UNSTRUCTURED Field Experience Log & Reflection

Instructional Technology Department – Updated Summer 2015

Candidate: Mentor/Title: School/District:

Lucie Nguyen Ms. Leanne Scoggins/ISTC Suwanee Elementary School/
Gwinnett County Public Schools
Course: ITEC 7305 – Data Analysis and School Improvement Professor/Semester:
Michael Rotjan / Summer 2022

Date(s) 1st Field Experience Activity/Time PSC Standard(s) ISTE Standard(s)

June 13, 2022 Activity: Summer Enrichment and Acceleration PSC 3.5 ISTE 3e
June 14, 2022 Audience: Rising 5th Grade Students
June 15, 2022 Hours: 2 hours, 2 hours, 2 hours
On the first day of the summer enrichment and acceleration program,
I supported students with accessing content for the summer program.
The students were from different schools in the cluster and required
support for setup and troubleshooting. On the second day, during
planning, I support teachers by setting up Reading Amplify accounts
to support personalized learning. On the third day, I guided teachers
in gathering data and using the data to drive small group instruction.

First Name/Last Name/Title of an individual who can verify this Signature of the individual who can verify this experience
experience: Michael Ho/Teacher
Michael Ho
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 X
Black X
Hispanic
Native American/Alaskan Native
White X
Multiracial X
Subgroups:
Students with Disabilities X
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?

My district’s Summer Enrichment and Acceleration program was developed to support student growth and help students receive a head start on the next
academic year. In this field experience, I worked with a small group of rising fifth graders to help them utilize digital tools and laptops. In the program, is is
necessary for students to participate in learning activities and have access to slides, documents, and links. Students in this program come from various
schools in the same cluster. This became a problem for some teachers because students could not interact or connect on the same learning platform. Students
had no trouble logging into the computer; however, the learning management system was tied to their local school. As a technology leader, I recognized that
communication is important to the achievement of new programs and initiatives. I spoke with students and developed possibilities. Students at their local
school reported using eClass, Canva, and Google Classroom as learning management systems. I wanted the solution to be simple for teachers and accessible
to all students. We selected Google Classroom because all the kids had Google Workspace for Education accounts. I distributed the class code to all
students, and they were able to access the classroom immediately. Throughout the summer, I supported students in learning how to use the many
components of each tool. This work guaranteed that all students in my class, as well as any additional students that participated, received access to the
mathematics and reading activities over the summer. Students were able to communicate, collaborate, and express their ideas with teachers throughout the
building. I also supported teachers with setting up Amplify Reading accounts for their kids and facilitating adaptive assessments. I assisted teachers in
creating accounts, collecting information, and using the information to drive small group instruction.

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.)

This experience allowed me to implement enrichment lessons and facilitate technology usage for students and teachers in the cluster. One standard that was
exemplified in this experience is my ability to “dedicate time to collaborate with both colleagues and students to improve practice, discover and share
resources and ideas, and solve problems” (ISTE, 2022). The work provided students with access to learning tasks. In addition to this, I must also have
knowledge or appropriate tools and resources to support teachers and students. Through digital learning, I have gained experience with tools that aid and
support student achievement. I was able to apply my experience to help teachers implement adaptive assessments. Adaptive assessments meet the student
where they are at and designs learning activities to guide them towards mastery. I aided teachers in using digital tools, such as Amplify Reading, to
systematically collect and analyze student achievement data to create impactful small groups. The use of Google Classroom and Google Workspace for
Education allowed me to “effectively implement enrichment lessons is to promote and encourage the use of digital tools and resources to gather and analyze
student data and execute relevant interventions to enhance instructional practice and optimize student learning” (ISTE, 2022). Since summer can be
challenging on motivation and students are from various schools, I anticipated challenges and planned to alleviate those issues. I was flexible, engaging, and
responsive to students and teachers during the week. It was helpful to be patient and seek feedback from students. This allowed me to choose digital tools
that promoted collaboration and communication amongst students.

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be
assessed?

The summer enrichment and acceleration program promoted district improvement and student learning by giving students ample time and opportunities to
practice difficult skills and refine their abilities. Furthermore, the program exposes students to the next grade level's curriculum. Students used digital tools
to cooperate and communicate with peers from around the cluster. This experience introduced some teachers to new methods of assessing students that
promoted personalized learning experiences. Post-assessment results, student and teacher feedback, and student mastery/confidence can all be examined in
the first few weeks of the next academic school year to measure the impact.