6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: ITEC 7445- Structured Field Experience- Multimedia Design Project & Link to Field Experiences
Reflection:
Throughout the Instructional Technology program at Kennesaw State University, for each course, I have completed logs for field experiences that demonstrate my ability to apply the content learned in the course. The field experiences were tasks (both mandated and self-exploratory) that provided me with first-hand experiences with different aspects of instructional technology. I completed field experiences (individually) from the Summer of 2019 to the Spring of 2021. For this reflection, I selected the Structured log from ITEC 7445, which was completed during the summer of 2019, as a representative sample for all field experiences.
The artifacts - field experience logs - demonstrate mastery of Standard 6.3, as they show my ability to engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. Each field experience required me to log the activities that took place to complete the assignment, the standards to which the assignment aligned, and the total number of hours spent completing each task. The reflection piece at the end of each field experience log details the assignment, how the field experience impacted my professional practice, and how the knowledge, skills, and dispositions were synthesized and applied during the course. For the sample log, the structured learning experience involved creating a Multimedia Project- for which I created a WebQuest for a Fermi Project that I used during the first unit of AMDM to explore large quantities and dimensional analysis.
Completing field experiences for each course was important for my growth as a technology leader and facilitator because the tasks provide me with first-hand experience in applying content and demonstrating the knowledge, skills, and dispositions required of technology facilitators. Although often challenging, the field experiences helped me to grow professionally as a technology leader. To improve the quality of the artifacts would be to engage in more field experiences that vary in grade levels. Because I teach high school, it was a strategic challenge to engage with primary, elementary, and middle school levels. In retrospect, I should have varied the experiences more- rather than just meeting the minimum requirements for working with each age group. This would have more completely expanded my professional growth as an instructional technology facilitator.
The work that went into the field experience logs directly impacts school improvement, faculty development, and student learning. Because the field experiences include a variety of learning and applications, different field experiences pertain to school improvement, faculty development, and student learning, with many pertaining to two or all three impact groups. The impact of the field experiences may be assessed through the success of candidates as technology leaders, as well as individually through their own impact analysis.
Throughout the Instructional Technology program at Kennesaw State University, for each course, I have completed logs for field experiences that demonstrate my ability to apply the content learned in the course. The field experiences were tasks (both mandated and self-exploratory) that provided me with first-hand experiences with different aspects of instructional technology. I completed field experiences (individually) from the Summer of 2019 to the Spring of 2021. For this reflection, I selected the Structured log from ITEC 7445, which was completed during the summer of 2019, as a representative sample for all field experiences.
The artifacts - field experience logs - demonstrate mastery of Standard 6.3, as they show my ability to engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. Each field experience required me to log the activities that took place to complete the assignment, the standards to which the assignment aligned, and the total number of hours spent completing each task. The reflection piece at the end of each field experience log details the assignment, how the field experience impacted my professional practice, and how the knowledge, skills, and dispositions were synthesized and applied during the course. For the sample log, the structured learning experience involved creating a Multimedia Project- for which I created a WebQuest for a Fermi Project that I used during the first unit of AMDM to explore large quantities and dimensional analysis.
Completing field experiences for each course was important for my growth as a technology leader and facilitator because the tasks provide me with first-hand experience in applying content and demonstrating the knowledge, skills, and dispositions required of technology facilitators. Although often challenging, the field experiences helped me to grow professionally as a technology leader. To improve the quality of the artifacts would be to engage in more field experiences that vary in grade levels. Because I teach high school, it was a strategic challenge to engage with primary, elementary, and middle school levels. In retrospect, I should have varied the experiences more- rather than just meeting the minimum requirements for working with each age group. This would have more completely expanded my professional growth as an instructional technology facilitator.
The work that went into the field experience logs directly impacts school improvement, faculty development, and student learning. Because the field experiences include a variety of learning and applications, different field experiences pertain to school improvement, faculty development, and student learning, with many pertaining to two or all three impact groups. The impact of the field experiences may be assessed through the success of candidates as technology leaders, as well as individually through their own impact analysis.