5362+Embedded+Assignment+Reflection

 || == Course Name:  ==  || == Course-based Embedded Hours  ==
 * == Course Number: ==

(see Appendix I)
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 * **  EDLD 5362   **  ||  **   Course Information Systems Management:   **  ||  **  10  **  ||
 * == 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. ** 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.   || · The knowledge you gained from the assignment. (2 points) · The relation of new information to Technology Facilitator Standards and Performance Indicators (2 points). · The relation of information gained to personal experience. (2 points) · Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 ) · Insights into the patterns of interactions of colleagues.(2 points) · Group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points) · Notations addressing the affective or feeling tone evident, concerns you noticed. (2 points) · Questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points) · Issues that puzzle you. (2 points)  || Schools must manage vast and complex amounts of information. 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) . Competency requires the efficient cooperation between people and technology. I came to fully appreciate this when analyzing my local school district’s technology and student information system in the course Information Systems Management (EDLD 5362.) Analyzing my local district technology plan and the student information system how given me advanced understanding for many technological concepts and operations. Returning to these assignments will sharpen my knowledge for future job responsibilities, interactions with colleagues, and uncover new questions are areas that need further investigation. My investigation and evaluation of my local school district’s technology reviewed some existing knowledge such as programs and software, staff and support, and filtering and usage policies. However much more new knowledge was learned with this assignment. I had never considered the amount of factors that make up our technology budget and SIS. Examining the cost, features, training and support were informative but not surprising. It was quite interesting to learn about the reporting that takes place by our schools. Federal, state specific and local reporting is vast. Additionally impressive was learning about the business services that help the entire district and individual schools run. The success of my assignment was helped by the communications I had with both my campus principal and technology director. Being able to ask relevant questions regarding technology budget decisions and plans was useful. Also having the investigative abilities to compare, review, and evaluate what others are using out there was helpful. I do have concerns, especially with the SIS, which is such a critical part of everyday life in school. Attendance, grades, reports, even lunch is dependent on the one system now being used. I was thinking about this concern while summarizing ISTE’s TF/TL Standard VI, Providing High Quality Maintenance and Support. “The Hallmark of a good technology program is providing ongoing and continued technology support to teachers and other technology users” (Williamson & Reddish 2009). Schools do manage vast and complex amounts of information. The assessment and reporting provisions of the . Competency requires the efficient cooperation between people and technology. I can fully appreciate this by analyzing my local school district’s technology and student information system. Analyzing my local district technology plan and the student information system how given me advanced understanding for many technological concepts and operations. Returning to these assignments will sharpen my knowledge for future job responsibilities, interactions with colleagues, and uncover new questions are areas that need further investigation. Golden, M.(2005, July 1). Making strides with educational data. THE Journal. Retrieved on November 2, 2010 from [] Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education ||