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2.1,2.3, 2.7, 3.

2,
Understanding cultural backgrounds and 3.4, 3.6, 6.1, 6.2, 3b, 3g
introduction to using Chatterpix/ 2:10-3:10 6.3
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?
My first meeting with the students was focused on learning their backgrounds and sharing mine with them. The students were also
introduced to Chatterpix and were able to create and share about themselves within the application so that they are aware of how to
use the application later while working together. From introducing this application, I learned of the importance of one-on-one
coaching techniques per student to effectively teach others how to use digital resources who may have little to no understanding
based on the content and use.

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 3knowledge, skills, and dispositions.)

Knowledge This learning experience demonstrated the importance of knowing applications and content forwards and backwards before
implementing a training session. Because the students were not proficient in English, I had to incorporate ways to help each one understand how to
work the application(Chatterpix) to apply the means of instruction for the day. In order to be effective at what I was teaching, I had to rely on my
knowledge of the application and present it in a manner that was easily understood by all students at various stages of language acquisition.

Skills I was required to interact with the students to help them feel comfortable with me to share their backgrounds and personal information. I
was also required to know the program (Chatterpix) forwards and backwards, and how to use an iPhone or iPad to effectively communicate this
knowledge to the students. I also needed to know how to teach the students to share their creations about themselves with each other in the class.

Dispositions When teaching others in any format, it is important to not rush through the material because one designates it as easier content.
Due to the students in the session being at various stages of language acquisition, I had to present the information in a non-rushed and patient
format so that the students would not get frustrated with the information being presented. Therefore, my disposition needed to show continuous
effort at being patient, willing to explain or try again, and not easily flustered by the language barrier between myself and the students whom I was
assisting.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed? The more that faculty members can interact with all students to make them feel understood and important the school climate is greatly
affected in a positive manner. By getting to know these ELL students, I have now formed relationships with them that will last beyond the duration
of our sessions together. The impact of these relationships can be viewed through informal documentation and observation.
Initial assessment of transition words, and an 2.1, 2.3, 3.2, 3.4,
introduction to StudyBlue/ 2:10-3:10 3.6, 6.1, 6.2, 6.3 3b, 3g
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?
To determine the students prior knowledge concerning transition words in vocabulary, I used the quiz option through StudyBlue
of the same words which they will be studying. The cards, which were of the transition words, were listed in English and Spanish
using the two-way immersion technique; whereas the definition was listed only in English to determine a students awareness of
the known word. This activity allowed me to grow in my knowledge of how technology can assist student growth in new areas by
incorporating what they know with what is new. Through using StudyBlue and combining the English and Spanish words, I was
using technology to eliminate any language barrier to determine how well the student knew the vocabulary word.

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 3knowledge, skills, and dispositions.)

Knowledge This learning experience demonstrated the importance of knowing applications and content forwards and backwards before
implementing a training session. Because the students were not proficient in English, I had to incorporate ways to help each one understand how to
work the application(StudyBlue) to apply the means of instruction for the day. In order to be effective at what I was teaching I had to rely on my
knowledge of the application and present it in a manner that was easily understood by all students at various stages of language acquisition.

Skills I was required to create all of the cards for the students to study. This also required me to know the program (StudyBlue), forwards and
backwards, and how to use an iPhone or iPad to effectively communicate this knowledge to the students. I also must know how to place the students
into groups based off how well they caught on to the application (StudyBlue) and how well they scored on their initial assessment of transition
vocabulary words for the following session.

Dispositions When teaching others in any format it is important to not rush through the material because one designates it as easier content.
Due to the students in the session being at various stages of language acquisition, I had to present the information in a non-rushed and patient
format so that the students would not get frustrated with the information being presented. Therefore, my disposition needed to show continuous
effort at being patient, willing to explain again or try again, and not easily flustered by the language barrier between myself and the students whom
I was assisting.

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 impacted student learning because anyone at the school can now use and take advantage of the card set of fifty-six
transitional vocabulary words. Not only can teachers use this for their ELL students, but they can also take advantage of this created material for
their regular students as well. This is also useful information in our foreign language classes where students are learning a second language that
differs from their primary language of English.
Implement differentiated learning groups 2.1, 2.2, 2.3, 2.5,
through StudyBlue to learn of transition words/ 3.2, 3.4, 6.1, 6.2, 3b, 3g
2:10-3:10. 6.3
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?
Students were given iPad devices to use during differentiated groups to further work with and build knowledge on the list of
transition words. During this time, the students used their prior knowledge and repertoire of vocabulary words to form sentences
with the transition words we were studying. I was helping the student in the first stage of proficiency, while the remaining
students were partnered up in groups of two and three creating sentences together. We all came together in conclusion to share our
sentences using our prior knowledge and transition words. This activity allowed me to grow in my knowledge of how technology
can assist teachers with differentiation and the importance of using technology as a form of engagement so that all groups are
being active even when they are working alone.

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 3knowledge, skills, and dispositions.)

