EDLD+5398+WK2

This week’s web-conference helped to settle some lingering apprehensions that I continued to foster regarding coursework and assignment completion guidelines. The feedback from week one assignments was focused and informative and the flow of constructive information continued throughout the web-conference. I noticed that several of my classmates were also uncertain about several aspects of the embedded assignment portion of the coursework, there was a good amount of clarity provided and the interactive format of the chatboard actively facilitated the process. I must admit, I do feel challenged by the multi- layered format of coursework; however, I am encouraged by the access to and awareness of teaching faculty.
 * WEEK 2 ASSIGNMENT** ** Week 2 Assignment, Part 2.1: ****Web Conferences--Organization and Management of Assignments**
 * Week 2 Assignment, Part 2.2: Week Two Addition to Comprehensive Examination** [[image:http://cabstractions.wikispaces.com/site/embedthumbnail/placeholder?w=NaN&h=NaN width="NaN" height="NaN" caption="broken file"]]


 * Week 2 Assignment, Part 2.3 ** : **Reflections on Course-Embedded Assignments for EDLD 5362 Information Systems Management**
 * __Self–Assessment__** The technology evaluation assignment of my districts SIS system gave me invaluable information as to how technology planning and budgeting occurs in my district and on my campus. I was also able to hone my interpersonal skills through interviewing district personnel. Furthermore, the assignment allowed me to evaluate the effectiveness of the new SIS system that my district purchased. Previously, I knew that the system was used for grade keeping and attendance tracking but I had no idea how comprehensive the software truly is. By the end of the process, I had a far greater grasp of the function and feature-set of the software but also of the importance of the tool within the district and individual campuses.


 * __Learn as a Learner__** The SIS that has been utilized in my district is the Skyward Student Management System. I interviewed several teachers, our ADA clerk, the campus ITS representative, the school counselor, and our campus data manager. Based on the information I gleaned from the conversations, the cost for the system included initial disbursement of resources for the hardware that the software needed to run on to include expanded servers, allocation of internet bandwidth, and training of IT and teaching staff to properly utilize and manage system. In addition, there was also an initial outlay of time for migrating data from the previous software interface that was in use. Software updates to the system are included in the normal fees that the district pays the company to ensure the most recent version of the software is always used. The district also has access to the IT and technical support group at the company in the event any system errors or glitches may present themselves.

I enjoyed the hands on nature of the interviews because they allowed me to interact with many different individuals face-to-face. I believe that this type of interaction is the most effective for gaining new unfamiliar material. I have a tendency to prefer hands on learning environments and this activity definitely appealed to my preferred method of knowledge acquisition. I think I did well in my interactions with my peers and colleagues because of the vast amount of information that I was able to discover. The readings for the assignment also helped to shape my new knowledge base as well. For instance, Sausner (2003) believes that there are a series of components necessary for the successful implementation of a SIS he writes “Four key ideas continually surface when it comes to making the most of the SIS technology: leadership, communication, training and more training” (Optimizing Existing Technology, para, 1). Part of the process of having the right tools is making sure that there is a solid plan for the integration and utilization of a SIS instrument. The “four key ideas” present a viable direction for technology administrators and stakeholders to keep in mind when using data management tools to manage student data. Furthermore, “Most SISs are meant to have a life span of five to seven years, after which they tend to become marginalized by the faster, cheaper, better products available in the market” (Sausner, 2003, When to Start Over, para, 1); more succinctly stated the process of obtaining and updating this software must also be an integral part of the SIS management. There are many pieces of the student management system puzzle but keeping it all in perspective involves using the tool every day in an effective manner to gain the most benefit from the technology. In addition, the tool cannot be depended on if it is not updated regularly.

The Skyward software creates Texas specific reports and helps to ensure that the requirements of Texas public school reporting and data collection guidelines are followed. Based on the information from my pooled participants the system does a good job of granting access to a plethora of state specific student data and it does so in a seamless manner. On many Texas campuses, it is currently TAKS testing time and our counselor told me that the integration of the test taking data is fully integrated into individual student profiles and to higher-level district reports and feature sets as well. When I spoke with the ITS representative she told me that the district has been extremely happy with the availability of support personnel for Skyward. There is a support liaison that is responsible for tracking any issues that the district may have and that person has a counterpart in the district information system support group so that all issues are resolved in an efficient manner. There is also a customer support district login that provides online access to proprietary support information. Skyward also includes support in the form of email, telephone, and online web access. In addition, the company also provides online evaluations to utilize as a QA method to gauge the level of service provided to its customers.

