UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department Updated Summer 2015

Candidate:

Mentor/Title:

School/District:

ReTina D. Gray

Jennifer Wright/Media Specialist

Osborne High School/Cobb County

Field Experience/Assignment:

Course:

Using digital tools to assist a 5th grade student with ADHD

Instructional Technology - ITEC

7500 Capstone Experience &
Portfolio

(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)
2/27

1st Field Experience Activity/Time

To aid in organization and focus due to ADHD, I introduced V. a 5
grade student to Super Notes and myHomework as well as the
website ReadWriteThink.
1 hr
Reviewed what was learned
30 mins

PSC Standard(s)

ISTE Standard(s)

PSC 2.1
PSC 2.2
PSC 2.4
PSC 2.5
PSC 3.4
PSC 6.3

ISTE 2a
ISTE 2b
ISTE 2d
ISTE 2e
ISTE 3d

First Name/Last Name/Title of an individual who can verify this

experience:
Michelle Whigham/Mother
Jennifer Wright/Media Specialist

Signature of the individual who can verify this experience:

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

3-5

6-8

Race/Ethnicity:
Asian
Black
Hispanic

P-12 Students
9-12

P-2

3-5

6-8

9-12

Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
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?
In this field experience, I facilitated the effective use of digital tools and online learning in an effort to support and enhance higher order thinking
skills in a student with ADHD. Using digital apps such as, Super Notes and myHomework and the Interactive website ReadWriteThink I was able to
utilize Assistive technologies to support individual student learning needs. These tools were used to aid V. in taking notes, remembering tasks, and
due dates. The website ReadWriteThink has a number of interactive tools that assist him in organizing his thoughts as he utilized it in helping him
with various assignments. I learned the importance of using digital tools to foster organizational skills. Students with ADD and ADHD need help in
these areas. When students with ADHD use digital tools to aid them in organization, these students have a better chance of increase academic
achievement. These tools allows students to stay on task, stay focus, and organize their thoughts, which is important when fostering critical thinking
skills.

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 3knowledge, skills, and dispositions.)
Knowledge When teaching students with ADHD or ADD educators must realize that the student is capable of learning. Their misbehavior may
be an indicator that they may need assistance in the learning process. To aid these students, educators should provide the right digital tools to aid
students in the learning process.
Skills As an educator you must utilize research based digital tools that are effective in guiding students with ADD/ADHD through tough
challenges. You must guide these students in setting desirable and reachable goals; encourage them to use self-regulated learning, differentiate

instruction to meet their individual learning needs; and provide praise and rewards when they complete short term goals (Teacher Vision, 2013).
Dispositions- As an educator you must believe that students with ADD/ADHD are not students who are incapable of learning but students who are
gifted with unique learning styles. These unique learning styles are often misunderstood and may contribute to undesirable behavior. However, as
an educator, in order to accommodate these students we must utilize differentiated instruction while establishing high expectations. This
differentiation must include technology integration. Digital tools such as Super Notes and myHomework allow students to remember to stay focus,
stay on task and complete tasks. Interactive websites such as, ReadWriteThink allow students with ADD/ADHD to use interactive graphic
organizers to organize their thoughts as they create timelines, explore text, and write essays. When using these digital tools to complete
assignments, students with ADD/ADHD have a feeling of accomplishment.
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 will impact student learning because it will allow teachers to rethink how they educate students with ADD or ADHD. Instead
of viewing the student as a behavioral issue or someone incapable of learning, teachers will see the potential in these students. When teachers
implement digital tools that assist ADD/ADHD students with learning, it is like providing a plumber with a wrench instead of a spoon. For the first
time, the student may feel hopeful. To assess the impact of this field experience, teachers can use observation, assessment data, and interviews with
the students.

Date(s)
2/28

2nd Field Experience Activity/Time

Reviewed with V.,on how he plans to implement Super Notes and
myHomework as well as the website ReadWriteThink into his
learning.

PSC Standard(s)

ISTE Standard(s)

PSC 2.1
PSC 2.2
PSC 2.4
PSC 2.5
PSC 3.4
PSC 6.3

ISTE 2a
ISTE 2b
ISTE 2d
ISTE 2e
ISTE 3d

Spoke to Vs parents regarding him using digital tools while at

school. We discussed how he would only use these tools to aid in
learning.

