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)
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)
Reflection
These artifacts are a schedule and a folder of resources I created for one of the BYOD/eCLASS Visitation Days our school hosted for other educators in our district. As part of the planning for this whole-school endeavor, I helped teachers plan lessons, did a model coaching lesson on that day, and co-created the schedule, presentation, and online resources we used. This was a great opportunity to share best practices in technology integration with other teachers, coaches, and administrators in our district who were involved in similar technology initiatives.
This experience was a day that truly allowed me to synthesize and apply what I have learned in the instructional technology program at Kennesaw State University. Speaking and modeling for a group of educators forced me to evaluate my own practice and to clearly articulate the reasons and planning behind our eCLASS and BYOD implementation at Harbins. It also gave me a chance to lead for a larger audience and to influence a broader audience with my knowledge, skills, and dispositions as an instructional technology coach.
Through the visitation day experiences, I learned to speak more comfortably in front of an audience and to more clearly explain our vision for technology integration. As part of the day’s activities, I had the chance to have conversations with educators from many schools, and I learned a lot about the way they were implementing technology. This sharing of ideas benefited both parties in our quest for new ideas to engage students and integrate technology effectively. If I had to plan one of these days again, I would enable more of our teacher-leaders to take some of my role so they could reflect on their practice as well.
Opening every class at our school for visitation encouraged many teachers to plan their technology integration activities more thoroughly. In addition, my work to support teachers led to grade-level sharing sessions for some of our teachers on the visitation day. This gave them a chance to showcase their student learning and to have more deep and meaningful conversations with the visiting educators. This shared ownership of student learning with technology contributed to a positive school culture in relation to technology integration.
This experience was a day that truly allowed me to synthesize and apply what I have learned in the instructional technology program at Kennesaw State University. Speaking and modeling for a group of educators forced me to evaluate my own practice and to clearly articulate the reasons and planning behind our eCLASS and BYOD implementation at Harbins. It also gave me a chance to lead for a larger audience and to influence a broader audience with my knowledge, skills, and dispositions as an instructional technology coach.
Through the visitation day experiences, I learned to speak more comfortably in front of an audience and to more clearly explain our vision for technology integration. As part of the day’s activities, I had the chance to have conversations with educators from many schools, and I learned a lot about the way they were implementing technology. This sharing of ideas benefited both parties in our quest for new ideas to engage students and integrate technology effectively. If I had to plan one of these days again, I would enable more of our teacher-leaders to take some of my role so they could reflect on their practice as well.
Opening every class at our school for visitation encouraged many teachers to plan their technology integration activities more thoroughly. In addition, my work to support teachers led to grade-level sharing sessions for some of our teachers on the visitation day. This gave them a chance to showcase their student learning and to have more deep and meaningful conversations with the visiting educators. This shared ownership of student learning with technology contributed to a positive school culture in relation to technology integration.