Overall, the purchase was regarded by many in the district as a sound decision and thankfully, administrators realized that it was necessary to make a significant investment of resources initially to purchase a comprehensive SIS software suite for the district. Moore (2006) outlines his top five technology accelerating initiatives and acquisitions to aid in implementing technology to “make a significant difference” within the community that they are integrated into (Long-Term View section, para. 1). Unfortunately and far too often, recommendations such as Moore’s are overlooked or discredited because of the resources that are required to make an initial investment into this type of technology. Another element of Moore’s (2006) plan for action includes the need for “experienced leadership” within the entity so that they will benefit from the leaders experience with successfully “planning, implementing, and operating” investments of such a high value (Wisest Investment section, para. 10). I think that a disproportionate amount of the power in making the necessary choices for technology integration is undertaken by individuals who are so far removed from the day-to-day operation of institutions that their ineffectiveness hurts students and the institutions tasked with teaching them.

In my opinion the overarching theme of technology integration into education must be well thought out, thoroughly planned, and implemented. “The meaningful integration of technology into the learning process is a challenging one, at best” (Tschirgi, nd, //What is the Sustainable Classroom?//, para, 1). These words do a good job of summarizing the dilemma that faces educators and administrators alike in the modern day world of classroom instruction. In order to make learning more learner centered an educator has to take the time to master new technology and also determine which components of the technology have the most direct implications for the learning environment that they have created in their classroom. The budgetary concerns and monetized cost of new technology are essential considerations when creating the landscape for delivering effective student centered instruction, but determining how new knowledge will be synthesized with new technology tools is a dramatic endeavor that should not be undertaken by the lighthearted. “Technology is only a wise investment if it changes something about the way students learn, opens new doors and possibilities, and/or helps engage them in their learning experiences” (Tschirgi, nd, //What do you mean by “yield big results?//”, para, 1). Though technology can be an innovative addition to a classroom the utility of the resource should be fully addressed before a purchase takes place.


 * __Lifelong Learning Skills__** Many of the individuals that I polled for information during this assignment stated that the most difficult aspect of utilizing the system was with the initial acclimation process to the new software. Given the proper training and access to qualified support staff many of the users maintained that the software was easy to use. Generally, all users liked the navigational layout of the software and the data and ADA representatives on campus stated that the data cross-references itself so that data duplication through manual entry is not necessary. I learned that as with most things the best way to integrate technology is to make sure that there is a well thought out plan for the setup and rollout of the initiative. This beginning preparation is similar to the way that effective learning can take place in any environment through the proper planning of goals and objectives that are necessary to reach educational targets. By reflecting on how essential planning is in learning, I realized that if I always ensure that a solid plan is laid out in my endeavors I will most certainly experience a higher level of success in my undertakings.

My interaction and collaboration with my colleagues during this assignment provided me with insight as to how the district handles technology acquisitions but also how decisions that are made at higher levels usually have some kind of impact on nearly all staff in the district. The knowledge of the significance of these decisions has made me more receptive to and sensitive of the technology needs of individuals who may be impacted by choices that I make in my capacity as a technology facilitator. As a lifelong learner I would like to investigate whether a committee of comprised of district and campus level stakeholders could me to cooperatively come together to make technology purchasing decisions for the district. It is an idea that could benefit a large number of district employees and thus positively affect students as well.

