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
Many of my field experiences completed for the Instructional Technology program are reflected on and posted on the e-Portfolio. The field experiences were course requirements. I completed and documented over a dozen field experiences, totaling over 100 hours of fieldwork. The diversity of the student population I served is evident in the number of workshops and community service programs. My field work focused on integrating technology with sheltered science content and student directed learning for English Learners.
My studies in instructional technology required me to design and implement internet-based lessons, coaching and professional learning for teachers, and collect and interpret data. Using principles of design, and advocating for equitable access to technology, I advanced content instruction methods and increased student online participation. My posted field experiences detail these activities that impacted a unique school community.
My program courses and field experiences, along with my role as a content team chair, were meshed together for my role as an instructional technology advocate. I continue to practice collaboration and model coaching with my peers, and together we continue to further our technology proficiency. I learned that convenience for PL is about teachers' instruction-schedules and their immediate need-to-know. In the further I would like to have more planning time to better prepare for implementation of content learning.
My professional growth is noticeable. Requests from my peers for my input on technology and purchase justifications are more frequent. Students and teachers communicate to me their concerns on technology uses. Having identified student content gains, I have found my practice to be more effective.
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
Many of my field experiences completed for the Instructional Technology program are reflected on and posted on the e-Portfolio. The field experiences were course requirements. I completed and documented over a dozen field experiences, totaling over 100 hours of fieldwork. The diversity of the student population I served is evident in the number of workshops and community service programs. My field work focused on integrating technology with sheltered science content and student directed learning for English Learners.
My studies in instructional technology required me to design and implement internet-based lessons, coaching and professional learning for teachers, and collect and interpret data. Using principles of design, and advocating for equitable access to technology, I advanced content instruction methods and increased student online participation. My posted field experiences detail these activities that impacted a unique school community.
My program courses and field experiences, along with my role as a content team chair, were meshed together for my role as an instructional technology advocate. I continue to practice collaboration and model coaching with my peers, and together we continue to further our technology proficiency. I learned that convenience for PL is about teachers' instruction-schedules and their immediate need-to-know. In the further I would like to have more planning time to better prepare for implementation of content learning.
My professional growth is noticeable. Requests from my peers for my input on technology and purchase justifications are more frequent. Students and teachers communicate to me their concerns on technology uses. Having identified student content gains, I have found my practice to be more effective.