ESSENTIAL CONDITION ONE: ACCESS TO...

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?

Name: Jessica Chiddister Semester: Summer 2017

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,Student-Centered Learning

ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.Guiding Questions:

How is technology being used in our school? How frequently is it being used? By whom? For what purposes? To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,

CCSs)? To what extent is student technology use aligned to research-based, best practices that are most likely to support student

engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices?

Strengths Weaknesses Opportunities Threats Students are provided

with 1:1 devices use within the classroom

Many teachers use Canvas to design a curriculum that aligns with the GPS and can be used digitally by students

Many teachers use Canvas to design lessons that are student-centered and engaging

Some teachers still struggle with implementing Canvas within the classroom for student-centered learning

Only the GPS are focused on in the classroom; many teachers are unaware of the ISTE standards

Teachers could be provided with learning opportunities to learn and integrate ISTE standards in the content classroom as well

Some teachers are opposed to technology in the classroom and would not respond well to another set of standards

Summary of Results/Conclusions: One of the strongest factors at Dalton Middle School is the 1:1 technology available for students


and the availability of the online program Canvas. These resources make it much easier to integrate instructional technology within the classroom. In addition, Canvas allows teachers to design course modules, which can lead to student-directed learning and can allow students to work at their own pace. However, this is still an area of weakness for many teachers; many are unsure of how to use technology-based student learning in their instruction in addition, most teachers are not aware of the ISTE standards or how to implement them in the classroom with the Georgia Performance Standards. There is an opportunity at Dalton Middle School to educate these teachers on how to design lessons based both on content and ISTE standards. One of the major threats at Dalton Middle School is that there are teachers who are resistant to using technology in the classroom. Based on the teacher survey, very few of the responders said they would be willing to focus upon the ISTE standards along with content standards.

Recommendations from Gap Analysis: Based on the Gap analysis, I would recommend taking the time to educate teachers about the importance of the ISTE-S in the classroom to help develop students as digital learners. ISTE (2017) notes that the student standards are “designed to empower student voice and ensure that learning is a student-driven process,” which aligns with the goal of designing learning to be student-driven. Instead of being viewed as a hindrance, the ISTE-S standards could be perceived as a guide to help teachers design student-driven lessons based on the content while using technology. These standards could be taught alongside the contents standards and would help integrate content standards into the curriculum.

Data Sources: Teacher survey (See appendix A)Personal observation

ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community. Guiding Questions:


Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?

To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?

To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing tomorrow’s workforce? For motivating digital-age learners?

What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to

improved student achievement? Strengths Weaknesses Opportunities Threats

The district has developed a technology plan to discuss how technology will impact instruction

The plan aligns with the school vision for Dalton Middle School

The plan does not address the implementation of technology, nor does it differentiate in how technology will or could be used in various grade levels

Many teachers and community members are unaware of the technology plan

There could be professional development to ensure the teachers are aware of the district’s vision of technology in the classroom along with specific examples

There could be discussions within the community about how technology will positively impact education in the district

Only an extremely small percentage of parents participate in community meetings because of language barriers. The opinions of the parents are not reflective of the demographics of Dalton Middle School.

Summary of Results/Conclusions: The official technology plan for Dalton Public Schools envisions teachers using technology in the classroom to help students learn real-world skills and become global learners; this aligns with the Dalton Middle School vision which wants students to contribute to the world around them. However, the technology plan designed is vague. The 1:1 implementation was for grades 3-12, so there is a variety in how the technology can be used for learning. There is an opportunity for the district to tailor the plan for elementary, middle, and high school since they will be using the technology in several ways. One critical issue in the shared vision for technology is that many teachers are unaware of the technology plan and the expectations. In addition, this plan is not a known statement within the community. Therefore, many of the stakeholders are unaware of the vision that is trying to be fulfilled at Dalton Middle School.


Recommendations from Gap Analysis: Dalton Middle School needs to focus upon making all stake-holders aware of the vision through sharing it with the community and teachers. One way would be to hold a community meeting that explains the benefits of technology in the classroom and what the district hopes to achieve. The meeting would need to be bilingual since most parents only speak Spanish. In addition, the school could send out notices to explain the shared vision and ask for feedback within the community. Sheninger (2014) states the importance of sharing with stakeholders and the community innovations that can and do come from technology-based learning. If parents are aware of what is happening within the classroom and the importance of computers in instruction, they can also become more involved in the development and implementation of the shared vision.