Sausner, R. (2003, November). Making Paperwork Fulfilling. //District Administrator//. Retrieved on April 26, 2011, from: [] Moore, R.J. (2006, August). The five best accelerators in schools. //School Administrator, 63.7//, p.8. Tschirgi, D. (nd). What is the sustainable classroom? //Educational Technology Support Center.// Retrieved on November 17, 2009, from __http://www.esd112.org/edtech/sustainableclass.cfm__


 * Week 2 Assignment, Part 2.4 ** : **Reflections on Course-Embedded Assignments for EDLD 5364 Teaching with Technology**
 * __Self–Assessment__** The process of creating a team created lesson that focused on the learning scenario was different and somewhat challenging for me. The undertaking was similar to creating a regular lesson but it was different in that I was tasked with collaborating with a group. Normally I do interact with team members at school but for this experience I was separated by geographical distance and each member had time constraints based on the on-going events of their busy lives. The duration of the assignment over a series of concurrent days was thought to be the best method for delivering the lesson because the information would have been a lot for a student to digest in a one-class period. The TEKS that were used to help frame the lesson focus on student's gaining a strong understanding of geometric shapes and three-dimensional figures, by focusing the lesson on shapes and the real world representations of shapes found in art work we sought to give the students a real world relatable point that also addressed the different learning styles of students. By doing so, we maintained continuity with the design elements of UDL and ensured the success of all of our students. I think that it was very important to focus on the needs of all of our students not just those that would be able to grasp the concept with little ease.

During the lesson, students will have the opportunity to record their observations on blogs that serve as milestones of their progress in the lesson but they also serve as easily accessible review documents that members of the class can share with one another to help facilitate collaborative learning. Pitler et al. (2007) asserts that collaborative learning environments on the Web help to reinforce student learning and I agree (p.144). The lesson would benefit the teacher by allowing them to improve their technology skills. G. Solomon & L. Schrum (2007) state, “In order for schools to prepare students for the future, leaders must help teachers make the transition to using new technologies and new methods.” I believe that having Technology Specialist help teachers that are struggling with using technology is a great way to get the teacher that help.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development. Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved on October 5, 2009 from http: // [|www][|.][|mff][|.][|org][|/][|pubs][|/][|ME][|161.][|pdf] // Solomon, G. and Schrum, L. (2007). Web 2.0 new tools, new schools. Eugene, OR: International Society for Technology in Education.
 * __Learn as a Learner__** I was able to utilize the CAST Lesson Builder to create our group and individual lesson as well as the UDL based book builder during the process. These new tools will prove invaluable as I seek out ways to integrate technology tools into my everyday classroom routine and lesson activity creation. The experience has exposed me to outside resources that I was previously unfamiliar with and I am now more informed about these technologies thanks to the lesson project. By ensuring, that the lesson had the proper assessment criteria I was utilizing what Pitler et al. (2007) set forth as a necessary element in teaching, which is to make it easier for students and teachers to track the effect of effort in creating and completing work (p. 156). At the same time, I believe that the assessment is not just about gathering data or recording numbers to fill in a grade book. Rather, the action of assessment gives another opportunity for students to become a part of the learning process. Pitler et al. (2007) believes that “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 141). From an assessment perspective, I was familiar with collaboration but the group activity gave me an opportunity to be a cooperative learner without me realizing it. I previously believed that I knew what it meant to be a group member during a project but this experience challenged my preexisting notions because it showed me how to be a group learner through the Internet. This was a new medium for me to learn in and it felt like my team members also had a similar experience as well.
 * __Lifelong Learning Skills__** The process of creating the lesson involved a brainstorming session that utilized Google docs and our Google site in a manner that I had not fathomed. We were able to interactively chart a course for our lesson and make real time updates when needed. The collaboration was definitely fostered by the technology and I am not certain that it would have been possible to complete the project without the tools found within the Google framework. According to Schacter (1999), the use of computers and technology are going to have a positive impact on the attitude of both teachers and students. I have found myself agreeing with this theory repeatedly throughout my coursework, due to my heavy reliance on the Internet and various web 2.0 communication mediums. In many instances, I have found myself being glued to a book or an article in an attempt to glean new information but this experience has given me the opportunity to learn from others in a collaborative setting that I have never been involved in before. I am better off because of the format of the assignment because it enabled me to try out new technology while going through the process with other learners who did not have much exposure to the medium either. I think the process was a bit cumbersome at first but once everyone got used to the flow of information going back and forth through the Google doc, site, and our constant emails to each other we became better as the project progressed. I stand in agreement with Pitler et al. (2007) who believes that “Web-enabled collaborative learning has evolved dramatically from its initial use as a simple way for students to look up information…” (p. 144). The role that the Internet played in our group activity was huge to say the least and could not have been possible without it.


