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    Fermin Structured Log Summer 2016

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    api-290793340
    This field experience summary involves the creation of a blended learning unit plan and module webpage for a course on online learning. The candidate gathered information to develop 6 modules over 22 hours addressing state and national technology standards. Reflecting on the experience, the candidate learned about facilitating blended learning and coaching others in the planning process. Completing the projects helped the candidate understand how to create and maintain an online learning component and assess an appropriate level of blended activities for students. The field experience impacts will be assessed through student feedback and increased adoption of blended learning among colleagues once implemented in the classroom.

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    © All Rights Reserved
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    Fermin Structured Log Summer 2016

    Uploaded by

    api-290793340
    33 views3 pages
    This field experience summary involves the creation of a blended learning unit plan and module webpage for a course on online learning. The candidate gathered information to develop 6 modules over 22 hours addressing state and national technology standards. Reflecting on the experience, the candidate learned about facilitating blended learning and coaching others in the planning process. Completing the projects helped the candidate understand how to create and maintain an online learning component and assess an appropriate level of blended activities for students. The field experience impacts will be assessed through student feedback and increased adoption of blended learning among colleagues once implemented in the classroom.

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    fermin structured log summer 2016

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    This field experience summary involves the creation of a blended learning unit plan and module webpage for a course on online learning. The candidate gathered information to develop 6 modules over 22 hours addressing state and national technology standards. Reflecting on the experience, the candidate learned about facilitating blended learning and coaching others in the planning process. Completing the projects helped the candidate understand how to create and maintain an online learning component and assess an appropriate level of blended activities for students. The field experience impacts will be assessed through student feedback and increased adoption of blended learning among colleagues once implemented in the classroom.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    33 views3 pages

    Fermin Structured Log Summer 2016

    Uploaded by

    api-290793340
    This field experience summary involves the creation of a blended learning unit plan and module webpage for a course on online learning. The candidate gathered information to develop 6 modules over 22 hours addressing state and national technology standards. Reflecting on the experience, the candidate learned about facilitating blended learning and coaching others in the planning process. Completing the projects helped the candidate understand how to create and maintain an online learning component and assess an appropriate level of blended activities for students. The field experience impacts will be assessed through student feedback and increased adoption of blended learning among colleagues once implemented in the classroom.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    STRUCTURED

    Field Experience Log & Reflection


    Instructional Technology Department
    Candidate:

    Mentor/Title:

    School/District:

    Audra Claire Fermin

    Cristina Dover/Media Specialist

    Midway M.S./Liberty Co.

    Field Experience/Assignment: Course:

    Professor/Semester:

    Unit Plan/Blended Module

    Dr. Vega/ Summer 2016

    ITEC 7480 Intro to Online Learning

    Part I: Log
    Date(s)

    Activity/Time

    STATE Standards
    PSC

    NATIONAL Standards
    ISTE NETS-C

    SAMPLE
    ISTE 1.a, 1.b, 1.c, 1.d, 2.a
    2.b, 2.c, 2.d
    ISTE 1.a, 1.b, 1.c, 1.d, 2.a
    2.b, 2.c, 2.d
    ISTE 1.a, 1.b, 1.c, 1.d, 2.a
    2.b, 2.c, 2.d
    ISTE 1.a, 1.b, 1.c, 1.d, 2.a
    2.b, 2.c, 2.d
    ISTE 1.a, 1.b, 1.c, 1.d, 2.a
    2.b, 2.c, 2.d
    ISTE 1.a, 1.b, 1.c, 1.d, 2.a
    2.b, 2.c, 2.d

    SAMPLE
    6/28/2016

    SAMPLE
    Gathered topical info for Unit Plan (3 hours)

    SAMPLE
    PSC 2.1, 3, 4, 5, 6, 7, 8, 3.3

    6/29/2016

    Gathered topical info for Unit Plan (3 hours)

    PSC 2.1, 3, 4, 5, 6, 7, 8, 3.3

    6/30/2016

    Created Modules 1-3 for Unit Plan (4 hours)

    PSC 2.1, 3, 4, 5, 6, 7, 8, 3.3

    7/1/2016

    Created Modules 4-6 for Unit Plan (4 hours)

    PSC 2.1, 3, 4, 5, 6, 7, 8, 3.3

    7/10/2016

    Designed Blended Module page (4 hours)

    PSC 2.1, 3, 4, 5, 6, 7, 8, 3.3

    7/12/2016

    Designed Blended Module page (4 hours)

    PSC 2.1, 3, 4, 5, 6, 7, 8, 3.3

    Total Hours: [22 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

    Race/Ethnicity:
    Asian
    Black
    Hispanic

    3-5

    6-8

    P-12 Students
    9-12

    P-2

    3-5

    6-8

    X
    X
    X

    X
    X

    X
    X

    Native American/Alaskan Native

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

    X
    X

    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 the course of this field experience, I created a blended learning unit plan, as well as a
    developed a class webpage that modeled a module from the unit plan. These conjoining projects
    helped me to experience what it is like to plan and execute a blended learning unit. Through
    completing these projects, I can now help to facilitate the creation of blended learning module
    pages with my colleagues and help coach others during the planning process of blended learning
    units. It was an effective learning experience being able to connect all parts of the process that we
    have learned through previous courses.
    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.)
    In order to complete these projects, I needed to know how to how to create and maintain a
    blended/online learning component of instruction for my classes. I also had to know what level of
    blended learning activities my students could handle so that they would have the most beneficial
    experience between the content and delivery methods I chose. I should be able to provide my
    students with higher-level, project-based activities that were relevant to the topics I was teaching.
    Also, in order to create and maintain my blended learning component (class website), I had to
    know and understand how to work a website creation outlet, such as Weebly or Wix. I needed to
    know how to properly load working documents and hyperlinks to my class page, so that there
    were no broken or empty links. Finally, the atmosphere of the page had to reflect my dispositions
    as a technology facilitator. I needed to make sure that the page was inviting and organized, and
    that if students did encounter any issues that there were plenty of methods of communication
    between them and myself.

    3. Describe how this field experience impacted school improvement, faculty development or
    student learning at your school. How can the impact be assessed?
    Since this field experience is yet to have been released at my school, I can only assume that it will
    have a strong, beneficial impact among my students and colleagues. I now have experience in
    creating a working online component to my everyday instruction that is more structured than just
    random activities that use technology or the internet. Once it is used as a part of my instruction,
    the first mode of assessment will be how many problems occur within the module timeframe
    (gauged by number of e-mails from students, Remind messages or module feedback comments).
    Another way of assessing the impact of the blended module is if more colleagues add some sort of
    online/blended learning component to their own lessons. This would be a huge step in the 1:1
    initiative our county has.

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