1hr

First Name/Last Name/Title of an individual who can verify this

experience:
Michelle Whigham/Mother
Jennifer Wright/Media Specialist

Signature of the individual who can verify this experience:

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

3-5

Native American/Alaskan Native

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

X
X

6-8

9-12

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?
In this field experience, I facilitated the effective use of digital tools and online learning in an effort to support and enhance higher order thinking
skills in a student with ADHD. Using digital apps such as, Super Notes and myHomework and the Interactive website ReadWriteThink I was able to
utilize Assistive technologies to support individual student learning needs. These tools were used to aid V. in taking notes, remembering tasks, and
due dates. The website ReadWriteThink has a number of interactive tools that assist him in organizing his thoughts as he utilized it in helping him
with various assignments. I learned the importance of using digital tools to foster organizational skills. Students with ADD and ADHD need help in
these areas. When students with ADHD use digital tools to aid them in organization, these students have a better chance of increase academic
achievement. These tools allows students to stay on task, stay focus, and organize their thoughts, which is important when fostering critical thinking
skills.

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 3knowledge, skills, and dispositions.)
Knowledge When teaching students with ADHD or ADD educators must realize that the student is capable of learning. Their misbehavior may
be an indicator that they may need assistance in the learning process. To aid these students, educators should provide the right digital tools to aid
students in the learning process.
Skills As an educator you must utilize research based digital tools that are effective in guiding students with ADD/ADHD through tough
challenges. You must guide these students in setting desirable and reachable goals; encourage them to use self-regulated learning, differentiate
instruction to meet their individual learning needs; and provide praise and rewards when they complete short term goals (Teacher Vision, 2013).
Dispositions- As an educator you must believe that students with ADD/ADHD are not students who are incapable of learning but students who are
gifted with unique learning styles. These unique learning styles are often misunderstood and may contribute to undesirable behavior. However, as
an educator, in order to accommodate these students we must utilize differentiated instruction while establishing high expectations. This
differentiation must include technology integration. Digital tools such as Super Notes and myHomework allow students to remember to stay focus,
stay on task and complete tasks. Interactive websites such as, ReadWriteThink allow students with ADD/ADHD to use interactive graphic
organizers to organize their thoughts as they create timelines, explore text, and write essays. When using these digital tools to complete
assignments, students with ADD/ADHD have a feeling of accomplishment.

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 will impact student learning because it will allow teachers to rethink how they educate students with ADD or ADHD. Instead
of viewing the student as a behavioral issue or someone incapable of learning, teachers will see the potential in these students. When teachers
implement digital tools that assist ADD/ADHD students with learning, it is like providing a plumber with a wrench instead of a spoon. For the first
time, the student may feel hopeful. To assess the impact of this field experience, teachers can use observation, assessment data, and interviews with
the students.

Date(s)
3/5

3rd Field Experience Activity/Time

V and I listen to the notes he took with Super Notes and used those
notes to develop an Interactive Compare & Contrast Map using the
website ReadWriteThink.

PSC Standard(s)

ISTE Standard(s)

PSC 2.1
PSC 2.2
PSC 2.4
PSC 2.5
PSC 3.4
PSC 6.3

ISTE 2a
ISTE 2b
ISTE 2d
ISTE 2e
ISTE 3d

1hr

First Name/Last Name/Title of an individual who can verify this

experience:
Michelle Whigham/Mother
Jennifer Wright/Media Specialist

Signature of the individual who can verify this experience:

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

3-5

Native American/Alaskan Native

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

X
X

6-8

9-12

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?
In this field experience, I facilitated the effective use of digital tools and online learning in an effort to support and enhance higher order thinking
skills in a student with ADHD. Using digital apps such as, Super Notes and myHomework and the Interactive website ReadWriteThink I was able to
utilize Assistive technologies to support individual student learning needs. These tools were used to aid V. in taking notes, remembering tasks, and
due dates. The website ReadWriteThink has a number of interactive tools that assist him in organizing his thoughts as he utilized it in helping him
with various assignments. I learned the importance of using digital tools to foster organizational skills. Students with ADD and ADHD need help in
these areas. When students with ADHD use digital tools to aid them in organization, these students have a better chance of increase academic
achievement. These tools allows students to stay on task, stay focus, and organize their thoughts, which is important when fostering critical thinking
skills.