Knowledge This learning experienced required me to determine what was best for each individual learner rather than what was best for the
collective whole. After the initial assessment, I formulated the best strategy of differentiation to best meet the needs of all students. Also, because
the students were not proficient in English, I had to incorporate ways to help each one understand how to work the application (StudyBlue) to
apply the means of instruction for the day. To be effective at what I was teaching I had to rely on my knowledge of the application and present it in
a manner that was easily understood by all students at various stages of language acquisition.

Skills I was required create differentiated learning groups where all students could be successful in their growth of knowledge. To place the
groups, I had to determine what stage of language acquisition each student was in based off their initial assessment. I was also required to know
the program (StudyBlue), forwards and backwards, and how to use an iPhone or iPad to effectively communicate this knowledge to students.

Dispositions When teaching others in any format it is important to not rush through the material because one designates it as easier content.
Due to the students in the session being at various stages of language acquisition, I had to present the information in a non-rushed and patient
format so that the students would not get frustrated with the information being presented. Therefore, my disposition needed to show continuous
effort at being patient, willing to explain again or try again, and not easily flustered by the language barrier between myself and the students whom
I was assisting.

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 impact student learning by separating students based on their proven language acquisition stage to help them
succeed with peer to peer learning. From the initial observation on language fluency when students were giving their background information, to
how well they performed on their initial assessment of transitional vocabulary words differentiated groups were put in place to best impact student
learning.
Continued work with transition words
through using differentiated lessons and 2.1, 2.3, 2.5, 6.1, 3b, 3g
Chatterpix/ 2:10-3:10 6.2, 6.3
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?
The students continued to work with increasing their vocabulary using transition words. Chatterpix was an additional technology
application used during the study to help students with their speaking and listen skills while continuing to grow their
understanding of transition words and the importance of using them when speaking and writing. The students were each able to
use an iPad and record themselves according to their English proficiency level on the transition words. My stage one student
simply recorded himself saying the word in English. My stage three students recorded themselves saying the word in English and
giving a definition. My stage four student recorded himself saying the word in English, he gave a definition, and he used the word
in a sentence. All students completed this activity with as many transition words as they could from their review sheet. This
activity again allowed me to grow in my knowledge of how technology can assist teachers with differentiation and the importance
of using technology as a form of engagement so that all groups are being active even when they are working alone.

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 3knowledge, skills, and dispositions.)

Knowledge This learning experience required me to know limitations and boundaries for students to not push them too fast or too hard based on
their initial level of learning. Through differentiation I could use the same content but formulate it so that it meets each student need and could
provide a means of growth per student. Through knowing the limitations of where each student was, their language acquisition stage, I could
formulate a plan that was best per student.

Skills I was required to know how to push each student based on an individualized learning plan from the students initial assessment and
observation. Additionally, I was required to know how to assist each student with the application (Chatterpix) in a means that they could
understand and still complete the assignment. I was also required to informally observe the students while completing the assignment to determine
levels of frustration and stop students before reaching a level that caused them to quit.

Dispositions When teaching others in any format it is important to not rush through the material because one designates it as easier content.
Due to the students in the session being at various stages of language acquisition, I had to present the information in a non-rushed and patient
format so that the students would not get frustrated with the information being presented. Therefore, my disposition needed to show continuous
effort at being patient, willing to explain again or try again, and not easily flustered by the language barrier between myself and the students whom
I was assisting.

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 impacted student learning through using technology. This impact can be assessed through the Chatterpix creations
that each student was completing. Even on the variance of the three stages of language acquisition, it is evident that student learning took place
from each students creation and what they could complete for the assignment.
Continued work with Chatterpix, sharing 2.1, 2.3, 2.7, 3.1,
documents with others, and the final assessment/ 3.2,6.1, 6.2, 6.3 3b, 3g
2:10-3:10
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?
The students continued to work through Chatterpix on the remaining transition words. The students were to choose three of their
best to share with myself and their peers. For these three, each student was encouraged to state the word, give a definition, and use
the word in a sentence as best they could to assess the students awareness. The students were also given the same quiz that they
were given during our second meeting to serve as an additional measure of growth for the transitional words studied.

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 3knowledge, skills, and dispositions.)

Knowledge This learning experience required that I understand how to determine growth based on informal observations and formal
assessments. It required knowledge of the various stages of learning acquisition and how to share this information with other teachers. Finally, it
required that I know how to explain to ELL students their growth through our sessions together covering transition vocabulary words.

Skills I was required to determine the level of growth for each student during our time together studying transitional vocabulary words. I was
also required to know how to best present this information to the students and to other faculty members. Finally, I was required to have the skills
necessary to share successes and failures of what was implemented with others.

Dispositions When teaching others in any format it is important to not rush through the material because one designates it as easier content.
Due to the students in the session being at various stages of language acquisition, I had to present the information in a non-rushed and patient
format so that the students would not get frustrated with the information being presented. Therefore, my disposition needed to show continuous
effort at being patient, willing to explain again or try again, and not easily flustered by the language barrier between myself and the students whom
I was assisting.

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 impacted school improvement, faculty development, and student learning through providing a means of information
to share with other teachers concerning how to help ELL students be successful, in creating relationships with ELL students to improve the
student-faculty climate and culture, and through student learning in terms of student growth during our work sessions. This impact can be assessed
both informally and formally from the work completed.

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