Data Sources: Teacher survey (See appendix A)ISTE Diagnostic Tool (See appendix B)Personal observationDalton Public School Technology Plan

ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources. Guiding Questions:

Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?)

What should be done to strengthen planning? In what ways does your school address the needs of diverse populations in the school or district to include how race,

gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.

Strengths Weaknesses Opportunities Threats Dalton Public Schools There is no mention of There could be an There is not much time


has a technology plan in place to strategize the implementation of technology devices for students in grades 3-12.

There is a technology team to help train and provide resources and information to teachers

technology within the Dalton Middle School improvement plan.

There are very few teachers at Dalton Middle School who are aware of the expectations of the technology plan.

There is no specific plan or protocol in working with low SES students who may not have internet access at home or specific populations such as special educations students.

integration of technology within the school SIP to help Dalton Middle School teachers develop a clear understanding of the expectations of technology in the classroom.

Dalton Middle School could develop a plan to help assist students who do not have internet access at home, such as a study hall period during the day

The technology plan could also include how technology could help improve instruction for certain subgroups, such as special education or English language learners

in the school day to provide students times to work on assignments outside of the classroom

Summary of Results/Conclusions: Although Dalton Public School has developed a technology integration plan, there is no mention of technology within the SIP. Dalton Middle School is the only middle school in the district and has a separate set of needs than elementary and high school students. There is no specific plan on how to implement technology at Dalton Middle School. According to the ISTE diagnostic tool, the area of strategic planning could still use more development. There is a technology team in place at Dalton Middle School to help distribute resources and help with professional development. However, there is often not enough time to provide professional development within the school day.

Recommendations from Gap Analysis: The GAP analysis reviews that Dalton Middle School needs its own specific plan to integrate technology within the school since the needs of its students are different than any other in the district. The plan needs to


focus on how the 1:1 devices can improve academic performance for students. The plan could focus upon issues specific to Dalton Middle School, such as a population with low SES and many non-English households. In addition, the SIP does not focus upon how academics could be improved for specific subgroups, such as special educations students. Using technology would be beneficial to helping these students and should be in the SIP. Technology allows for special education students to more easily access the curriculum and needs to be a factor in developing the SIP. Bowser and Zabala (2014) note that many special education are held to the same standards as their peers, yet cannot access the curriculum in the same manner; assistive technology helps these students to reach grade level expectations. By explicitly addressing the subgroups using technology in the SIP, Dalton Middle School can create a plan to reach the needs of all students.

Data Sources: ISTE Diagnostic Tool (See appendix B)Personal observationDalton Middle School Improvement PlanDalton Public Schools Technology Plan

ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.Guiding Questions:

To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning?

To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning?

What tools are needed and why? To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of

strategies that would benefit your school/district? (required) Do students/parents/community need/have beyond school access to support the shared vision for learning?

Strengths Weaknesses Opportunities Threats All students have 24/7

access to Lenovo Yoga (pending the signed

Many low SES students do not have access to the internet at

There is an opportunity to work with parents and students to let them

Many parents are unaware of the resources available or


waiver from parents). These devices travel and go home with the students.

All teachers are equipped with a computer and a Smartboard in the classroom.

In addition, there are eight iPad carts available for teachers to check-out for student use.

home to complete internet based assignments outside of the classroom.

Some teachers still do not implement technology in the classroom beyond basic functions, such as word processing.

know of available Wi-Fi resources within the community.

The school could also research opportunities with local internet service providers to help provide low cost Wi-Fi to low SES families with school-age children.

Training could be provided for teachers to help them extend their use of technology in the classroom.

Teachers could also create engaging lessons based on cultural interests of students, thus helping technology feel more relatable and usable to students of all genders.

unable to assist their children in getting the resources they need.

Some parents are hesitant to allow students to take them home because of the charge that can occur if something happens to a device.

Summary of Results/Conclusions: One of the biggest strengths of Dalton Middle School regarding instructional technology is the availability of student devices. Students are all assigned a personal laptop at the beginning of the school year, for which all students are responsible. One of the biggest issues for students is the lack of internet available outside of the school because the low SES students cannot always afford Wi-Fi. Many parents are unaware of resources available in the community to help their students receive free Wi-Fi services. Also, some parents are hesitant to allow students to use the devices at home because of the cost if they are broken or stolen. There is insurance available, but some parents cannot afford the $40.00 plan at the beginning of the year.