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 3knowledge, skills, and dispositions.)
Knowledge When teaching students with ADHD or ADD educators must realize that the student is capable of learning. Their misbehavior may
be an indicator that they may need assistance in the learning process. To aid these students, educators should provide the right digital tools to aid
students in the learning process.
Skills As an educator you must utilize research based digital tools that are effective in guiding students with ADD/ADHD through tough
challenges. You must guide these students in setting desirable and reachable goals; encourage them to use self-regulated learning, differentiate
instruction to meet their individual learning needs; and provide praise and rewards when they complete short term goals (Teacher Vision, 2013).
Dispositions- As an educator you must believe that students with ADD/ADHD are not students who are incapable of learning but students who are
gifted with unique learning styles. These unique learning styles are often misunderstood and may contribute to undesirable behavior. However, as
an educator, in order to accommodate these students we must utilize differentiated instruction while establishing high expectations. This
differentiation must include technology integration. Digital tools such as Super Notes and myHomework allow students to remember to stay focus,
stay on task and complete tasks. Interactive websites such as, ReadWriteThink allow students with ADD/ADHD to use interactive graphic
organizers to organize their thoughts as they create timelines, explore text, and write essays. When using these digital tools to complete
assignments, students with ADD/ADHD have a feeling of accomplishment.

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 will impact student learning because it will allow teachers to rethink how they educate students with ADD or ADHD. Instead
of viewing the student as a behavioral issue or someone incapable of learning, teachers will see the potential in these students. When teachers
implement digital tools that assist ADD/ADHD students with learning, it is like providing a plumber with a wrench instead of a spoon. For the first
time, the student may feel hopeful. To assess the impact of this field experience, teachers can use observation, assessment data, and interviews with
the students.

Date(s)
3/12

4th Field Experience Activity/Time

V and I listen to the notes he took with Super Notes and reviewed
the homework assignment via myHomework.

PSC Standard(s)

ISTE Standard(s)

PSC 2.1
PSC 2.2
PSC 2.4
PSC 2.5
PSC 3.4
PSC 6.3

ISTE 2a
ISTE 2b
ISTE 2d
ISTE 2e
ISTE 3d

Using the website ReadWriteThink, we used the Student Interactive

ReadWriteThink Notetaker to organize notes and ideas.
1 hr

First Name/Last Name/Title of an individual who can verify this

experience:
Michelle Whigham/Mother
Jennifer Wright/Media Specialist

Signature of the individual who can verify this experience:

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

3-5

Native American/Alaskan Native

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

X
X

6-8

9-12

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?
In this field experience, I facilitated the effective use of digital tools and online learning in an effort to support and enhance higher order thinking
skills in a student with ADHD. Using digital apps such as, Super Notes and myHomework and the Interactive website ReadWriteThink I was able to
utilize Assistive technologies to support individual student learning needs. These tools were used to aid V. in taking notes, remembering tasks, and
due dates. The website ReadWriteThink has a number of interactive tools that assist him in organizing his thoughts as he utilized it in helping him
with various assignments. I learned the importance of using digital tools to foster organizational skills. Students with ADD and ADHD need help in
these areas. When students with ADHD use digital tools to aid them in organization, these students have a better chance of increase academic
achievement. These tools allows students to stay on task, stay focus, and organize their thoughts, which is important when fostering critical thinking
skills.

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 3knowledge, skills, and dispositions.)
Knowledge When teaching students with ADHD or ADD educators must realize that the student is capable of learning. Their misbehavior may
be an indicator that they may need assistance in the learning process. To aid these students, educators should provide the right digital tools to aid
students in the learning process.
Skills As an educator you must utilize research based digital tools that are effective in guiding students with ADD/ADHD through tough
challenges. You must guide these students in setting desirable and reachable goals; encourage them to use self-regulated learning, differentiate
instruction to meet their individual learning needs; and provide praise and rewards when they complete short term goals (Teacher Vision, 2013).
Dispositions- As an educator you must believe that students with ADD/ADHD are not students who are incapable of learning but students who are
gifted with unique learning styles. These unique learning styles are often misunderstood and may contribute to undesirable behavior. However, as
an educator, in order to accommodate these students we must utilize differentiated instruction while establishing high expectations. This
differentiation must include technology integration. Digital tools such as Super Notes and myHomework allow students to remember to stay focus,
stay on task and complete tasks. Interactive websites such as, ReadWriteThink allow students with ADD/ADHD to use interactive graphic
organizers to organize their thoughts as they create timelines, explore text, and write essays. When using these digital tools to complete
assignments, students with ADD/ADHD have a feeling of accomplishment.

