STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Christy Jacobs Dr. Lisa Stone/ Curriculum Director Fitzgerald High School/ Ben Hill Co.
Field Experience/Assignment: Course: Professor/Semester:
Tech Planning Project: ITEC 7410 Instructional Dr. Beeland/ Summer 2017
- Shared Vision Technology Leadership
- SWOT
- Action Plan

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
6/19/17 Shared Vision: Teacher Survey Creation [1 hr.] 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d

Shared Vision: Administration Interview (30 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
6/26/17 min.)
6/27-29/17 Shared Vision: Complied paper and references [6 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
hours/ 2 hrs. per day]
7/1/17 SWOT: Completed the strengths, weaknesses, 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
opportunities, threats, summary of
results/conclusion & data sources portion of each
essential condition. [4 hours]
7/6/17 SWOT: Completed the Recommendation from 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
Gap Analysis & updated data sources [2 hours]
7/6/17 SWOT: Completed the References and 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
Appendices (converted documents to attach, etc.)
[2 hours]
7/8/17 Action Plan: Completed the Goal, evaluation 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
method, success indicator, strategies, timeline,
budget/funding source and person(s) responsible
for goals 1-3 [4 hours]
7/9/17 Action Plan: Completed the Goal, evaluation 1.1, 1.2, 1.3, 1.4 1a, 1b, 1c, 1d
method, success indicator, strategies, timeline,
budget/funding source and person(s) responsible
for goals 4-5 [3 hours]
Total Hours: [22.5 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-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native
White X
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals
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? Through creating documents included in the
technology planning project (shared vision, SWOT, and action plan), I was able to immerse
myself in learning about effective technology leadership through evaluation of all essential
conditions in technology integration. By analyzing areas of strengths, weaknesses, opportunities
for growth and areas of threats, I was able to formulate an effective action plan that would allow
for continued growth and progress to occur in the area of technology integration and grow as a
technology leader. Through having previously worked and facilitated technology integration in
several classrooms at Fitzgerald High School, I was able to capitalize on the successful
experiences and how, through leadership, opportunities for technology growth can be made
available for all stakeholders.

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.)
Knowledge: In order to complete all aspects of the technology planning project, I had to possess
the knowledge of how to best retrieve information from teachers concerning ISTEs essential
conditions in order to evaluate and complete a SWOT analysis of the school. Through my
personal experience and knowledge of working with the technology coordinator I was able to take
information gained from administration and staff to formulate a vision for the school and use that
knowledge to determine opportunities through the SWOT analysis that led to and action and
evaluation plan.

Skills: Various skills were necessary to complete the technology planning project. These kills
included: communication skills with administration, instructional coaches, and teachers,
technology skills obtained that correlated with measures of opportunities and how to improve
weaknesses and diminish threats to improve school success, and the knowledge and know-how of
how the school can make all stakeholders aware of the ISTE standards of technology to
incorporate into the classroom curriculum and provide project based learning opportunities for
students.

Dispositions: This field experience required me to be diligent and look into all areas to determine
the reality of where Fitzgerald High School was with technology integration and vision and where
it needed to be. Through a positive belief that all conditions and stakeholders could work on
opportunities, diminish threats, and change weaknesses into strengths, the action and evaluation
plan was determined and the goals created were believed to be attainable for the betterment of
each condition for school success.
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 had a
direct impact on school improvement as the completed assignments can be turned over to an
administrator to view areas of threats and weaknesses. The administration can choose to capitalize
on the strengths and work through the action plan towards providing greater opportunities for
students and teachers to be successful with technology in areas of potential threats and
weaknesses. Therefore, not only does the field experience have an impact on school
improvement, it also directly impacts faculty development that student learning.