5362+Course-based+Embedded+Hours+Log

= Course-based Embedded Hours: =

=== EDLD 5362: Information System Management:  ===

Assignment One:
|| Course-based Embedded Hours (see Appendix G) 5 hrs. ||
 * // Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix G of the Internship Handbook., you are required to reflect on the assignments by completing a reflection in your course wiki/eportfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5370 Internship comprehensive exam final report. Students should use and cit 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:
 * EDLD 5362 ** || Course Name: Information System Management

Assignment (see Appendix G) || Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology. || Reflection/Learning: Focus reflection on the Technology Facilitator Standards and Performance Indicators. Use textbook references as well as two additional references. ( Minimum of 250 Words ) || After completing two interviews with school administrators about technology I have gained valuable insight on how they determine technology need and use. Standard VII is the procedures, policies, planning, and budgeting for technology environment and I was able to be in the meetings where these administrators planned the use and distribution of the technology, as well as creating a budget. These meeting were long and thought out over the period of weeks. Leading a technology class I was able to show my case for the technology in my classroom as well as talking about the need for certain technology in other rooms. When it came to the budget Williamson and Redish (2009) says, “Employing a full staff of technology support specialist across a large school district is difficult for most school districts to manage and afford” (p. 167). This is the case in our district right now, where we had to lose several members of the technology staff throughout the district.
 * Description of the
 * Personal

In these interviews I brought up the technology the students are exposed to already. I asked what their thoughts were about using cell phones, PDA’s, iPads, iPods, and other devices in class. The response was, the focus needs to be on student learning and if the students can use these devices effectively then they could. According to Q. Li, Lau, Shih, and F. Li (2008) with regards to these devices calling the use of these items as the m-learning (mobile learning) era. Using these devices to integrate with the learning in the classroom. (p. 13).

The age of students using technology is getting younger all the time according to Hitlin and Rainie (2005) in a memo from the Pew Internet Project it says of the 21 million online teens about 16 million of them use the internet at school. When I brought this up to the administrators they admitted this was a concern and stressed the importance of finding the right filters for the Internet, so everyone can be safe. These interviews helped me realize the seriousness and the effort put in to planning and budgeting for technology in schools. As a lifelong learner I need to be up to date on new technologies and how they might help my student learn. I need to answer questions like what is the next wave of technology going to look like and how am I going to be able to use it in my classroom. I will always try and find new and creative ways to use technology in my classroom, which is important to me and why I like going to trainings that help me realize my goals.

** References **

Hitlin, P., & Rainie, L. (2005). The internet at school. //Pew Internet and American Life Project.// Retrieved on August 16, 2011, from []

Li, Q., Lau, R. W., Shih, T. K., & Li, F. W. (2008, February). Technology supports for distributed and collaborative learning over the internet. //ACM Trans. International Tech., 8 (2)//.

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. ||

** Assignment Two: **
|| Course-based Embedded Hours (see Appendix G) 5 hrs. ||
 * // Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix G of the Internship Handbook., you are required to reflect on the assignments by completing a reflection in your course wiki/eportfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5370 Internship comprehensive exam final report. Students should use and cit 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:
 * EDLD 5362 ** || Course Name: Information System Management

Assignment (see Appendix G) || 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. || Reflection/Learning: Focus reflection on the Technology Facilitator Standards and Performance Indicators. Use textbook references as well as two additional references. ( Minimum of 250 Words ) || Standard VII talks about procedures, policies, planning, budgeting for technology environments and the process of finding the Student Information System deals with all of these parts. According to Williamson and Redish (2009), “Selecting appropriate technologies requires the ability to understand the instructional context in which the technologies will be utilized and thorough knowledge of available educational technology bet suited to those contexts” (p. 150). Making sure you first look at what you want the technology to do and then find out which technologies will meet your needs in the educational context is very important.
 * Description of the
 * Personal

According to Darby and Hughes (2005), right now, a lot of districts are getting at least two different programs to meet their needs, but in the future as things change and evolve the programs must as well. They need to be able to handle a lot more information and be easily integrated into a school district. The programs we use right now cover all the information we need and are pretty user friendly in most areas. User friendly is an area to really look at when thinking about changing to another program. Darby and Hughes (2005), talks about in the beginning these programs eliminated putting data into the system more than once. These programs are going to need to be able to do more because of the different laws and requirements districts are facing (Darby & Hughes, 2005). Our programs do a good job for the most part, however changes and improvements still can be made.

According to Hoffman (2006), districts better save enough money to train the staff on the system. If the program is great but no one knows how to use it effectively, you have just wasted your money. Our district does a good job at training staff and having people ready to answer any questions employees might have about the program. The programs we use also have staffs that are also willing to come out and fix any problems that might occur in a workday.

After evaluating our SIS in all the areas listed above I find we have good programs and good support staff, which makes using these programs effectively possible. As the future brings more challenges we will have to improve our SIS, but we have a good handle on the situation right now. As a lifelong learner I hope to help my district find the right SIS to better our district. I hope that in the future programs can bridge the gap between what can be done now to what will need to be done in the future. Looking at the different SIS has helped me to see just how seriously our district takes using these technologies and the importance that they serve to our campuses.

** References **

Darby, R., & Hughes, T. (2005, October 1). The evolution of student information systems. // THE Journal. // Retrieved on August 16, 2011, from []

Hoffman, R. (2006). How to buy a student information system. //School CIO.// Retrieved on August 16, 2011, 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. || Assignment Two: