STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Frank Graham Shelley Sheldon/Media Specialist Mountain Rd. ES/Cherokee County
Field Experience/Assignment: Course: Professor/Semester:
Online Course Syllabus, Online Unit Introduction to Online Learning Dr. Amy Vitala, Ed.D. /Summer
Plan and Online Module creation ITEC 7480 2017

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
6/22 Designed a syllabus for an online course that PSC 3.3, 4.3 ISTE 3c, 5c
meets professional standards [1.0 hours]
6/23 Worked on syllabus [1.0 hours] PSC 3.3, 4.3 ISTE 3c, 5c

6/24 Finalized syllabus [1.0 hour] PSC 3.3, 4.3 ISTE 3c, 5c

6/30 Designed a 6 week unit of learning for K12 PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c
students that meets professional standards [1.0
hours]
7/1 Worked on unit plan overall information [2.0 PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c
hours]
7/2 Worked on Module 1 2 [1.0 hour] PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c

7/6 Worked on Module 3 4 [1.0 hour] PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c

7/7 Worked on Modules 5 6 [1.0 hour] PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c

7/8 Revised online unit and self-evaluation [1.5 PSC 6.2, 6.3 ISTE 6c
hours]
7/9 Developed one module of online instruction for PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c
K12 students that meets specified criteria of a
rubric based on the iNACOL National Standards
for Quality Course Development [2.0 hours]
7/10 Worked on Weebly website [1.5 hours] PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c

7/12 Created module and resources [2.0 hours] PSC 3.3, 4.3, 6.1, 6.3 ISTE 3c, 5c, 6a, 6b, 6c

7/13 Added content and completed self-evaluation [2.0 PSC 6.2, 6.3 ISTE 6c
hours]
Total Hours: [18 hours ]
 DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian x
Black x x x
Hispanic x x x
Native American/Alaskan Native
White x x x
Multiracial
Subgroups:
Students with Disabilities x
Limited English Proficiency x
Eligible for Free/Reduced Meals x

Part II: Reflection

CANDIDATE REFLECTIONS:
(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?

The field experiences include developing, modeling, and facilitating the use of online learning.
The experiences provided me with the opportunity to create a syllabus that supported student
needs. I learned by planning, implementing and evaluating digital content resources for the
creation of a unit plan. The field experience gave me hands-on practice of applying my skills of
emerging technologies into creating an iNACOL standards based module.

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.)
Technology leaders dealing with online and blended instruction should know best practices for
creating syllabus materials, unit plans, and online modules. Coaches can help by incorporating
online learning and digital content to support content standards. Knowledge of effective strategies
of communication and collaboration are essential.

The skill of effectively planning and managing the digital environment is needed. Technology
coaches must possess the skill set to listen and communicate to the staff they are assisting. In
addition, coaches must be skilled in modeling and facilitating effective technology based
instruction to both teachers and students. This experience strengthened my alignment of standards
to online and blended content and assessments through the creation of these learning objects.

The outlook that online and blended learning can be collaborative, engaging and authentic is
essential. An attitude of meeting all learners needs is critical. Reflection on practices and
dispositions is an essential element in this field experience.
 3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

Reflecting back on my field experience, I believe all aspects of the project helped me to grow
professionally. Ultimately my knowledge helps student learning in an online or blended
environment. My skills and knowledge of effective online learning will also affect faculty
development by sharing and peer coaching others with interest in these fields. Impact can be seen
by engaging students in meaningful online learning that meets the needs of students.