EDLD+5362+Information+Systems+Management

EDLD 5362 Information Systems Management V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools. || 1 –Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information. 10 –Demonstrates knowledge of strategies and techniques for Web site administration. || ** Course EDLD 5362 Information Systems Management: **
 * I. Demonstrate an advanced understanding of technology operations and concepts.
 * 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. || ** A. – 5 hrs. **


 * B. – 5 hrs. **

Reflection:
 * Total: 10 hrs. ** ||

**//The knowledge gained from the assignment: //** In EDLD 5362 Information Systems Management, we analyzed the technology used in our district by interviewing at least two district administrators involved in the planning and budgeting of technology. After interviewing two administrators at the head of our technology department in Leander ISD, I learned so much about the technology our district uses, specifically about the Student Information System (SIS). I was surprised to find out that the cost of the system is not based on a flat fee, but is determined based on the number of students enrolled in the district. This cost encompasses the student and business sides of the system and there are no extra charges such as start-up costs or maintenance fees. I also learned that Region XX manages the system and is responsible for housing the data and backing up all of the information to an offsite location in Colorado. This system is also essential for submitting required reports to the Texas Education Agency. Many programs feed into iTTCS (the district’s SIS) including attendance, grades, discipline records, registration data, master schedules, testing data, health statistics, and even whether a student is on free and reduced lunch. I always knew we had all these programs and systems, but never knew how they interacted with each other. As an educator, I use systems that feed into the iTTCS system every day such as Gradespeed, attendance, and Eduphoria. Learning how these systems worked together, how the data is stored, and who can access it helped me understand how Student Information Systems are used and what a powerful tool they can be for a school district. I felt that this was a worthwhile assignment because very few educators know how or why a district uses an SIS. As a technology facilitator and leader, we need to be taught district technology processes and systems. As a teacher, we may only see the grade book or attendance program, but seeing how they all interact with a bigger system is essential to becoming a technology leader in our district. Although this was not a “group” project, all the graduate students in Leander ISD conducted the interviews of the administrators as a group and recorded the interviews for students not present to access. We were able to take turns asking questions, hear what questions our colleagues felt were important, and interact together. Everyone was genuinely interested to hearing the responses of the administrators, and they didn’t have to answer the same questions over and over. Although this was not a group project, everyone was expected to contribute and did so. If a certain person was guiding the interview, they would specifically ask someone if they had a question to get them involved and make sure they were not being overlooked in some way. The overall tone set by the interview and process was that of teacher and student (inquiry and response). The students asked specific questions and the administrators explained the information as thoroughly as possible. The Lamar students were able to clarify the responses by asking more questions and the administrators were patient and forthcoming. I would like to know more about the process our district has for selecting and implementing in our district. I am curious as to how programs are selected over others and who ultimately decides what will be purchased for our district. Why do we not have an SIS that students and parents can access to check discipline records and attendance records as well as grades?
 * //The relation of new information to old information learned: //**
 * //The relation of information gained to personal experience: //**
 * //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 opinion, 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: //**
 * //Insights into the patterns of interactions of colleagues: //**
 * //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? //**
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Notations addressing the affective or feeling tone evident, concerns you noticed: //**
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor: //**
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Issues that puzzle you: //**