In addition, another issue with equitable access is many of the devices are not being used to their full potential in the classroom. The survey noted that although many teachers use technology, most of the lessons are based on basic computing programs, such as Word. Many teaches are simply using devices as a replacement for pen and paper assignments; they are not using tools to help extend learning beyond the classroom or to engage students in higher levels of LoTi. In addition, personal observation has indicated that boys overall tend to be more interested in using technology in the classroom.


Recommendations from Gap Analysis: Based on the GAP analysis, there is a need to help low income students have equitable access to technology at home. One way is to help parents and students understand available resources in the community, such as the library which provides free internet access. These resources can help low SES students who many not be able to afford Wi-Fi at their own home. Another possibility would be for the school to research the possibility of working with a local internet service provider to discuss providing free or low-cost internet services to families with school-age children. Technology is becoming an essential part of the curriculum for students, but many students are not able to have access. Kang (2016) notes that the “digital divide” is becoming a federal issue in education, as there are around 5 million families in the United States without access to high-speed internet. As a result, the school needs to research ways to help accommodate these students to succeed despite their ability to afford resources. Another issue is some low SES families are afraid of the responsibility of the device as well because of the cost if something should happen to it because they would be responsible. The insurance is also expensive, so some parents do not want to sign the waiver to allow students to take the device home. As a result, the school could develop a lower-cost insurance plan (such as a paying a very small fee a month) to provide insurance to students so they can take their devices home. Although there are devices provided for every student at Dalton Middle School, they are not always being used for student-centered learning in the classroom. Many teachers use the devices, but they often as a substitute for pencil and paper. There are many teachers who are hesitant to use technology for student-based learning. As a result, there could be bigger push to have teachers design student-centered learning experiences using technology. This would incorporate the learning beyond simply being a substitute for pencil and paper. In addition, student-centered learning would engage more students, including girls. When teachers design student-centered learning, they are more likely to be engaged; this will lead to a greater interest for girls with technology.

Data Sources: Teacher survey (See appendix A)ISTE Diagnostic Tool (See appendix B)Personal Observation


ESSENTIAL CONDITION FIVE: Skilled Personnel

ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities. Guiding Questions:

To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.)

Strengths Weaknesses Opportunities Threats There are many

teachers who are enrolled in post-graduate programs with an emphasis in instructional technology

Most teachers know the basic functions of how to use a computer and use some form of Canvas in instruction

Teachers are often provided with technology but do not receive training on proper implementation.

No technology coach available to help teachers with the implementation of technology in the classroom.

Many teachers feel as if they need more training to be successful in using technology

A support system could be created where teachers with a strong technology background could show others how they have successfully implemented technology in their classrooms

There are some teachers who are still unwilling to put in the time to learn technology-based teaching techniques.

Summary of Results/Conclusions: Because Dalton Middle School is 1:1, there has been a push within the school to integrate hybrid learning environments for instruction. As a result, many teachers at Dalton Middle School are pursuing post-graduate


degrees and specialization instructional technology. Computers are used daily in the classroom, and many teachers surveyed noted that the used Canvas within the classroom daily. However, the use of Canvas did not happen quickly. Canvas has been a resource in the district for years, but it has just recently been used by many teachers. This is because there were very few professional learning sessions dedicated to learning and using Canvas in the classroom. Also, the survey noted that many teachers feel as if they need more training to be successful in using technology within the classroom. However, there is still a small group of teachers who are hesitant to use technology in the classroom.

Recommendations from Gap Analysis: Most teachers at Dalton Middle School are working towards becoming more skilled in instructional technology, including many teachers seeking additional training. However, some teachers are hesitant to use technology because they are unsure of how to and are afraid of failure. As a result, Dalton Middle School needs to utilize a technology coach to help teachers feel supported in their use of technology within the classroom. Sheninger (2014) states that when using technology, teachers needs to feel supported from administration to help diminish the fear of failure or using it incorrectly; teachers need to feel supported when they are taking steps outside of their comfort zone. As a result, a technology coach will help be a bridge to help teachers gain more technology based skills. In addition, there could also be more professional learning opportunities provided for teachers who need extra support in using technology in the classroom.

Data Sources: Teacher survey (See appendix A)ISTE Diagnostic Tool (See appendix B)Personal observation

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas. Guiding Questions:

What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see


Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate

topic? How must professional learning improve/change to achieve the shared vision?

