EDLD+5362+Activity+Reflection


 * Course Embedded Assignments**
 * 1) //Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology.//
 * 2) //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**

**Self –Assessment**

This course, which focused on SIS, network support, Internet’s impact on education and student use of the Internet for learning, addressed many of the decisions our district is facing. Change has been the theme for our district this year as we began implementing a new Student Information System (SIS). When interviewing two of the managers involved in the new implementation, I realized that there was more to the system than just collecting demographic and classroom information on each student. Through the requirements of No Child Left Behind, the district needed to provide detailed information such as: AYP on students; highly qualified teachers, completion rate, and real-time access to student information by parents (Sausner, 2003). The new SIS would be collecting information that met all the requirements of NCLB and PIEMS.

When talking about designing a new SIS, Kimball stated, “The most important part of this project, however, is not the construction of the educational data warehouse, but the fact that a group of educators from both the state department and the field have come together to build a tool that will help improve schools and individual student learning through the use of data” (Kimball, 2005, p. 3). I was pleased to find out that the new system gave the teachers more access to pertinent information about students that would aid in their lesson planning. Parents also benefited from the online, real-time access to their child(ren)’s grades, assignments, attendance and progress in their classes. On our campus, we have seen very positive results of this communication between the teachers, parents and students, especially since many of our parents are deployed overseas in Afghanistan and Iraq.

“‘Managing change is a big deal, and with a new system, change can already be upsetting...’” (Hoffman, 2006, p. 1). The teachers have the perception that our district is constantly moving forward to “this year’s new thing” without considering the ramifications of the move. With the implementation of the new system, the teachers viewed it with the same perception. From the interview and direct interactions with the district technology department, I found that they had taken the last two years to examine the various SIS options available and chose one that they felt best met our requirements. Unfortunately, the result was a large learning curve for the teachers as the new system gave the teachers more access to student information and had many more capabilities than the old systems. This brought to the forefront the importance of effective professional development. By offering the teachers different options (face-to-face, online, video, or print) for learning the system, I was able to meet the varying needs of my teachers.

**Learn as a Learner** Since I was aware that a new SIS was being implemented this year, I already had some background on the system and initial contact with those in technology services who were responsible for the implementation. This made completing the assignment easier for I knew whom to contact for information. The difficult part was arranging time with the district personnel to meet for the interview. Since we would be meeting after normal school hours, I sent a list of questions to the interviewees a week before the meeting. This ensured a productive meeting, as some of the information would need to be compiled from different areas. One challenge was finding the district “Technology Plan” that was required for E-Rate filing. This was not easily available; however, once I found who was responsible for completing the E-Rate application, I was able to request a copy of it.

I am comfortable with face-to-face presentations, but recording my final presentation was very difficult. Even with a written script, I do not believe it was my best work. As I worked on each of the assignments, I would take time to review the work once it was complete. In a few instances, I had some of my co-workers review the work to ensure I had expressed my thoughts clearly and concisely. I have a problem with being wordy and not staying focused on the topic. Their input assisted me in improving my writing.

I had the privilege of not only working with those in my cohort, but also worked with several employees of the district that were enrolled in the course with me. We were able to meet together and share information and perceptions about the assignments and readings. One of the biggest benefits was meeting with the district technology personnel to do the interview about the district’s SIS. Each of us had a different perception and level of knowledge about the SIS and our questions reflected the differences. The result of the interview was one that had more depth and breadth of information.

**Lifelong Learning Skills**

Being a teacher and a Campus Technologist, I had a small view of the district’s network and information system that pertained to my position. At times I was frustrated with the district’s decisions about the Internet and access to student information. I believed that their decisions were made to make it easier on the district level staff without concern about the educators. After the interview, assignments and readings, I have a better understanding of the “big picture” and the variety of requirements that the district has to meet. When I become frustrated now, I will ask questions to understand the reason for district’s decisions.

I have been fortunate to have a good working relationship with my peers, administrators and district personnel. Working with them on these assignments gives me an appreciation of what they do and how they help make all of our jobs easier. As I move forward into new learning situations, I will be aware that my colleagues’ input provide different perceptions that allow me to have a better understanding of the information.

There were two areas that I have been interested in and would like to explore them more in depth: creating online/distance learning opportunities and better use of the student data to provide differentiated instruction for our students. Our district is currently exploring the possibility of participating in Texas Virtual School Network (TVSN). The TVSN would offer our students opportunity to complete courses that we are unable to offer through the district. I would like to work with our teachers to create online courses and contribute them to the TVSN. This is the first year our teachers have had access to more than just demographic information on our students. I would like to work with the teachers to develop lessons that address the needs of every student and give the parents the opportunity to truly become a partner in their child’s education. As Eva Moskowitz, School CEO of Harlem Success Academy stated, "We can't, as a school, educate children alone. By using this technology to fill parents in, we're working with them as a team to get things done right" (Villano, 2008, p. 2).

Hoffman, R. (2006, July 17). How to buy a student information system. //School CIO.// Retrieved on November 17, 2009, from []

Kimball, B. (2005, July 1). Using data systems to meet AYP: Vermont. //THE Journal.// Retrieved on November 17, 2009, from []

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Sausner, R. (2003, November). Making paperwork fulfilling. //District Administrator//. Retrieved on November 17, 2009, from []