ITEC 7430 UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Lin-Chiou Lee Mentor/Title: School/District:
Ms. Andrea Rioux-Tseng/ Instructional Technology Instructor Chattahoochee High School/ Fulton County
Course: ITEC 7430 Internet Tools for the Classroom Professor/Semester: Dr. Laurie Brantley-Dias/ Spring 2018

PSC ISTE
Date(s) 1st Field Experience Activity/Time
Standards Standards
2/19/2018 1:00 – 4:00 p.m. (3 hours) Plan and prep for the math data analysis lesson. 2.1, 2.4, 2a., 2d.,
2/20/2018 1:00 – 4:00 p.m. (3 hours) Plan and prep for the math data analysis lesson. 2.5, 2.7, 2f., 2g., 3b.
2/26/2018 2:30 – 3:30 p.m. (1 hour) First visit to Ms. Faris’ ELL classroom. Observe and work with students one-on-one on 3.2
their current assignments to get to know them better personally and academically.
2/27/2018 2:30 – 3:30 p.m. (1 hour) Continue to observe and work with students one-on-one on their current assignments to get
to know them better personally and academically.
2/28/2018 2:30 – 3:30 p.m. (1 hour) Launch the math graphs and data analysis unit with graphic organizer to activate
background knowledge and contextualize key vocabulary words.
3/1/2018 2:30 – 3:30 p.m. (1 hour) Continue with the graphic organizer to activate background knowledge and contextualize
key vocabulary words. Give students ample time to practice with their content key
vocabulary words.
3/2/2018 2:30 – 3:30 p.m. (1 hour) Introduce and discuss the oral sentence structures needed for data analysis.
3/5/2018 2:30 – 3:30 p.m. (1 hour) Practice analyzing data using different graphs with a partner before individually recording
with Spreaker.
3/6/2018 2:30 – 3:30 p.m. (1 hour) Practice analyzing data using different graphs with a partner before individually recording
with Spreaker. Continue with the written sentence structures needed for data analysis.
3/7/2018 2:30 – 3:30 p.m. (1 hour) Provide individual assistance if needed. Practice analyzing data in different graphs with
written paragraphs.
3/8/2018 2:30 – 3:30 p.m. (1 hour) Continue with the written sentence structures needed for data analysis. Provide individual
assistance if needed. Practice analyzing data in different graphs with written paragraphs.
Practice analyzing data in different graphs with written paragraphs for another 10-15
minutes before having students take the online formative assessments in Google Docs.

First Name/Last Name/Title of an individual who can verify this experience: Signature of the individual who can verify this experience:
Ms. Laura Faris
ESOL Teacher at Chattahoochee High School
 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 x
Black x
Hispanic x
Native American/Alaskan Native
White x
Multiracial x
Subgroups:
Students with Disabilities
Limited English Proficiency x
Eligible for Free/Reduced Meals x

Reflection (Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology coaching and technology leadership from completing this field
experience?
I designed an activity where five ELL students can have ample opportunities to practice the oral and written language needed to explain the information and
compare the data portrayed in different types of graphs such as bar, circle, and line graphs, histograms, stem-and-leaf, and dot plots. Before this experience, I
understood that a technology specialist’s main task is to demonstrate and facilitate the comprehensive use of the latest educational technology software to enrich
classroom instruction. From this experience, I learned how to effectively collaborate with another teacher and delegate our content knowledge in order to become
each other’s best instructional partner. Being a technology leader means promoting and fostering a collaborative teaching and learning culture at school where
teaching and learning are maximized by utilizing a variety of instructional technology tools.

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 above. Use the language of the PSC
standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)
It is important to focus on building the connection with ELL students first by observing and facilitating student work to gain a better understanding of their
academic abilities. Teachers must know the difference between social/conversational English (Basic Interpersonal Communicative Skills – BICS) and academic
English (Cognitive Academic Language Proficiency – CALP). Since it does take ELL students on average five to seven years to fully develop their Cognitive
Academic Language Proficiency, teachers might have the misconception that ELL students cannot perform as well as their peers whose first language are
English. Moreover, just because ELL students can become fluent in conversational English within the first two to three years at school does not mean they are
ready to be independent learners without instructional scaffolding.
I model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content and technology standards by
contextualizing vocabulary (PSC 2.1/ISTE 2a.). I made sure to help ELL students prioritize what concepts are important to grasp in a lesson by teaching key
vocabulary in tiers. I model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content and
technology standards by activating background knowledge (PSC 2.1/ISTE 2a.). I introduced the lesson by having each student make a graphic organizer in
his/her OneNote notebook with drawings to bar, circle, and line graphs, histograms, stem-and-leaf, and dot plots using the Microsoft Surface Pen.
I model and facilitate the effective use of digital tools and resources with explicit instruction and ample practice. Students get to analyze, evaluate, and reflect
on their own learning during the entire process (PSC 2.4/ISTE 2d.). We first had a short class discussion on what students could identify from each type of graph.
After listing what the students have said, we then discussed the sentence structures needed to successfully interpret and compare the data in bar, circle, and line
graphs, histograms, stem-and-leaf, and dot plots. Lastly, students were given ample time and opportunities to practice with a partner all the sentence structures in
speaking before recording with Spreaker and then writing before taking the online final summative assessment. I model and facilitate the effective use of
formative and summative assessments to measure student learning (PSC 2.7/ISTE 2g.). I made sure to observe and ask questions while students are working. I
made sure to listen to the student's descriptions as he or she works. I made sure the final online summative assessment separates assessing students’ content
knowledge from their English language knowledge. Finally, differentiating content, process, and assessment questions to best gauge into student understanding is
also a focus of this field experience (PSC 2.5/ISTE 2e.).
Teachers should always meet students where they are in order to build a safe and trustworthy relationship. Foster an environment where they are safe to ask
questions and show where they are struggling. Start with where they are and chunk information down to ensure small success before challenging them little by
little. ELL students need to feel empowered by completing tasks similar to their English-speaking peers. Discreetly introduce them to a few students in the class
who can be their “buddies” to sit and work with. Effective teachers must be culturally responsive because they care what the students bring to the situation, what
the students know or care about, and what might motivate them. Find ways to communicate to them through pictures, gestures, and Google Translate to
successfully bridge their understanding and learning from their own language to English. ELL students should be empowered the opportunity to choose how they
want to demonstrate their content mastery.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?
Through this field experience, ELL students have received direct instruction based on the eight components in the Sheltered Instruction Observation Protocol
(SIOP) – lesson preparation, building background, comprehensible input, strategies, interaction, practice and applications, lesson delivery, and review and
assessment. This field experience has also made me, the teacher, and students experience the importance of contextualizing key vocabulary words in order to
build a stronger background knowledge for students to better understand the content. This field experience has also built in repeated opportunities for ELL
students to practice English and related content standards through listening, speaking, reading, and writing. A post-lesson survey was given to the teacher and
students to better analyze what worked and where improvements are still needed. I also plan to talk to other math teachers to see whether more similar lessons are
necessary for ELL students in their classrooms so that they can have more opportunities to practice the analytical skills required to be able to describe, explain,
and articulate their thoughts for different topics.