Field Experience Log & Reflection

Instructional Technology Department

Candidate: Allison Gonzalez Mentor/Title: Chris School/District: Heritage

Douglass, Media Tech High School, Catoosa
Specialist
County
Field Experience/Assignment: Course: Professor/Semester:
Syllabus, Online Unit Plan, ITEC 7480 Intro to Online Dr. Harron/Summer 2022
Online Module Teaching

Part I: Log
Date(s) Activity/Time PSC Standard ISTE Standard

6/23/2022 Research Ideas for Online learning 3.3, 3.7, 6.2, 6.3 3c, 3g, 6c
Module and for the syllabus components
(2 hour)
6/26/2022 Typed out Syllabus; editing; comparing 3.3, 3.7, 6.2, 6.3 3c, 3g, 6c
to rubric (5 hours)
6/30/2022 Began gathering materials for the unit 2.1, 2.2, 2.4, 2.5, 2.6, 2a, 2b, 2d, 2e, 2f, 2g,
plan, and writing Unit Plan for learning 2.7, 3.1, 3.2, 3.3, 3.5, 3a, 3b, 3c, 3e, 3g, 5b,
module (5hrs) 3.7, 4.2, 6.1, 6.2, 6.3 6a, 6b, 6c
7/2/2022 Finished writing Unit Plan and content for 2.1, 2.2, 2.4, 2.5, 2.6, 2a, 2b, 2d, 2e, 2f, 2g,
module 1 and completed checklist 2.7, 3.1, 3.2, 3.3, 3.5, 3a, 3b, 3c, 3e, 3g, 5b,
(4 hours) 3.7, 4.2, 6.1, 6.2, 6.3 6a, 6b, 6c
7/13/2022 Reviewed Module 7 and examples for 2.1, 2.2, 2.4, 2.5, 2.6, 2a, 2b, 2d, 2e, 2f, 2g,
developing an online Module; began 2.7, 3.1, 3.2, 3.3, 3.5, 3a, 3b, 3c, 3e, 3g, 5b,
building webpage on Google Sites 3.7, 4.2, 6.1, 6.2, 6.3 6a, 6b, 6c
(4 hours)
7/17/2022 Assembled module webpage; reviewed 2.1, 2.2, 2.4, 2.5, 2.6, 2a, 2b, 2d, 2e, 2f, 2g,
and checked self-assessment checklist 2.7, 3.1, 3.2, 3.3, 3.5, 3a, 3b, 3c, 3e, 3g, 5b,
(6 hours) 3.7, 4.2, 6.1, 6.2, 6.3 6a, 6b, 6c

Total Hours: 26 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
Hispanic X
Native American/Alaskan Native
White X
Multiracial X
Subgroups:
Students with Disabilities X
Limited English Proficiency
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?

I developed a blended Online Learning website and Module which took a significant
amount of planning, review, and creating. First created the course Syllabus, which
included many facets specifically describing all the major details a student needs to know
about their online learning course. From there, was the development of the online
learning Unit Plan. This was a basic blueprint for what elements would go into the online
learning module to be developed. Planning, organizing, and creating my Online Learning
Module, utilizing a wide variety of digital tools was a complex process. I was skeptical
about creating a module for one of my science units. Once it was all done, I was very
happy with how my module looks. I learned a lot about creating blended online learning
lessons. Its not about providing a link to this and a link to that. I learned how to create a
module that I will be glad to implement with my students in the upcoming school year.

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.)
In order to create a well-designed online learning module that can be presented to my
students, I need to know who to apply the principles of Universal Design for Learning. I
needed to know what it meant to provide students with multiple means for
representation of the information, multiple means of action and expression by providing
many ways for students to interact with the material, and plan for multiple means for
them to engage with the content that I wanted them to learn.

The skills I needed to facilitate the develop my Online learning Module include knowing
how to create measurable learning objectives, and identifying different digital tools and
resources that will provide the flexibility needed for student to work through the module
emphasis on the Universal Design for Learning. I need to be skilled in creating a flexible
technology- enhanced digital learning experience that specifically address the established
measurable learning objectives aligned with my content standards. I had to use web
page designing skills to appropriately create a page that is attractive, engaging, and user
friendly for the typical high school student.

The process of creating this learning module that will provide an authentic learning
experience for my students was a little daunting at first. Once I got all the digital
elements in place for students to access the content in flexible ways was a rewarding. I
really feel accomplished and eager to use the module I have created with my students. I
have provided my students with multiple forms of accessing the information, as well as
multiple formative assessments and provided flexibility in how they demonstrate their
learning by creating their own final produce that will be a summative assessment piece
for the learning experience.
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

Creating an online blended learning module that was designed for student-centered
learning was the probably one of my favorite achievements in all that I have done in the
ITEC program. I have always been fascinated with other online learning modules I have
seen when looking for new ideas for teaching different content. Creating my own that is
tailored specifically to my standards, learning targets, and student needs is the best part.
I researched and planned everything that students would need to be able to master the
learning targets this module was designed for. I used a Google Sites for my module so I
can share with my co-teachers in the upcoming school year so we can collaborate on the
development of online learning modules for our other units of study. I feel that my
students will see benefits from being taught through a blended online learning model.
The goal is for the module to be student-centered, while providing flexibility in the ways
students can access information and in ways, they can demonstrate mastery of the
content. This can be especially important to the special ed. students I have in my co-
taught classes. I feel as though my module sets them up for success.

I can assess the success of my student’s academic achievement by reviewing all the
different forms of assessments embedded within the learning module looking for
evidence in the work they create to determine students’ level of mastery after completing
their learning module. Because there are different elements of engagement and flexibility
in the types of technology tools they can use, higher levels of mastering the learning
targets I expect to be evident in the various forms of assessments that are included in
my module.