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 will impact student learning because it will allow teachers to rethink how they educate students with ADD or ADHD. Instead
of viewing the student as a behavioral issue or someone incapable of learning, teachers will see the potential in these students. When teachers
implement digital tools that assist ADD/ADHD students with learning, it is like providing a plumber with a wrench instead of a spoon. For the first
time, the student may feel hopeful. To assess the impact of this field experience, teachers can use observation, assessment data, and interviews with
the students.

Date(s)
3/13

5th Field Experience Activity/Time

V and I listen to the notes he took with Super Notes and reviewed
the homework assignment via myHomework.

PSC Standard(s)

ISTE Standard(s)

PSC 2.1
PSC 2.2
PSC 2.4
PSC 2.5
PSC 3.4
PSC 6.3

ISTE 2a
ISTE 2b
ISTE 2d
ISTE 2e
ISTE 3d

Using the website ReadWriteThink, we used the Student Interactive

ReadWriteThink Notetaker to organize notes and ideas.
1 hr

First Name/Last Name/Title of an individual who can verify this

experience:

Signature of the individual who can verify this experience:

First Name/Last Name/Title of an individual who can verify this

experience:
Michelle Whigham/Mother
Jennifer Wright/Media Specialist

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

3-5

Native American/Alaskan Native

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

X
X

6-8

9-12

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?
In this field experience, I facilitated the effective use of digital tools and online learning in an effort to support and enhance higher order thinking
skills in a student with ADHD. Using digital apps such as, Super Notes and myHomework and the Interactive website ReadWriteThink I was able to
utilize Assistive technologies to support individual student learning needs. These tools were used to aid V. in taking notes, remembering tasks, and
due dates. The website ReadWriteThink has a number of interactive tools that assist him in organizing his thoughts as he utilized it in helping him
with various assignments. I learned the importance of using digital tools to foster organizational skills. Students with ADD and ADHD need help in
these areas. When students with ADHD use digital tools to aid them in organization, these students have a better chance of increase academic
achievement. These tools allows students to stay on task, stay focus, and organize their thoughts, which is important when fostering critical thinking
skills.

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 3knowledge, skills, and dispositions.)
Knowledge When teaching students with ADHD or ADD educators must realize that the student is capable of learning. Their misbehavior may
be an indicator that they may need assistance in the learning process. To aid these students, educators should provide the right digital tools to aid
students in the learning process.
Skills As an educator you must utilize research based digital tools that are effective in guiding students with ADD/ADHD through tough
challenges. You must guide these students in setting desirable and reachable goals; encourage them to use self-regulated learning, differentiate
instruction to meet their individual learning needs; and provide praise and rewards when they complete short term goals (Teacher Vision, 2013).
Dispositions- As an educator you must believe that students with ADD/ADHD are not students who are incapable of learning but students who are
gifted with unique learning styles. These unique learning styles are often misunderstood and may contribute to undesirable behavior. However, as
an educator, in order to accommodate these students we must utilize differentiated instruction while establishing high expectations. This
differentiation must include technology integration. Digital tools such as Super Notes and myHomework allow students to remember to stay focus,
stay on task and complete tasks. Interactive websites such as, ReadWriteThink allow students with ADD/ADHD to use interactive graphic
organizers to organize their thoughts as they create timelines, explore text, and write essays. When using these digital tools to complete
assignments, students with ADD/ADHD have a feeling of accomplishment.

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 will impact student learning because it will allow teachers to rethink how they educate students with ADD or ADHD. Instead
of viewing the student as a behavioral issue or someone incapable of learning, teachers will see the potential in these students. When teachers
implement digital tools that assist ADD/ADHD students with learning, it is like providing a plumber with a wrench instead of a spoon. For the first
time, the student may feel hopeful. To assess the impact of this field experience, teachers can use observation, assessment data, and interviews with
the students.