EDLD+5362




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

Course-based Embedded Hours Internship Log
**// Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix H of the Internship Handbook, you are required to reflect on the assignments by completing a reflection in your course wiki/e-portfolio that should contain a minimum of 300 words. These logs 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 ** ||


 * == Description of the ==

(see Appendix I)
|| ** Technology: **
 * Information Systems Management: **
 * 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)
 * Issues that puzzle you. (2 points)

(Minimum of 250 Words) || I was surprised to find out that a Student Information System (SIS) is mandated by the State of Texas under the guidelines of No Child Left Behind (NCLB). According Darby and Hughes (2005), “NCLB has also changed the core functionality of the student information system, because educators are now required to track students’ mastery of state standards.”

My personal interaction with the SIS was to enter grades and check my own children’s grades. I had never given much thought to its potential, or its cost. When most people think of technology in education, they picture a room full of the latest computers. But, a SIS is a vital piece of technology and it does not come cheaply. The person I interviewed estimated its original cost to be between $500,000 and $600,000, with another $100,000 yearly for updates and maintenance.

The ability for administrators pull data and generate reports is aligned with TF/TL Standard IV, Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. (Williamson & Redish, 2009).

Our teachers aren’t fully trained in its use. There is a mad flurry each year as teachers struggle to learn new or different features. As our campus technology leader, I have never been trained on Zangle, our district SIS. Like most technology, it is best learned by using, so teachers eventually figure it out.

As a music teacher, I frequently run into issues making any school wide or district wide policy fit my situation, and the gradebook feature of Zangle is no different. It would be nice if there was a SIS that was customizable, with features that could be renamed, yet still maintain the data necessary to satisfy state requirements. With districts willing to spend upwards of a million dollars over the course of a few years, I would think someone out there would be willing to take on such a project.

Nevertheless, I am impressed with the amount of data that can be extracted, sorted and analyzed. It is an important tool for administrators charged with the task of making curriculum decisions to meet the needs of the students.

Resources

Darby, R., & Hughes, T. (2005, October 1). The evolution of student information systems. Retrieved April 21, 2013, from THE Journal: http://thejournal.com/Articles/2005/10/01/The-Evolution-of-Student-Information-Systems.aspx?Page=3 f

Williamson, J. and Redish, T. (2009). //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. ||