 * Assignment 2-5: Reflections on Technology Facilitator Standard III: Teaching, Learning, and the Curriculum**


 * __Self –Assessment__** TF/TL Standard III gives educational technology leaders a secure foundation upon which to rest matters of curriculum and technology integration. The performance standards and indicators for this area help give school technologist a framework to follow when influencing teaching and learning on a campus according to Williamson, J & Redish, T. (2009). I happen to agree with this viewpoint because it follows a similar theme of planning that has come up quite a bit in my reflections this week. In order for campus administrators to chart a path of success for their campus they need to ensure that the district approved curriculum is being taught to students while making sure that technology is used to make the learning process as smooth and productive as possible. I have a tendency to over think things and as a result over plan at times. I have found that though the process frequently results in sleepless nights when a new idea or lesson concept is on my mind taking the time to ponder and plan constantly usually reaps hefty rewards. Standard III emphasizes the need to focus in on curriculum whenever a technology facilitator is planning how to aid a classroom teacher. I was aware of this concept before however, I am now more apt to include strategic planning in all of professional undertakings because of its immense benefits. During my field-based internship activities, I found that spending more time planning the course of the project resulted in a much more pleasant result upon completion of the task.

A central component to the new information that I learned was that just because students have a certain level of familiarity with technology in their personal lives it does not mean that they know how to use technology for learning and work (Educational Testing Service, 2006). During my field-based internship activities I often thought of ways that I could utilize technology that student were already familiar with and adapt it for classroom use. The new trend in early childhood technology integration is the addition of iPad's into classrooms. I thought of using iPad’s as a part of a project to aid struggling 4th graders with math but I was keen to remember that the devices had to be used in a way that would not only be accessible to the students but also adhere to district determined curriculum implementation and design. This simple caveat can include everything from the pace at which instruction is delivered, the rigor, and depth to which the material should be taught to a student.


 * __Learn as a Learner__** When a teacher is assisted by a district or campus based technologist that are expecting to receive assistance that will facilitate their increased technology proficiency. I personally enjoy vibrant hands-on learning experiences and many 21st century learners prefer the same. The onus for an effective teacher is to create rich and immersive learning environments that are “simple, fast, interactive, and wireless” that appeal to these modern day learners (Gates Foundation, 2006). I believe that I am a more effective teacher now because I actively pay attention to whether or not my classroom lessons contain this progressive component when integrating technology into a particular assignment or project. I think I have done a good job of applying TF/TL Standard III in my everyday duties and that it will not be too difficult to transfer this skill into the role of a campus or district educational technology leader. When I discussed my new understanding of the intertwined roles of technology facilitator and curriculum many of my peers felt that the integration of the two made good sense. During my field-based activities I always attempted to tie in any new information that I was transmitting to the educational need and greater mission of giving students good education and ensuring that teachers had the best tools to foster growth and development with pupils. Overall, I think this methodology was well received by my peers and it gave me the opportunity to educate others with the new information that I acquired.


 * __Lifelong Learning Skills__** If I continue to implement the core idea of making sure curriculum stays at the heart of technology integration, I believe that the lessons I create will be more captivating and that teachers that I assist will have a more solid understanding of how to create well-received curriculum centered technology integrated lessons. The idea of learning cannot hold any weight if it is not guided by a set of milestones and predetermined criteria that clearly lay out the result of instruction. By continuing, to make curriculum an essential part of my educational technology toolbox I can be confident that I will be able to make a significant impact in the lives’ of my students and colleagues in the future. In the future, I would like to pursue action research that focuses on math in the curriculum and implement data inspired best practices to integrate learning tools like iPad's.

