STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department
Candidate:

Mentor/Title:
Traci Blackstock/Media
Specialist
Field Experience/Assignment: Course:

School/District:
P.B. Ritch Middle School/
Paulding County
Professor/Semester:

Online/Blended Learning Syllabus &

Unit Plan

Dr. Clark/Summer 2015

James Chase-Wegner

ITEC 7480

Part I: Log
Date(s)

Activity/Time

6/25/156/26/15

Online/Blended Learning Syllabus

10 hours

7/2/15 7/3/15

Online/Blended Learning Unit Plan

10 hours

STATE Standards
PSC

NATIONAL Standards
ISTE NETS-C

1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 2.5,

2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5,
3.7, 4.1, 4.2, 4.3
1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 2.5,
2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5,
3.7, 4.1, 4.2, 4.3

1a, 1b, 2a, 2b, 2d, 2e, 2f, 2g,

2h, 3a, 3b, 3d, 3e, 3g, 5a, 5b,
5c
1a, 1b, 2a, 2b, 2d, 2e, 2f, 2g,
2h, 3a, 3b, 3d, 3e, 3g, 5a, 5b,
5c

Total Hours: [20 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-2

3-5

6-8

Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native

White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals

P-12 Students
9-12

P-2

3-5

6-8

9-12

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?
During this assignment I learned a great deal about the iNACOL rubric for a successful
online class. I considered how traditional classroom content, teaching methods, and policies
would need to be adjusted to create a successful online experience. I gained experience in
the areas of Acceptable Use Policies and Behavior Management strategies/consequences
when working online. I considered what types of technology my students would have to have
access to and what prerequisites they would need to know before attempting the class. I had
to consider what types of assessments and activities my students would do to ensure they
were actively engaged in their learning and able to participate in discussions with their
classmates about their learning.
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.)
As a technology coach one must be able to teach others how to plan for online learning.
Technology Coaches must be able to consider all aspects of the online experience. They must
be thoughtful of creating an online community of learners that clearly lays out expectations,
processes, and troubleshooting protocols. They must be proficient in the areas strategic
planning and must demonstrate their ability to combine standards based learning and
research based learner centered strategies to create authentic online learning experiences.
These experiences by design should require students to collaborate, discuss, and create new
original thoughts and products. Students should be given choices and the instruction should
provide all learners with opportunities to demonstrate mastery in different ways.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
This experience will help me continue to bring more of my instruction online and allow for
students to gain increased collaboration and access to important remediation in areas where
they couldnt before. The impact will be assessed during the units implementation this
upcoming school year.