6.2 Reflection
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Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
Reflection is an important part of any person looking to improve him/herself through regular evaluation and self-reflection on their own professional practice and dispositions. Kennesaw State University’s Instructional Technology Department made it a point of emphasis that all students reflect after each class in three specific ways.
1. Blog posts within this e-portfolio
2. Structured Log for each ITEC class
3. Unstructured Log for Each ITEC class
Blog Posts
The blog, mostly for the end-of-course reflections, allowed me to reflect on the ITEC classes. I was able to look back and identify what worked, what didn’t work, and what could be improved upon. It was a nice required assignment because without it, I am not sure I would have reflected as much as I was required to do so. I believe this is one area (self-reflection) that I need to improve upon and KSU ITEC provided me that opportunity. On top of the course reflections, there were also blog posts that were required from certain classes as assignments. This also helped build the blog into something more than just an online journal of self-reflection.
Structured & Unstructured Logs
For each class, I also reflected upon the structured and unstructured field experiences. There were specific questions from the Structured Field Experiences to be answered in each of the logs:
1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?
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.)
3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?
There were also specific questions from the Unstructured Field Experiences to be answered which are very similar to the structured logs:
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field experience?
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 standard you selected above. Use the language of the PSC standards in your answer and reflect on all 3- knowledge, skills, and dispositions.)
3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?
All of these reflection questions were completed at the conclusion of each ITEC course which allowed for regular evaluation and reflection on my professional practice and dispositions.
I learned that it is very beneficial to reflect on important aspects of ones learning. When situations arise in the future, looking back at these personal and professional reflections can help guide the person back towards his or her goals or direct the focus and understanding needed. This will undoubtedly assist me in my future as an instructional technology specialist. If I were to do something differently with my reflections, I would like my reflections to be more specific in nature, while at the same more narratively written.
The work that went into creating all of these reflections impact faculty development as I can lead the reflection revolution by example. By only looking at yourself in the mirror will you truly see yourself. This is not possible without reflection. The impact will be assessed by possible reflection sessions as a team on specific learning standards within the data team process, collaborative planning, or self-reflection.
1. Blog posts within this e-portfolio
2. Structured Log for each ITEC class
3. Unstructured Log for Each ITEC class
Blog Posts
The blog, mostly for the end-of-course reflections, allowed me to reflect on the ITEC classes. I was able to look back and identify what worked, what didn’t work, and what could be improved upon. It was a nice required assignment because without it, I am not sure I would have reflected as much as I was required to do so. I believe this is one area (self-reflection) that I need to improve upon and KSU ITEC provided me that opportunity. On top of the course reflections, there were also blog posts that were required from certain classes as assignments. This also helped build the blog into something more than just an online journal of self-reflection.
Structured & Unstructured Logs
For each class, I also reflected upon the structured and unstructured field experiences. There were specific questions from the Structured Field Experiences to be answered in each of the logs:
1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?
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.)
3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?
There were also specific questions from the Unstructured Field Experiences to be answered which are very similar to the structured logs:
1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field experience?
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 standard you selected above. Use the language of the PSC standards in your answer and reflect on all 3- knowledge, skills, and dispositions.)
3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?
All of these reflection questions were completed at the conclusion of each ITEC course which allowed for regular evaluation and reflection on my professional practice and dispositions.
I learned that it is very beneficial to reflect on important aspects of ones learning. When situations arise in the future, looking back at these personal and professional reflections can help guide the person back towards his or her goals or direct the focus and understanding needed. This will undoubtedly assist me in my future as an instructional technology specialist. If I were to do something differently with my reflections, I would like my reflections to be more specific in nature, while at the same more narratively written.
The work that went into creating all of these reflections impact faculty development as I can lead the reflection revolution by example. By only looking at yourself in the mirror will you truly see yourself. This is not possible without reflection. The impact will be assessed by possible reflection sessions as a team on specific learning standards within the data team process, collaborative planning, or self-reflection.