STRUCTURED

Field Experience Log & Reflection

Instructional Technology Department

Candidate: Mentor/Title: School/District:

Christy Jacobs Dr. Stone/ Curriculum Ben Hill Middle School/ Ben
Director Ben Hill County Hill County
Board of Education
Field Experience/Assignment: Course: Professor/Semester:
Multimedia Design Project ITEC 7445 Multimedia Dr. Pourreau/ Fall 2017
& Web Design

Part I: Log
Date(s) Activity/Time STATE Standards NATIONAL Standards
PSC ISTE NETS-C
9/10/2017 Interviewed a middle school teacher regarding a 3.6, 3.7, 5.1 3f,3g,5a
struggling standard for ELA [1 HR]
10/10/2017 Completed the overview and planning process for 1.2 1b
the WebQuest [2 HRS]
11/14/2017 Researched and designed the activities for the 2.2, 2.5, 2.6, 3.6 2b,2e,2f,3f
WebQuest [5 HRS]
11/20-22/2017 Developed the WebQuest online [5 HRS] 2.3, 2.4, 2.6, 2.7, 3.3 2c,2d,2f,2g,3c

11/27/17 Implemented the WebQuest with students [1 HR] 2.1, 3.1, 3.2, 4.2, 6.3 2a,3a,3b,4b,6c

11/28/17 Evaluated the WebQuest [2HRS] 3.6, 6.2 3f,6b

Total Hours: [16 HRS ]

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
Native American/Alaskan Native
White X X
Multiracial
Subgroups:
Students with Disabilities
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?

Creating the webquest and implementing it in a middle school classroom taught me the
importance of technology integration and online learning. Both online and blended learning allow
the teacher to become the facilitator of knowledge and growth as the material is already
differentiated for the needs of ones students. Students are also manipulating their pace for
learning that is appropriate and attainable for the information presented. Our middle school is not
currently using an online format for learning even though they have 1:1 devices available for their
ELA classrooms. Creating this WebQuest and implementing it in a classroom represented my
leadership skills in instructional technology design and formulating online content as appropriate
for the age and grade of the students and GA Standards of Excellence.

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.)
Knowledge: To design online content, one must be knowledgeable of the standards and the
content the students are required to learn. A digital until must be completed prior to
implementation as students progress through the unit at their own pace. Therefore, it is vital to be
knowledgeable of the activities included, the time frame, what they ask the students to complete,
and whether or not the activities designed/used are aligned with the standards required.

Skills: To design the WebQuest, it was imperative to have the skills necessary to create and
design a website. This creation also led to required skills for completing and attaching read-
alouds for differentiation and uploading and editing video. Besides technical skills, I also had to
have the skills necessary for designing age appropriate content with project based learning, and
formative and summative assignments.

Dispositions: My disposition towards creating and implementing the WebQuest called for
positive dispositions of working with and interviewing a classroom teacher along with an
enthusiasm towards creating an age appropriate online quest for students. Through a positive
attitude and enthusiasm towards technology integration in an online format, I was a leader in the
classroom and demonstrated my belief of the importance of technology use by students.

3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?

This field experience had a direct impact on student learning. The WebQuest- Literary Hunt for
the Main Idea was fully online and required teachers to group students based on their Lexile level
for collaborative work. To best assess the impact made through this field experience, one could
view the student formative or summative assignments submitted through Microsoft Teams in
Office 365. The formative assessments will show their collaborative work towards understanding
main idea and finding it in each of the studied formats: fiction, non-fiction, and poetry. The
summative project based activity submitted by the pairs of students will also show the impact of
learning in a digital format and the growth and knowledge gained through the GA Standards of
Excellence implemented through the WebQuest.