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: unstructured-at.pdf
Reflection: The artifact that I have chosen for this standard is the undstructed field experience from ITEC 7445. This class discussed several different technology tips and tools to use in the classroom and included an assignment on assistive technology. Assistive technology is a need in several classrooms and the field experience made me aware of the current status of the use of accessibility in the classroom. The material was completed on an individual basis and was discussed with another special education teacher, .
The standard asks the teacher to be able to synthesize and apply the content in a field experience. In my field experience, I was able to participate in an AT observation and discover how these observations can be used to personalize technology for achievement in the classroom. It can be extremely difficult for students to achieve anything without some type of accommodations on a regular basis. One of the perks of being a 1:1 Chromebook school is the ability to personalize learning and add the necessary items for students. This has helped me define what I would like to improve in my classroom and even seek help from others. I plan on applying to the Google Innovator Project based on improving assistive technology in my classroom.
One of the biggest lessons I have learned about assistive technology is it can be defined as something as simple as a pencil grip. It can really make a difference for the student in achieving and making the classroom a more equal place for students with disabilities. I want to ensure that more teachers know about why this technology is needed in the classroom with our without an IEP. To improve the quality, I would have been more intentional and sought out information from the observer in my classroom. I think having a discussion may have added to my thoughts about the rubric for determining the technology in the classroom.
The work that went into creating this artifact impacts school improvement because of being able to use the Chromebooks 1:1 more effectively. There are so many things that can be improved by personalizing learning and making the classroom a more equitable place for students. The impact can be assessed based on the improvement in student's IEP goals and progress monitoring through the nine weeks.
The standard asks the teacher to be able to synthesize and apply the content in a field experience. In my field experience, I was able to participate in an AT observation and discover how these observations can be used to personalize technology for achievement in the classroom. It can be extremely difficult for students to achieve anything without some type of accommodations on a regular basis. One of the perks of being a 1:1 Chromebook school is the ability to personalize learning and add the necessary items for students. This has helped me define what I would like to improve in my classroom and even seek help from others. I plan on applying to the Google Innovator Project based on improving assistive technology in my classroom.
One of the biggest lessons I have learned about assistive technology is it can be defined as something as simple as a pencil grip. It can really make a difference for the student in achieving and making the classroom a more equal place for students with disabilities. I want to ensure that more teachers know about why this technology is needed in the classroom with our without an IEP. To improve the quality, I would have been more intentional and sought out information from the observer in my classroom. I think having a discussion may have added to my thoughts about the rubric for determining the technology in the classroom.
The work that went into creating this artifact impacts school improvement because of being able to use the Chromebooks 1:1 more effectively. There are so many things that can be improved by personalizing learning and making the classroom a more equitable place for students. The impact can be assessed based on the improvement in student's IEP goals and progress monitoring through the nine weeks.