STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Jana Brewer Madison Lockridge/Teacher Pepperell Middle/Floyd County
Field Experience/Assignment: Course: Professor/Semester:
Multimedia Design Project ITEC 7445 Cain/Fall 2020

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
September 27, Designed a WebQuest that meets learner PSC 2.1, 2.5, 2.6, 3.4 ISTE 1c, 2d, 4b
2020 characteristics and need while taking into
considerations technology use and ability and
focused on a specific set of learning objectives [4
hours]
September 27- Designed a WebQuest including an introduction, PSC 2.1, 2.3, 2.6 ISTE 1c, 2d, 4b
29, 2020 specific tasks and assignments, and provided
students with an outline that meets content and
technology standards [5 hours]
October 15 & Chose online resources that would specifically PSC 3.6, 4.2 ISTE 1b, 2d
17, 2020 address the content of the WebQuest and meet the
needs of students and included citations for each
of these [2 hours]
November 23- Provided differentiation of content, process, and PSC 2.5, 2.6 ISTE 2b, 2e
25, 2020 product to meet the needs of all students and
ensure UD principles were met [3 hours]
November 23- Included specific adaptive/assistive technologies PSC 3.4 ISTE 3d
25, 2020 for students with specific needs [1.5 hours]
November 23- Developed the WebQuest using Google Sites and PSC 3.3, 3.5, 6.1 ISTE 3b
25, 2020 ensured that all links and videos worked correctly
[1.5 hours]
November 30, Developed an implementation plan for this PSC 3.1, 3.2, 3.5, 3.7, 4.1, 6.3 ISTE 2a, 2d, 3a, 3c, 3f, 5a
2020 upcoming spring, determined how I will manage
the classroom throughout the implementation,
developed a timeline and how to provide
equitable access, and collaborated with other
teachers to ensure all tasks were appropriate and
provided proper differentiation for all students –
also collaborated with high school biology and
environmental science teachers to discuss how
they could use this with their students [5 hours]
November 30, Provided possible implementation and PSC 2.5 ISTE 2e, 3c
2020 differentiation strategies for other teachers to
implement when using this WebQuest [5 hours]
December 7, Developed a plan to assess student learning and PSC 2.6, 2.7 ISTE 2g, 2h
2020 product design [3 hours]
Total Hours: [30 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
Black X X X
Hispanic X X
Native American/Alaskan Native
White X X X X
Multiracial X X
Subgroups:
Students with Disabilities X X
Limited English Proficiency X X
Eligible for Free/Reduced Meals X 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?

Throughout the completion of this field experience, I learned technology facilitation and
leadership sometimes challenges you to step outside your comfort zone. While I use technology
often with my students, this is not an assignment I am familiar with creating myself. Through the
development of this project, I was challenged to design a project that connects to content and
technology standards, gives access to all students, and challenges students appropriately. This
process took lots of time and thought, which I do not always have, but allowed me to develop an
assessment that meets all sub-standards for a unit we will cover in the spring and challenges
students to create their own projects. As I worked through building this project for my students, I
really began to understand the mindset some teachers have: “what I am doing is working, why
should I change?” Now having the understanding that those teachers have, I feel better equipped
and prepared to challenge other teachers to grow personally in how they are teaching and
presenting information to their students.

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 3—knowledge, skills, and
dispositions.)
Knowledge- Developing this project required me to remember multiple standards, both content
and technology, that are required of my students. As I worked through the development of this
project, I had to use the knowledge I have gained throughout this course and others to
appropriately develop a project for students that met both sets of standards. Designing this project
also related to what I must know about my students, the needs they have, and the levels at which
they are able to read and understand information on their own.

Skills- This project related to the skills I must possess to ensure I differentiated content, process,
and product for students with a variety of skills and needs. It also related to the skills I must have
to build a website, embed and link resources, collaborate with other teachers, and appropriately
assess student learning. As I developed this project, I had to use each of these skills to ensure this
was a project that was interesting and engaging, but also that it met the content and technology
standards and individual student needs.

Dispositions- Throughout the development of this project, there was a moment when I thought “if
what I have been doing works, why am I trying to change that?” In that moment, I realized I was
reacting the same way many other teachers I have worked with feel when they are challenged to
try something new. I was being challenged to change the way I would normally require students to
complete a project or learn content and there were points I felt frustrated because of that. It helped
me understand why other teachers push back when they are challenged to try something new with
their students and helped me remember how important my mindset and attitude are toward the
success I have in completing something.
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 directly impacts student learning in my school because it provides students the
opportunity to learn in a new way and challenges them to think critically, design their own
products, and take ownership of their learning. Because I collaborated with the other science
teacher I work with in seventh grade, as well as the high school Biology and Environmental
Science teachers, this also has an impact on faculty development. I shared this project with them
and encouraged them to provide me with feedback as well as how they might be able to use this
project or a modified version of it with their students. Through communication with these
teachers, I was able to adjust the assignment segments students were completing as well as
understand how this project could be changed to fit the needs of high school students. Since this
collaboration took place, there has been more conversation between myself and these other
teachers to help them develop projects of their own.