrating new technology tools,
however, I found that all the teachers were receptive.
Teachers came for their PD during their planning time (5-8 teachers per group) and we walked through logging in to Seesaw, uploading, monitoring
and approving thins to the student blogs, and developed a list of activities for each grade level when using Seesaw. For example, with the
Kindergarten group, we developed an idea for ELL students to use Seesaw as a place for improving their vocabulary. Students could upload an
image of a vocabulary word and then annotate the image with their native language and the English translation. For some of the higher grade levels,
the strategies included using voice annotations and having students collaborate using the comment features.

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 above. Use the language of the PSC
standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)

Knowledge – Seesaw allows students to personalize their learning using a variety of tools. It is important that coaches and teachers understand that within a
single classroom there are a variety of learners and learning styles. In order for teachers to effectively reach the variety of students, they need to provide
opportunities for students to succeed in their own way. By using Seesaw, teachers are able to address the diversity in their classroom in a safe, secure and
easy to use platform.

Skills – Teachers and students will use Seesaw as a tool to showcase their understanding in a variety of ways. The coaching opportunity allowed teachers to
become familiar with using Seesaw as an annotation tool. Teachers left understanding how to build and edit classes, how to post assignments, how to review
and moderate student work and how to share student work with student families.

Dispositions – As with many PDs, some teachers will not be receptive to the activities believing that they don’t apply to every classroom. Because I was
able to meet with the grade level groups, we were able to tailor tasks and assignments specific to each grade level. Each group was able to create a first
assignment for their class so that they could begin using the tool right away. It is important to provide tools and ways for teachers to use them quickly. If we
wait too long before students/teachers can use new tools, they are far too often forgotten and lost.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
The teachers have been charged with using Seesaw in their classrooms. Our district recently purchased a license for all K-5 classrooms. Following the
training, interest in using Seesaw has been high, but it has also led to other opportunities to integrate technology in the classroom. As this was one of the first
opportunities that I had to meet and work with many of the teachers, one of my major goals was making a connection with many of the classrooms. I have
been able to assess the impact of this first training by seeing which classrooms are using Seesaw frequently, as well as watch for classes that have not (or
rarely) used Seesaw.
 Date(s) 2nd Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)
11/17 Digital Collaboration tools using Office 365. Instruct staff on use of 1.1 Shared Vision 1a, 4a, 4b,
Office 365, creating and using OneNote, World Online, and the
Office 365 suite. Created a OneNote Breakout challenge to help 2.6 Instructional Design
teachers set up, share and use their first collaborative OneNote.
Continued with breakouts sessions (I was with K-2) to further 3.7 Communication &
understanding of OneNote and the use of Office 365 to collaborate Collaboration
with PLC.

2 Hours

First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience:
experience:
Carrie Mcatee / Hembree Springs METI

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black X
Hispanic X
Native American/Alaskan Native
White X
Multiracial
Subgroups:
Students with Disabilities X
Limited English Proficiency X
Eligible for Free/Reduced Meals X
 Reflection
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?
This field experience was part of a whole faculty professional development. We met as a full staff to look further into the use and implementation of
Office 365 tools, specifically OneNote. Teachers worked in grade level groups to complete a OneNote Breakout activity that led the groups through setting
up a shared Notebook for grade level communications. Grade level groups then became more familiar with the OneNote tools and features by adding to ,
editing and sharing information in their new Notebook.
We also looked deeper into how to use these tools to aid in instructional design. Grade levels set up sections in their Notebook to help facilitate best
practices while using these digital tools in the classroom.

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 above. Use the language of the PSC
standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)

Knowledge – Grade level groups focused on developing effective instructional design using Office 365 tools. The focus of the PD was to show how Office
365 tools can 1) replace and digitize effective instructional practices that are already in place and 2) how using Office 365 tools can increase the ability to
communicate and collaborate with administration, other teachers, students and families.

Skills – Grade level groups developed the skills necessary to be able to build and share their own Notebooks and documents using Office 365. The goal with
using Office 365 is to create a common procedure for collaboration throughout the school. Each grade level group created and shared their collaborative
Notebook with the administration to aid with proper instructional design and effective procedures for building the school community.

Dispositions – As with most opportunities in leading professional development, it is important to show how the tools/strategies being shred will benefit the
teachers and their classrooms. I emphasized several times that our main focus with introducing the tools was to increase the communication and
collaboration between teachers. As teachers become more efficient with their use of these tools, they can begin to share the tools with their students. By
using technology to increase communication and collaboration, students can remain connected to their learning outside of the classroom.

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 helped to create a standard procedure for grade level teams to build and share units and lessons. Using Notebook to collaborate will
help teachers stay connected and able to share ideas while saving time. The grade level Notebooks are also shared with the administration. This helps to set
up standard practices for working with administration and keeping administration informed on the best practices in the classroom.