Strengths Weaknesses Opportunities Threats Many teachers are open

to professional development if they can see the benefit of it within their classroom

Technology-related has been offered throughout the year, and most of responses have been positive

The professional learning is treated as a “one-size fits all” approach, even though teachers are on various levels of technology use in the classroom

There is very little or no follow-up to see if teachers were successful in implementing the professional learning in the classroom

Design professional learning based on the needs of teachers and skill levels

Many teachers are very strong in technology and could serve in leadership positions

There is very little time in the day for professional learning outside of content area. Technology-based learning would have to cut into curriculum planning or after-school, with both probably facing resistance

There is no one currently in a coaching position to assist with technology implementation

Summary of Results/Conclusions: Dalton Middle School has many teachers who want to learn more skills to help them become successful in the classroom. However, there are varying levels of technology usage for teachers in the school. Some teachers struggle with implementing a web-based program, while others have designed their entire curriculum online and are continuously searching for modern technologies to use with students. This gap makes professional learning difficult, especially when all teachers of various levels are required to attend the same technology-based professional development. In addition, one major issue with professional development is there is little follow-up with teachers to make sure they have no further questions or concerns. There is currently no technology leadership role at Dalton Middle School, so professional development has been led by expert teachers when asked by administrators. There is also very little time for professional development based on technology; most of planning is based on curriculum development and discussion.


Recommendations from Gap Analysis: One recommendation would be to differentiate professional development based on the needs of teachers. This would help teachers who still need assistance with basic computer skills and could provide new opportunities for more advanced teachers as well. In addition, Dalton Middle School could create a list of teachers who are “experts” in technology to assist others with basic issues and implementation. There is currently not a coaching position, so this could be a temporary solution until one can be hired. In addition, there is very little planning time for technology-only professional development. Professional development in technology could still occur in content planning; there could be sessions to show different programs that could be implemented based on subject area. If content also focused on technology, there would be no need for further professional development after school. Edutopia (2007) notes that technology in the classroom helps students expand beyond the content standards by providing more student-centered learning and help students take on a leading role in their learning. If technology is a natural part of a curriculum, student-centered learning is easier to achieve.


ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources. Guiding Questions:

To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down

time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use

technology in the classroom? Strengths Weaknesses Opportunities Threats

Organized system for technical support-Helpdesk

The school is large (over 1700 students and over 150 teachers),

There could be a well-developed program to ensure the support

When the entire school needs to use the wi-fi network (i.e. state


Special Education teachers have their own support person to address assistive technology needs quickly and effectively

Technology support is effective and knowledgeable about technology issues

but there is only one person to address all technical issues for students and teachers

If there is an immediate issue, the technology person is not immediately available and will impact instruction

There are not enough loaner devices to provide students if their device is not working

needs of students and teachers could be met more quickly through the use of knowledgeable staff during planning hours (librarians, knowledgeable teachers, etc.)

testing), the system often shuts down and technical support is overwhelmed

The pay for technical support is not as competitive as corporate offices. In addition, the job is extremely stressful and demanding, making it difficult to recruit.

Summary of Results/Conclusions:Dalton Middle School is an extremely large school with over 1700 students with 1:1 devices. In addition, there is a large staff which uses technology daily for instruction. The special education department does have its own technology support personnel, but this only covers a small percentage of teachers and students Although our technology support figure is knowledgeable and helpful, he is often overwhelmed with the amount of Helpdesk requests. The Helpdesk system is very organized and helpful to track how the progress of the technology requests. It can often take up to a week for requests to be filled, both student and teachers. As a result, sometimes lessons cannot go as planned or students cannot participate because they do not have devices. There is also a limited amount of “loaner” devices to assist students when their devices do not work. As a result, they cannot participate in the same type of instruction as their peers without a device.

Recommendations from Gap Analysis: Dalton Middle School needs to consider hiring more technical support to alleviate stress for one person serving over 1700 people. If hiring more people is not a viable option now, perhaps Dalton Middle School could comprise a team of knowledgeable teachers and librarians to serve as a support during certain hours of the week during planning. This could help alleviate some of the burden of the current support technician. In addition, Dalton Middle School needs to research the possibility of finding a stronger Wi-Fi connection to support all students, especially during testing. The broadband is supposedly strong enough to support the computers; however, there were multiple computer failures during testing. Boss (2014) notes that most of schools do not have strong internet connection, which can lead to frustration for both teachers and students; this can lead to teachers being hesitant to use the technology if it is unreliable. When a connection is not strong enough, in addition, there needs to be more loaner devices available


for students to use if their computer is not working so they do not fall behind in the curriculum. In addition, extra support is necessary during times when the entire school is on the network, such as testing.


ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.Guiding Questions:

To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day

instruction and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the

GPS/CCS as appropriate? How is student technology literacy assessed?

Strengths Weaknesses Opportunities Threats

Technology connections teachers are aware of the ISTE standards and use them in the classroom

There is a digital curriculum available on Canvas in all content areas to help teachers develop digital curriculum for students

There is no formal assessment of student technology skills outside of connections classes, and students may not have a computer connections class during the school year

Most teachers have never heard of the ISTE standards, nor do they implement them in

There could be collaboration with other school districts that have Canvas to gather more curriculum resources for planning

An assessment could be developed to understand students’ technology literacy skills to help address students who still lack a strong basis in

To conduct a technology assessment, it would take time to administer and to deliver results. Such an assessment may not be feasible due to restrictions in time to follow the curriculum.

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school? the classroom technology literacy

Summary of Results/Conclusions: As stated in a previous section, most teachers at Dalton Middle School are unware of the ISTE standards and do not feel as if they could adhere to them in the classroom due to constraints in time for planning. The students are exposed to ISTE standards in their computer connections classes, yet they many not receive a computer class every year. As a result, students may have an entire school year without any supplemental technology instruction to assist them in gaining technology literacy. Another strength regarding planning is the online platform on Canvas where teachers can share resources and modules with one another to use in the classroom. The platform is organized by grade and by subject, so it is easy to navigate.

Recommendations from Gap Analysis: Since there is no consistent use of the ISTE standards in the classroom and a student many not have a technology class in the year, there needs to be an assessment on how proficient students are regarding their technology skills. A schoolwide assessment could help determine which areas students are still lacking and which skills need to be taught in the classroom. The goal of planning is to ensure teachers are pacing the curriculum similarly, so technology implementation would be included in this. If one 6th grade teacher is instructing math with limited technology resources, their classroom will look much different than the same content and grade level classroom which implements hybrid learning. Hertz (2013) notes that technology allows for student centered learning, and teachers need to take on the role of navigator in student learning as opposed to facilitator. For this to be successful at Dalton Middle School, teachers will need to plan together to ensure technology is being met in the classroom in all content areas. In addition, there also needs to be an assessment of which areas need to be met for students. These skills could be incorporated in the classroom in instruction; students can learn the content and the needed skills in tandem. Dalton Middle School could also explore the possibility of networking with other districts that use Canvas to explore and share planning resources outside of the school.

Data Sources:Teacher survey (See appendix A)ISTE Diagnostic Tool (See appendix B)


Personal observation

References

Boss, S. (2014). Is your school #futureready? Retrieved from https://www.edutopia.org/blog/your-school-futureready-suzie-boss.

Bowser, G. and Zabala, A. (2012). Aim for digital equity. (1st ed., p. 16-19). ISTE. Retrieved from

http://files.eric.ed.gov/fulltext/EJ982838.pdf

Edutopia (2007). Why do we need technology integration? Retrieved from https://www.edutopia.org/technology-integration-guide-

importance

Hertz, M. (2013). How teachers use technology: the latest research. Retrieved from https://www.edutopia.org/blog/how-teachers-use-

technology-mary-beth-hertz

ISTE (2017). ISTE standards for students. Retrieved from https://www.iste.org/standards/standards

Kang, C. (2016). Bridging a digital divide that leaves school children beEdhind. Retrieved from

https://www.nytimes.com/2016/02/23/technology/fcc-internet-access-school.html?_r=0

Sheninger, E. (2014). Digital Leadership. Thousand Oaks, California: Corwin Press.

https://www.edutopia.org/blog/how-teachers-use-technology-mary-beth-hertz

https://www.edutopia.org/blog/how-teachers-use-technology-mary-beth-hertz

http://files.eric.ed.gov/fulltext/EJ982838.pdf

https://www.edutopia.org/blog/your-school-futureready-suzie-boss


Appendices

Appendix A:


Appendix B:

ESSENTIAL CONDITION ONE: ACCESS TO...

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