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, pp. 55 - 99. Gates Foundation. (2006). Why do kids drop out? Retrieved August 25, 2007, from [|www.gatesfoundation.org/nr/downloads/ed/TheSilentEpidemic3-06FINAL.pdf] Educational Testing Service. (2006). ICT literacy assessment: Preliminary findings. Retrieved August 2007, from [|www.ets.org/Media/Products/ICT_Literacy/pdf/2006-Preliminary_Findings.pdf]


 * Assignment 2-6: Reflections on Technology Facilitator Standard IV: Assessment and Evaluation** **__Self –Assessment__** Data collection and assessment are critical components to the structure of the modern day test centric educational environment that has been created in the wake of NCLB. Educational technology leaders are tasked with making sure they remain up to date on the advancements within the field while also maintain a working knowledge of some of the more difficult aspects of the full adhering to TF/TL Standard IV. I have noticed on campus that once the spring semester begins there is always more of a drive or focus to make sure that students are prepared for the upcoming administration of the statewide examination. The material presented in the reading about the standard underscores the importance of an educational technology leader staying informed of the best practices for dispatching this function or their responsibility. In many instances, technology assessment becomes vital to a campus that has missed the mark on a performance indicator like AYP or whose students who perform poorly on state exams. The need for accountability in the arena of assessment is very vital and most successful efforts to meet standards in this area according to DuFour & Eaker (1998), have long been held to contain structured ongoing and collaborative inquiry that is based on student assessment data.

I have always felt that formal uniform assessment is not the best way to gauge student knowledge and performance. The text has highlighted that the process for truly understanding this data can be arduous and convoluted. The resources that are currently used to gauge student’s technology literacy are insufficient and inadequate when attempting to form a whole picture of a pupil according to the National Academy of Engineering and the National Council (2006). I am a nervous test taker and I usually prefer skilled-based assessments that I believe are more indicative of my ability to perform a task or utilize and apply information. Thusly, I believe that students should be able to be assessed in multiple mediums and modalities to accurately gauge their knowledge. The information regarding standards has helped to shore up my belief in the utilization of a number of resources to measure student’s mastery. When I was planning my field-based activities, I tended to stay away from any task that might result in a direct test or standardized form of assessment. Instead, I relied on feedback from my colleagues and information that I acquired while observing individuals attempt new tasks or demonstrate new techniques.


 * __Learn as a Learner__** The role of assessment is very important in modern day education but the methodology for collecting this data can ensure the success of school improvement plans or be the preverbal thorn in the side of stakeholders whose responsibilities include management of this data. In regards to my field based internship activities and Standard IV I found it to be much more beneficial to use low-tech assessment tracking methods like pen and paper data recording in conjunction with more technology dependent resources like survey monkey to analyze the effectiveness of an initiative after the undertaking is concluded. In many educational settings, I have an aversion to taking standardized test and I tried to keep that in mind when I was designing internship activities that would have to be presented to others. I made sure that I examined all data that was collected from my activities independently and comprehensively. Williamson & Redish (2009) believe that far too infrequently, data is not aggregated and the result of an assessment may be difficult to decipher because of the ineffective nature of the testing tools. The interactions that I had with my colleagues during the completing of this TF/TL standard were guided by data that I acquired through formal and informal means such as teacher observations. I learned that the most important part of adhering to this standard was to make sure that the need for assessment data collection was important and that I needed to find a way to integrate this process in my field based activities. Based on the results of several of my projects I think I performed much better because I actively set out to include this metric in the design and implementation of my activities.


 * __Lifelong Learning Skills__** Previously I understood that assessment was an integral part to the continued successful operation of a campus and a district. What I have learned is that technology now plays an ever changing but essential role in the process of tracking and assessing student performance. Test taking is not necessarily my preferred method for demonstrating my acquired knowledge but the medium has been in existence for a while and it does serve a meaningful purpose. I will continue to include formalized assessment models in my classroom but I will not resort to using only this one method to measure my student’s performance. The feedback that I received from peers and colleagues when utilized new assessment tracking tool and methods highlighted the importance of educators being made aware of as many applicable resources as possible. As an educational technology facilitator, I feel that it is incumbent upon me to make sure that I spread the word about these resources so that I can actively follow the technology standard while also benefitting those around me. As a lifelong learner, I am looking forward to further developments in the arena of educational technology assessment so that I may try these different methods and tools and integrate them into my educator’s toolbox. In the meantime, I would like to survey educators to determine which tools they find the most useful in collecting and parsing the results of student assessment data.

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service National Academy of Engineering & National Research Council (NAE & NRC). (2006). Tech tally: Approaches toassessing technological literacy. Washington, DC: National Academies Press 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, pp. 1-55.