Unstructured Fe Log Itec7430

UNSTRUCTURED Field Experience Log & Reflection
Instructional Technology Department

Candidate:
John W. Phillips, III
Instructional Technology
Specialist
Mentor/Title:
Dr. Reed
ESL Instructor
Course:
ITEC 7430
School/District:
New Holland Knowledge
Academy
Gainesville City School
System
Professor/Semester:
Dr. Frazier, Fall 2014
Part I: Log
(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 rows. Thank you!)
Date(s)
September 1,
2014
1st Field Experience Activity/Time

Four ESL students came to my classroom during my two planning
periods to work on extra-curricular activities to help their English
fluency.
We worked on conversational English and comprehension by
playing Go-Fish.
The students practiced asking and answering questions while
participating in this game.
(2 hours)
PSC/ISTE Standard(s)
ISTE 2. Communication
and Collaboration
d. Contribute to project
teams to produce original
works or solve problems.
Reflection
(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?
This lesson had less to do with

technology and more to do with
facilitating a learning environment
for ESL students. During this lesson,
students were led to interact with
each other and get to know each
other. I was able to get to know the
students as well. Together, we

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

understand what I must know to
meet the needs of my ESL students.
These students need to be able to
interact with each other, other
students, and their teachers to
become successful. As a technology
teacher, I must be able to facilitate a
learning environment that is
beneficial to ESL/ELL students by
using scaffolding to support new
concepts while building confidence
within the students. As a technology
instructor, I believe that it is
important to engage ESL/ELL
students and meet their needs as well
as the needs of the other students in
the classroom. By using best
practices for ESL students in my
lessons, such as sheltered
instructional techniques, I can make
learning easier and more engaging
for ESL students.
3. Describe how this field experience
impacted school improvement, faculty
development or student learning at
your school. How can the impact be
assessed?
As a Title 1 school with 44.8% of

students labeled as ESOL, meeting
the needs of our English Learners is

very important. The students that I
met with are classified as nonEnglish speakers. By working with
these students, and building their
vocabulary and fluency skills, I am
helping my school by helping these
students to function more fluidly in
the classroom. As with ESL
students, informal assessments are
the best practice for assessment. By
observing these students over the
course of our time together, I can
assess their gains.
2nd Field Experience Activity/Time
Date(s)
September 3,
2014
Four ESL students came to my classroom during my two planning

fluency.
We worked on content skills in Science and Social Studies by
incorporating ESLBrainpop and conversation about content topics.
After watching the videos, we would collectively talk about the
topics covered and find images on the internet that related to our
conversation.
(2 hours)
ISTE 3. Research and

Information Fluency
b. Locate, organize,
analyze, synthesize, and
ethically use information
form a variety of sources
and media
DIVERSITY
Ethnicity
Race/Ethnicity:
Asian
Black
Hispanic
P-12 Faculty/Staff
P-2
3-5
X
X
X
X
White
Multiracial
Subgroups:
6-8
P-12 Students
9-12
P-2
3-5
6-8
9-12
Reflection

This experience helped me find new

ways to integrate technology into
helping ESL students. By using the
ESLBrainpop, I was able to help
students learn new content by
supporting their native language,
while encouraging them to use
English to discuss their ideas and
learning. I think that this was a good
way to use scaffolding to help them
learn new ideas without making the
content too English intensive.
dispositions.)
This field experience helped me by
finding new ways to reach ESL

students and introduce topics to
them. I need to be able to facilitate
learning that supports the students
native language and also encourages
the use of English. This field
experience helped me practice
finding new tools for instruction
with ESL students. By using the
ESLBrainpop and leading
conversations with the students, I
was able to hone in my skills of
leading ESL students in content
instruction. This field experience
also helped me by allowing me to
explore ways for ESL students to do
research and learn about topics in a
ways that supports their needs as
ESL students. I believe that ESL
students should be able to do
research and synthesize data,
however it may be with the use of
tools specific to them.
assessed?

very important. ESL students need to
have the tools at their fingertips that
allow them to conduct research and
learn in an exploratory way. By
finding new and diverse ways for
ESL students to conduct research, I
am contributing to my school and
ESL student population.
Date(s)
3rd Field Experience Activity/Time
Reflection
September 5,
2014
Four ESL students came to my classroom during one of my planning

fluency.
Using an augmented reality app, the students and I explored the
school looking for new words and literature that the students had not
been able to understand in the past and change it so that the
students can better understand the message contained in the text.
(1 hour)
ITSE 4. Critical
Thinking, Problem
Solving, and Decision
Making
c. Collect and analyze data
to identify solutions and/or
make informed decisions
DIVERSITY
Ethnicity
Race/Ethnicity:
Asian
Black
Hispanic
P-12 Faculty/Staff
P-2
3-5
X
X
X
X
White
Multiracial
Subgroups:
6-8
P-12 Students
9-12
P-2
3-5
6-8
9-12

During this field experience, the

students and I used an augmented
reality app to change the words and
phrases of posters, literature, and
signs around the school to make
them relevant in the students native
language. This experience allowed
me to use new technology to help
students take control of their
learning. This app allowed the
students to see the meaning of text
that they have not been able to read
before. This allowed for the students
to make connections and understand
context that had not been able to in
the past.
dispositions.)
This experience helped me to find

new ways to meet the need of our
ESL students while incorporating
technology into the classroom. I
liked how the augmented reality
helped students to feel the
independence to explore on their
own. The students felt confortable
using the app to translate things that
they had not been able to understand
before. I would like to see this
available to all students who have
trouble understanding text in the
classroom. This app could help
students understand many things that

have just been skipped over in the
past. I believe that all students
should be able to sully participate in
the classroom, and if this augmented
reality helps students understand and
make connections in the classroom,
then it should be available to any
student that needs it.
assessed?

very important. Student learning is
important no matter what your
native language is. By using this
tool, we are able to help students
gain contextual understanding and
retain knowledge by incorporating
native languages into the everyday
classroom. This will help my school
by making the ESL student feel
more confortable in the school and
relating the content to their native
language.

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UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department

1st Field Experience Activity/Time

1. Briefly describe the field

This lesson had less to do with

students as well. Together, we

Native American/Alaskan Native

2. How did this learning relate to the

This field experience helped me to

As a Title 1 school with 44.8% of

the needs of our English Learners is

Four ESL students came to my classroom during my two planning

ISTE 3. Research and

Native American/Alaskan Native

1. Briefly describe the field

This experience helped me find new

This field experience helped me by

finding new ways to reach ESL

As a Title 1 school with 44.8% of

3rd Field Experience Activity/Time

Four ESL students came to my classroom during one of my planning

Native American/Alaskan Native

1. Briefly describe the field

During this field experience, the

This experience helped me to find

students understand many things that

As a Title 1 school with 44.8% of

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