Internship+Reflection+EDLD5362


 * __Internship Reflection for EDLD 5362 Information Systems Management __**

**__Self–Assessment __**
 * Completing this assignment was an interesting experience within the world of school district business. As I tried to interview the director for computing services for our district of over 75,000 students, Ms. Mirza was not cooperative in revealing necessary information for my questions. Little did I know that my innocent graduate school questions would spark such responses as if my questions were of some inappropriate nature. I learned throughout this assignment that not only are our computing services important to everyday school business, but it is potentially political to spend millions of district monies on such needed services. Not only would she not answer my questions, but she asked me to fill out an open records request to obtain such information (L. Mirza, personal communication, February 1, 2010). You would think that after ten years with a district and being an innocently meager graduate school student she would obligue me, but no beans.
 * But to my dismay, another loyal computing services employee was happy to answer my questions. I learned much information from Mel Matak, who not only was personable, but understood the nature of my questions and was able to help conclude my assignment responsibilities with experience with some of the different systems we have had in place for the district. He was forward in stating that the district has done a poor job at providing technical support to campus data technicians. This new information is different from what I previously thought about the education and training of district employees (M. Matak, personal communication, February 1, 2010). Not only did I think that the "trickle down effect" took place, but I realized that our district was spending thousands of dollars on salaries of people at the district office that really didn't do more than the campus level support.
 * My personal experience with the assignment was effected by the new information I learned because I was able to evaluate the discrepancies within our district's ability to choose and effectively implement student information systems that are useful, effective for employees, and easy to train users. Since the interview of these employees in February, our district has purcahsed and started using a different SIS from the old SASI system. We now are being trained on the Skyward system, which incorporates grades, discipline, attendance, and many other features. Not only are our teachers overwhelmed with its implementation, but our campus instructional technology specialist is fervently trying to be trained and learn features just as fast as trying to turn around and teach it to our staff. It is a trying time in our district in more than one way; they reduce in force hundreds of teachers, yet purchase and train staff on a multi-million dollar system. I now see the discrepancy of their ways- I was one teacher they tried to displace this summer in response to the reduction in force.

**__Learn as a Learner __**
 * My approach at completing the assignment was clear cut; interview and then write my findings. As I interviewed my subjects for information, my use of my early journalistic ways in undergraduate school came back naturally. It was a technique of mine in interviewing and writing stories to connect on a personal level with my interviewees so that I could relay a story that connected to readers. I was able to connect with Mel Matak and Kay Wooldridge, but Lisa Mirza was a closed box. Mostly because of the district's very politically charged stance on its budgetary stance last spring. I'm sure that she had been hounded by news and union sources to give information about monies spent on SIS versus paying teachers, so her tone was cold and defiant. I enjoyed calling people and talking about the state of our SIS becuase I could critically talk about certain features and needs of our district's system and how our community access to the SIS could be different.
 * I learn best by gaining knowledge through experience and then synthesizing it through reading material or data stocked materials. I believe that personal experience is data and we should value it just as heavily or more so than written periodicals. Not only are personal accounts real to the subject, but they are menaingful for others to hear and then make sound judgments about. Kay Wolldridge had nothing to lose when she told me about how she had not been efficiently trained in using SASI before starting her job (K. Wooldridge, personal communication, January 29, 2010). My performance on this assignment, for the amount of time we had to complete it, I think was efficient and noteworthy, especially in our district's current budgetary "crisis" that has taken jobs and livlihoods away from professionals and their families.
 * My interaction with my collegues during this particular assignment was crucial to the overall outcome of the information that was gained and learned. If it wasn't for my persistence in talking to different people associated with the student information system, I wouldn't have gotten a true picture of how our district implements and continues training our employees. It was disheartening to learn that a professional in the district would not give me the information I needed to complete a simple project, as if I was going to take the information and use it against the district. It make sme truely wonder if they were making sound decisions about a new SIS.

**__Lifelong Learning Skills __**
 * I will continue to actively listen to how others view our district systems and their effectiveness in the workplace. As our district works toward a more community accessible student information system with grades, it will be crucial that teachers understand the impact of every assignment posted and how it effects each student's grade. We are about to open up a new Pandora's box when we allow parents to view grades come 2011; My ears are ringing already.
 * My future learning experiences will be imapcted by this assignment's interviews and findings because of my interactions and collaborations. I will continue to view my collegues ideas and experiences as pertinent information and valuable in the everyday implementation of any product purchased for school use. Knowing this, it will be necessary for me to allows seek the interpretations and view points of others in the professional teaching environment. If we don't treat eachother as such, we woun't act like such for our community memebrs.
 * As a lifelong learner, I continue to struggle with the idea that spending millions of dollars on multiple student information systems is logical for a fiscally responsible district. How effectively are we assessing products available for districts? How much of our decisions are decided by companies buying people off, or promising features that don't work out? How can the seventh largest school district in Texas purchase a new SIS and be able to implement it effectively within a three month period? Training for our new system started in August 2010 and we immediately started using a system we barely knew, and IT people had barely been trained on themselves. Something is wrong with this picture.

Technology Plan Network Comparison Presentation

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: ** ** 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. **
 * ** ISTE/NCATE Performance Standards ** ||  ** Outcomes/Proficiencies (TExES Framework) **  ||  ** Performance Tasks **  ||  ** Course-Based Embedded Hours **  ||
 * I. Demonstrate an advanced understanding of technology operations and concepts.

** B. – 5 hrs. **

** Total: 10 hrs. ** ||