EDLD+5362+Embedded+Assignments+Reflections

** Self assessment  ** At the beginning of the student information system evaluation assignment I had used student information systems as a teacher without knowing anything bout ahow the system worked or about the powerful options that the system offered beyond the teacher input and use of attendance and grade book features. My first experiences was with IGPRO by Pearson at Shawnee Mission South High School in Kansas. I was thankful for the systematic tools for attendance and grade book functions. When I relocated to Abilene High School in Texas. I found that the student information system was similar but the attendance and grade book appeared as separate functions or programs. In preparation for the student information system evaluation assignment lectures and selected readings revealed that what appeared to be separate programs were part of a system that “provide[s] core functionality around tracking student demographic information, attendance, grades, and schedules (McIntire, 2008). I learned that the system feeds into campus, district, and state databases and informed users can “// slice and dice // data” (Saucner, 2003) to make it useful for improving student achievement. The readings prepared me for an interview with Mark Gabehart, Chief Technology Operations Officer (CTO) of the Abilene Independent School District (AISD). Through the interview I learned how the AISD homegrown system was developed and how it feeds data between the campus, classroom, district, and state in a dynamic transactional communication system. (M. Gabehart, personal communication February 1, 2010) indicated that the one million dollar cost for licenses, updates, professional development, and support is comparable to the cost of off the shelf systems. He also disclosed the danger inherit in a system built and maintained by one individual. I was directed to the many support options located in the system and those that were available outside of the system for teachers. My interview with Gabehart coupled with lectures and readings allowed me to see how the development of a technology information system takes place and provided a deep understanding of technology systems, policies, and budgets for school districts. What I knew before this assignment provided a basis for understanding the systemic nature of the student information systems. I was able to build on my experience with the attendance and grade book aspects to construct new knowledge regarding the flow of data in a system. Before this assignment the student information system was essentially a mystery that magically stored the information that I entered through a program on my computer because I did not see or understand the nature of the system. Since completing the assignment I have developed an advanced understanding of technical operations and concepts at all levels from the classroom to the Texas Education Agency. By evaluating the student information system I discovered how design and model ways to use the ystem for productivity and professional practice. I have been involved in helping teaches set up, use, and develop skills for best use of the system. ** Learning as a learner  ** The student information system evaluation was an exciting challenge for me. I was able to build on my communications skills to schedule and conduct an interview with the CTO of AISD. I prepared questions that provided answers needed for completing the assignment. Rather than a question and answer session the interview became a conversation. The lectures and readings gave me the confidence needed to be comfortable discussing technology issues with a technology professional. I assessed my performance by evaluating my ability to discuss the student information system without feeling uninformed. I compared my completed assignment to the rubric included with the assignment. Discussions with colleagues in class, on my campus, and throughout my networks helped me understand the concerns and needs of classroom educators while discussions with administrators helped me understand the need for a seamless system that provides the needed information to drive student learning. ** Lifelong learning skills  ** I gained an understanding of student information systems that can be applied to other technology systems. I learned that I can connect with other technology professionals and collaborate with others to meet the myriad needs for data. I notice changes that take place with the technology systems that I use and have become an agent for improving those systems. I have developed a new network of technology professionals among colleagues, district technology professionals, and administrators. I have also included some of the state and national technology leaders that I have “met” through readings and presentations. I have an interest in how schools can provide information to all stakeholders while protecting the privacy of students and educators. I wonder about the best ways to help teachers mine data to improve student achievement. I would also like to know how teachers and students view the use of technology. ** B. Final project – multimedia presentation of a technology plan  ** ** Self assessment  ** This project was drawn from everything that we learned in EDLD 5362 Information Systems Management. The previous project covers a great deal of what I learned in this course as reported above. Reviewing the presentation that I created for the assignment, I was reminded of how much I did not know at the beginning of the course. I knew a little about the major topics including safety issues, hardware and software needs, student information systems, staff development needs, and funding, but what I knew was very limited. I was not aware of the legal requirements for protecting students, including the use of a filter. I was aware of the need for new hardware and software, but my knowledge was based on my perceived needs for my classroom. Through the course I learned about web 2.0 tools and how technology can and should support specific teaching and learning goals (Deal, 2009). I was aware of the need for teachers and students to access the Internet, but I did not know how essential connectivity was or the availability of e-rate funding, which according to Moore (2006) should be a reality for all Texas schools. I had very little knowledge about school funding, but I was aware of the importance of funding and budgeting from my role as the chief executive administrator of a small denomination in my former career. Although I am not ready to establish a budget for a district’s technology alone, I now know how to bring together the people and resources needed to propose a budget. I learned how to use new tools for creating compelling presentations. I had used Microsoft PowerPoint but was not aware of some of the more advanced features. By utilizing a third party software, Camtasia, I was able to turn my presentation into a “movie,” complete with narration and background music. The presentation could function across many mediums with or without my presence. I also learned to follow legal and ethical practices of citing the use of work created by others in presentations and not just in formal papers. I now feel confident in building and using multimedia presentations. I am also able to help my students design, create, and present multimedia reports and projects. I am ready to assume a leading role in staff development regarding the use of technology for teaching and learning, and inform stakeholders about technology needs. ** Learning as a learner  ** I was eager to take on this assignment because it coincides with my communication skills and my interest in leading staff development. The newly gained knowledge gave me the confidence I needed to prepare a product that addressed the needs of teachers and administrators. By discussing and sharing ideas with colleagues, I was able to push beyond my hesitation to speak up regarding technology and offer advice. I measured my success against the assignment rubric. I also sought the opinion of my colleagues and the opinion of colleagues and friends to evaluate my performance. ** Lifelong learning skills  ** I will continue to use the networks outlined in the previous assignment reflection to design, create, model, teach, and share presentations. Although I will not likely use Camtasia, I have discovered other free and open source software that works as well. I know what to look for and where to find it as a result of this class. I am very interested in updating technology and connectivity for students, teachers, administrators, parents, and other stakeholders. I am looking for opportunities to help colleagues at local, state, and national levels to improve student learning. I wonder how we might decrease the digital divide by providing students access to the internet 24/7 and without borders. I would also like to know what options are and will be available for making that a reality. ** References  ** Deal, A. (2009). Collaboration tools:a teaching with technology white paper. Teaching With Technology, Retrieved from www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/CollaborationTools_Jan09.pdf McIntire, T. (2008, August 28). Student information systems demystified. Tech & Learning, Moore, R. (2006). The five best accelerators in schools. The School Administrator, 63(7), Sausner, R. (2003, November). Making paperwork fulfilling. District Administration, Retrieved from http://www.districtadministration.com/viewarticlepf.aspx?articleid=103
 * A. Student information system evaluation assignment **