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: Field Experiences
Reflection:
While completing my graduate studies at Kennesaw State University, I participated in a variety of field experiences to diversify my learning. I kept detailed logs of these experiences, recording both structured and unstructured hours. Structured field experiences detailed the work and reflection that went into key assignments in each course. They were designated by the course instructor and composed of key assignments in each course. The unstructured field experiences comprised of unassigned work with staff members and students in diverse settings. I facilitated technology-rich experiences in a variety of situations through these field experiences.
This artifact meets Standard 6.3 because the engagement in the appropriate field experiences allowed for me to master the standards in a real-world setting. For each of the structured field experiences, I logged the hours put in, the standards met, and engaged in a self reflection. I reflected on what I learned about technology facilitation and leadership from completing the field experience. I also reflected about student learning, faculty development, and/or school improvement for each experience. Throughout the program, I engaged in a variety of field experiences that allowed me to be a technology leader within my school setting, facilitating the proper use of digital tools and of technology-based learning experiences. These experiences provided me with the opportunity to gain knowledge in the skills, dispositions, and beliefs I must have as a technology facilitator and leader. As part of the program requirements, I conducted an unstructured field experience with an English Language Learner (ELL) student, and a student with a disability (SWD) using an assistive technology (AT). These experiences showed me how technology can be used to provide support to enhance student learning. Prior to implementing these field experiences, I had considered technology a tool to facilitate instruction in my generalized classroom. These experiences allowed me to enhance individual learning experiences of students and use the tool to support student learning. I was able to synthesize and apply the content and professional knowledge, skills, and dispositions identified within the ISTE standards.
The program requirements required experiences in the grade levels P-5, 6-8 and 9-12. By meeting these requirements, I was able to interact and converse with others outside of my typical elementary environment. Even though it was not common for me to work with teachers and students in middle and high school, I realized that I must familiarize myself with all levels of learners and teachers in order to be an effective leader. If I were to complete these experiences again, I would likely have put an increased focus on working outside of my comfort zone. I would have sought out leadership opportunities in other schools and grade levels on a more consistent basis. This would have provided me with increased opportunities to familiarize myself with different environments and standards.
These experiences, as a whole, directly relate to faculty development, school improvement, and student learning. They gave me an opportunity to share my knowledge and facilitate technology with all levels of learners in diverse environments. The variety of experiences allowed for a high level of professional development, school improvement, and student progress. This can be measured through classroom observation and student performance on benchmark assessments.
While completing my graduate studies at Kennesaw State University, I participated in a variety of field experiences to diversify my learning. I kept detailed logs of these experiences, recording both structured and unstructured hours. Structured field experiences detailed the work and reflection that went into key assignments in each course. They were designated by the course instructor and composed of key assignments in each course. The unstructured field experiences comprised of unassigned work with staff members and students in diverse settings. I facilitated technology-rich experiences in a variety of situations through these field experiences.
This artifact meets Standard 6.3 because the engagement in the appropriate field experiences allowed for me to master the standards in a real-world setting. For each of the structured field experiences, I logged the hours put in, the standards met, and engaged in a self reflection. I reflected on what I learned about technology facilitation and leadership from completing the field experience. I also reflected about student learning, faculty development, and/or school improvement for each experience. Throughout the program, I engaged in a variety of field experiences that allowed me to be a technology leader within my school setting, facilitating the proper use of digital tools and of technology-based learning experiences. These experiences provided me with the opportunity to gain knowledge in the skills, dispositions, and beliefs I must have as a technology facilitator and leader. As part of the program requirements, I conducted an unstructured field experience with an English Language Learner (ELL) student, and a student with a disability (SWD) using an assistive technology (AT). These experiences showed me how technology can be used to provide support to enhance student learning. Prior to implementing these field experiences, I had considered technology a tool to facilitate instruction in my generalized classroom. These experiences allowed me to enhance individual learning experiences of students and use the tool to support student learning. I was able to synthesize and apply the content and professional knowledge, skills, and dispositions identified within the ISTE standards.
The program requirements required experiences in the grade levels P-5, 6-8 and 9-12. By meeting these requirements, I was able to interact and converse with others outside of my typical elementary environment. Even though it was not common for me to work with teachers and students in middle and high school, I realized that I must familiarize myself with all levels of learners and teachers in order to be an effective leader. If I were to complete these experiences again, I would likely have put an increased focus on working outside of my comfort zone. I would have sought out leadership opportunities in other schools and grade levels on a more consistent basis. This would have provided me with increased opportunities to familiarize myself with different environments and standards.
These experiences, as a whole, directly relate to faculty development, school improvement, and student learning. They gave me an opportunity to share my knowledge and facilitate technology with all levels of learners in diverse environments. The variety of experiences allowed for a high level of professional development, school improvement, and student progress. This can be measured through classroom observation and student performance on benchmark assessments.