EDLD+5362+Course+Embedded+Reflection

EDLD 5362 Information Systems Management Course Embedded Reflections



**Lamar University – M.Ed. in Educational Technology Leadership**

Reflections of Course-based Embedded Assignments
**//Directions://** In submitting your Course-based Embedded Assignment located in Appendix I of the Internship Handbook, you are required to complete a reflection of the identified assignments in your course wiki/e-portfolio. These reflections will be used to assist you in completing your EDLD 5388/5370 (*Please note that course number changes in Fall 2010*) Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * == Course Number:  == || ==  Course Name:  == || ==  Course-based Embedded Hours  ==

(see Appendix I)
||
 * EDLD 5362  ||   Information Systems Management   ||   10 hours   ||
 * == Description of the  ==

(see Appendix I)
||  || **A.** Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology.
 * **Course EDLD 5362 Information Systems Management:**

**B.** Students will evaluate and analyze a school district’s Student Information System, including the evaluation of total cost of ownership, feature set, ease of use, customer support, and training.

**ISTE/NCATE Performance Standards** I. Demonstrate an advanced understanding of technology operations and concepts. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools. || **__Self–Assessment__** In completing the assignments for Information Systems Management course I had an opportunity to interview our school district’s Information Technology manager. The task was to find out about our Student Information System. Our district recently changed over to PowerSchool. For me, Student Information System is where I took attendance, input grades, and retrieve student information. Through the assignments and the readings I’ve learned that Student Information System (SIS) serves more than the basic daily functions. Student Information System is a necessity for districts today in order to meet the mandates and comply with No Child Left Behind. “The No Child Left Behind Act of 2001 introduced a further push for anytime, anywhere access to data. The act prompted an explosion of different users who needed student data: federal and state workers, counselors, administrators, teachers, nurses, and probation officers.” (Darby & Hughes, 2005, p.2) I’ve also learned that there are mandated reporting that the districts must provide. The sophistication of the SIS as our PowerSchool makes reporting easy. The system has the ability to collect data, organize and sort data, and produce various reports. Data is key to meeting accountability. “The assessment and reporting provisions of the No Child Left Behind Act (NCLB), coupled with the law’s accountability provisions, have expanded the need for data collection, analysis, and reporting.” (Golden, 2005, p. 1) I’ve learned that analyzing the disaggregated data is essential to recognize patterns, strength and weakness, and the achievement gap. Ultimately data should be used to set campus goals and improvement. “Without analysing and discussing data the value and effectiveness of schools’ programmes, initiatives and policies are unlikely to be fully identified and understood.” (Tolley & Shulruf, 2009, p.1) Through the interview I’ve learned that our district has allocated a large portion of the budget to technology. Our district invested $125,000 for the new SIS for the initial purchase and it will cost the district $25,000 annually for upgrades and support. Although school districts around the country is facing budget cuts, including my district, high quality SIS is critical in assisting schools function successfully.

**__Learn as a Learner__** In order for me to complete the assignments for this course it was crucial that I reviewed the assignment early because the assignments required interviews from a veteran teacher, an administrator, and a technology specialist throughout the course. I met with a teacher who has been teaching for over twenty years, in United States as well as in Porto Rico. My interview with her was very interesting and I listened carefully as she described the changes she has experienced during her career. What was interesting to me is that she embraced technology. I learned that good teachers adapt with changes and also embraces them. As my veteran teacher described the way she uses technology I was inspired by her creativity.

**__Lifelong Learning Skills__** The interviewing aspect of the course has taught me a different way of learning. By interviewing variety of personnel I came to understand that it is important to gather wide range of perspective in order to grasp the big picture. Every person in a school has different roles. Sometimes it is difficult to understand how each person’s role effects the function of the school. I’ve learned that school cannot function without the sum of its parts. Every person has his/her role that supports student learning. Teachers cannot do their job without the support of the administrators or tech specialist and vice versa. ||
 * **References** || Darby, R., & Hughes, T. (2005, October 1). The evolution of student information systems. Retrieved April 27, 2011, from THE Journal: http://thejournal.com/Articles/2005/10/01/The-Evolution-of-Student-Information-Systems.aspx?Page=3 f

Golden, M. (2005, July 1). Making strides with educational data. //THE Journal. Retrieved on// April 25, 2011, from []

Tolley, H., & Shulruf, B. (2009). From data to knowledge: The interaction between data management systems in educational institutions and the delivery of quality education, 53, 1201. ||