5370+Assignment+Reflection+on+EDLD+5362

Through the course **EDLD 5362, Informational Systems Management**, I encountered engaging readings and knowledge that I know will be pertinent to my success as an emerging technologist. As extensive as the assignments were, I enjoyed each of them.

**Self Assessment**: Much of what I learned in this course centered on network systems that aid a district in data warehousing. Much of this knowledge was brand new. I knew such systems exist; however, this course helped me understand the inner workings of such technically. The relationship between my old and new knowledge motivated me to pursue this assignment with enthusiasm to learn as much as I could. The knowledge I gained from completing the assignment exposed me to the world of technology that I will work with on a daily basis. I know I have a place in it because of the need for leadership that will support and drive technology. Beldarrain asserted, “Proactive implementation of emerging technologies is dependent on comfort level, monetary resources, and visionary leadership” (Beldarrian, 2006, p. 144).

After analyzing the district’s technology and interviewing two administrators who are involved with planning and budgeting, I was impressed with our district’s infrastructure. The strategies I used to complete the assignment were to set up phone conferences with my interviewees. Once I satisfied that part of the assignment, I took my notes and copied them to the assignment template. As a learner, I am curious and driven by inquiry. The interviews were perfect to this end. I assessed my learning through various feedbacks from the informal assessments in the courseware and my IA. Completing assignments according to the rubrics was my mainstay. Much of my performance in completing this assignment hinged on collaboration with other people. Weeks 1 and 3 assignments called for interviews that involved synchronizing our times to get them done. Because of schedules that didn’t complement, I ran into snags for week 3. It hampered my performance.
 * Learn as a Learner: **

I harnessed an abundance of skills that will be useful in my role as a technology facilitator. An essential highlight of my learning involved the assignment on the model classroom. More than ever before, distant learning is in the forecast. As a distant education student, I am gaining hands-on learning towards what will be paramount in the future. I’m looking forward to the day when classes will take place at home on some days of the week to allow professional development or more intense planning for teachers. I know this is to come because Beldarrain further emphasized that technology is responsible for changing the concept of distance between learner and teacher thereby giving the learner access to education any time and any place (2006). My past interactions and experiences will impact the kind of leadership opportunities that will come my way. Moreover, these experiences will pave the way for training other teachers and staff members. Hoffman supports this claim with this forecast. “Allocating resources to train staff on the system is also imperative” (Hoffman, 2009). One issue that challenges me is getting educators to understand the need for data use and the support needed to use it. Tolley and Shulruf said that while teachers believe in the usefulness of data, many need support in how to turn it into knowledge which will enable them to create effective lessons that address the needs of all their students (Tolley & Shulruf, 2009). Making data meaningful will be the focus of my research.
 * Lifelong Learning Skills: **

Beldarrain, Y. (2006). //Distance Education Trends: Integrating new technologies to foster student interaction and collaboration//. Distance Education; Aug 2006; 27, 2; Alumni - ProQuest Education Journals
 * Hoffman, R. (2009). //How to buy a student information system//. School CIO. []
 * Hoffman, R. (2009). //How to buy a student information system//. School CIO. []

Tolley, H. & Shulrul, B. (2009). //From data to knowledge: The interaction between data management systems in educational institutions and the delivery of quality education.// Computers and Education Journal. [] ||