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 Log
Reflection:
This artifact is a log for a unstructured field experience I completed for ITEC 7305, “Data Analysis & School Improvement” in the spring of 2014. This log outlines the unstructured, technology-related experience I conducted during the semester. As explained in the log, I conducted a workshop on Web 2.0 tools to aid in project-based learning and best practices with technology use in the classroom. It contains a description of the planning and implementation process of this activity. It also includes time frame, standards, participant diversity, and a reflection regarding the experience.
Standard 6.3 states that a candidate must “engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards.” This log illustrates my learning experience, planning and providing a professional development workshop on a technology-based tool. In this field experience, I synthesized my knowledge from the course about how to effect school improvement and I delivered it to a diverse group of educators. I applied my understanding of how to best effect change in my school, and I used these methods to plan, extensively research, and implement the workshop.
This field experience was a great opportunity for me to apply my knowledge of web-tools to impact growth in my school. I researched the topic heavily, applied my skills regarding workshop development, and used my partnership disposition to influence my peers use of technology in the classroom. I synthesized knowledge I had gained regarding workshop development, researched-based best practices, and early adopter models throughout the course of the semester and applied it to a workshop of about 20 people. If I had the opportunity to improve upon this experience, I would have developed the workshop to be one in a series. Many people were quite interested in learning more about Web 2.0 tools, and I think I could have helped more people and supported them further with a “next steps” kind of workshop.
Web 2.0 is a continually growing trend in classrooms around the world. I conducted the workshop in order to help teachers keep abreast to emerging trends and best practices with technology use in the classroom. There is an inherently constructivist nature to using Web 2.0 in schools. It allows the teacher to move from the center of the class, and the sole provider of information, to a facilitator of learning. This has been proven to improve student engagement and critical thinking skills, which we all can acknowledge are crucial to 21st century learners. Teachers at CDS, to this day, still use discussion boards and classroom websites (student created, of course). This growth of faculty and educators can be seen in their dedication to using Web 2.0 tools in their classroom to impact student engagement.
Reflection:
This artifact is a log for a unstructured field experience I completed for ITEC 7305, “Data Analysis & School Improvement” in the spring of 2014. This log outlines the unstructured, technology-related experience I conducted during the semester. As explained in the log, I conducted a workshop on Web 2.0 tools to aid in project-based learning and best practices with technology use in the classroom. It contains a description of the planning and implementation process of this activity. It also includes time frame, standards, participant diversity, and a reflection regarding the experience.
Standard 6.3 states that a candidate must “engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards.” This log illustrates my learning experience, planning and providing a professional development workshop on a technology-based tool. In this field experience, I synthesized my knowledge from the course about how to effect school improvement and I delivered it to a diverse group of educators. I applied my understanding of how to best effect change in my school, and I used these methods to plan, extensively research, and implement the workshop.
This field experience was a great opportunity for me to apply my knowledge of web-tools to impact growth in my school. I researched the topic heavily, applied my skills regarding workshop development, and used my partnership disposition to influence my peers use of technology in the classroom. I synthesized knowledge I had gained regarding workshop development, researched-based best practices, and early adopter models throughout the course of the semester and applied it to a workshop of about 20 people. If I had the opportunity to improve upon this experience, I would have developed the workshop to be one in a series. Many people were quite interested in learning more about Web 2.0 tools, and I think I could have helped more people and supported them further with a “next steps” kind of workshop.
Web 2.0 is a continually growing trend in classrooms around the world. I conducted the workshop in order to help teachers keep abreast to emerging trends and best practices with technology use in the classroom. There is an inherently constructivist nature to using Web 2.0 in schools. It allows the teacher to move from the center of the class, and the sole provider of information, to a facilitator of learning. This has been proven to improve student engagement and critical thinking skills, which we all can acknowledge are crucial to 21st century learners. Teachers at CDS, to this day, still use discussion boards and classroom websites (student created, of course). This growth of faculty and educators can be seen in their dedication to using Web 2.0 tools in their classroom to impact student engagement.