ITEC 7410/EDL 7105 SWOT Analysis Template for Technology...
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ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Name: Tracy Dufford 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
• Most teachers feel they
have the skills needed
to effectively
implement technology
for student learning
• Every teacher has
access to a SMART
Board, computer, and
printer in their
classroom
• Technology tools, such
as USA Test Prep and
Universal Screener, are
being used to assess
and guide student
learning of the
standards
• We are implementing
Canvas, a LMS, to help
facilitate student
learning.
• Technology is being
used for practice and
remediation of skills
and not to provide
student-centered,
engaging, relevant,
higher order thinking
learning experiences
• Not all teachers are
embracing and utilizing
Canvas to support
student learning
• Students are not
provided opportunities
to use technology daily
• Technology is not
addressed in the School
Improvement Plan
• There are more
classrooms than
available technology
• Since most teachers
feel they have the skills
needed to effectively
implement technology,
provide opportunities
for peer observations to
allow teachers a chance
to learn from each
other
• Use professional
learning communities
to discuss effective
ways to utilize
assessment data and
Canvas to create higher
LoTi level learning
experiences for
students
• Provide professional
development in the
areas of student data,
• Due to pressure to
perform well on the
GA Milestones, many
teachers are afraid to
devote time to
technology integration
• Many teachers feel that
they do not have the
time to learn new
technology and create
engaging technology-
rich learning
experiences
• Many teachers are most
comfortable with direct
instruction due to
teacher training and are
resistant to student-
centered learning
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
which can make
technology planning
and integration difficult
• Many teachers are not
using the SMART
Board to promote
interactive, engaging
learning experiences
(many use it just for the
projector)
Canvas, and SMART
Boards, and other tools
to support using
technology to provide
students with more
student-centered
learning experiences
Summary of Results/Conclusions: Scoggins Middle School (SMS) uses student data to drive instruction to meet the needs of their
students. Teachers utilize technology tools to gather data on student learning and to drive instruction. Through programs, such as
the Universal Screener and USA Test Prep, teachers gather valuable data to inform their teaching to help students succeed.
However, once this data is gathered, it is used to create lower level skills practice for remediation purposes. According to the ISTE
Lead & Transform Diagnostic Tool, student -centered learning is one of SMS’s lowest Essential Condition. Teachers are not
creating student-centered, engaging, relevant, and higher order thinking experiences for students. Additionally, instruction is not
being tied to real world applications and students are not able to make connections to their learning. Even though, on the survey,
teachers feel they have the skills to implement technology for student learning, they are less comfortable with using technology to
promote student productivity and enhance learning. Opportunities should be provided to teachers to aid in creating learning
experiences at a higher LoTi level. These opportunities should include peer observation and feedback, professional development,
and professional learning communities for collaboration.
Recommendations from Gap Analysis: Student-centered learning is one area of much needed improvement according to the ISTE
Lead & Transform Diagnostic Tool. According to ISTE (2017), student-centered learning moves students from passive learners to
“active participants in their own discovery process.” Currently at my school, technology is being used for skills practice. Students
are passively engaged in their learning. Teachers must strive to create authentic, relevant learning experiences that allow students
the chance to become active participants in their learning. Therefore, teachers must take on a constructivist view of learning.
Constructivists believe that education is an active process of construction by the student (Creighton, 2003). According to Creighton
(2003), constructivism is a trend that needs to be addressed in professional development sessions. For this reason, Scoggins Middle
needs to focus on providing the staff with professional development opportunities about providing student-centered learning
experiences. Additionally, discussions about technology integration must take place during Professional Learning Communities.
Teachers must collaboratively plan together and discuss methods to integrate technology to support the learning standards and
support student-centered learning experiences. However, this process must be collaborative to support buy-in. One teacher cannot
dictate, instead it must be a conversation where everyone’s thoughts and opinions are valued. Finally, teachers must be provided
with the opportunity to observe each other integrating technology. This will allow for feedback to improve instruction and provide
teachers with ideas to utilize in their own classrooms.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Data Sources:
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press.
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Student-centered learning. Retrieved from https://www.iste.org/standards/tools-resources/essential-
conditions/student-centered-learning
Observations
Scoggins Middle School. (2016) School improvement plan. Retrieved from
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/866/2016-2017%20Scoggins%20SIP.pdf
Shared Vision Survey (Appendix B)
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 Paulding County
School District has a
three-year technology
implementation plan
• There is no official
shared vision at SMS
• Technology is not
included in the SIP
• Create a shared vision
with input from all
stakeholders
• Lack of parent and
community involvement
can affect survey return
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
• Most teachers view
technology integration
positively and view
technology as a means
for improving student
achievement
• Teachers feel
empowered by the
administrators to take
risks using technology
• All stakeholders are
not aware of the
district level plan
• Not all stakeholders
have been included in
discussions about a
shared technology
vision
• Lack of community
involvement in
technology plan
• Include technology in
school improvement
plan
• Communicate district
technology plan with
stakeholders and use it
to create a school wide
technology plan
• Create an instructional
technology committee
(including various
stakeholders) to help
develop technology
vision and integration
plan
and communication
about shared vision
• Not all stakeholders
view technology as a
means to increase
student achievement
Summary of Results/Conclusions: At SMS, we do not have an official shared vision and technology is not mentioned in our School
Improvement Plan. The ISTE Lead & Transform Tool indicates that we are approaching this essential condition, but that is due to
the district’s technology plan. Just evaluating the school, we would be at the beginning level. There has been some communication
regarding technology vision and implementation, but no official steps have been taken to make it a reality at this point. However,
many teachers see the benefit of using technology for student achievement. As indicated by the survey, many teachers feel
empowered and supported by our administrators to take risks implementing technology in the classroom. These are positive first
steps toward effective technology integration. Additionally, our lowest results on the ISTE Lead & Transform tool is in engaged
communities. According to ISTE (2017), to have effective technology integration, educators must be supported by families and the
communities. SMS is not communicating the importance of technology to the community to gain support and buy-in for the crucial
need for technology integration. Also, due to a lack of engagement from the community it is often hard to receive feedback for
technology vision and integration.
Recommendations from Gap Analysis: It is recommended that an official shared vision be created at the school level. This vision
must incorporate the voices, goals, and values of all involved stakeholders, including administrators, teachers, students, parents,
community, support staff, and district level employees (ISTE, 2017). Technology integration will not be effective without the
creation of this vision. The vision will be the driving force behind technology integration at SMS. Currently, technology is not even
addressed in the SIP. Therefore, a school level technology plan needs to be created and implemented to help guide and support
teachers to integrate technology effectively. Additionally, the school must determine a way to increase family and community
involvement in this process. The school can create parent nights to share information regarding technology. These nights can be
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
communicated to the community through social media, newsletters, call outs, and the school website. Accommodations need to be
made for parents who cannot attend a face-to-face meeting. People who could not attend the meeting could sign on to a live video
feed to attend the meeting virtually (Sheninger, 2014). We must strive to create a shared vision to ensure effective technology
implementation and increased student achievement.
Data Sources:
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Shared vision. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/shared-vision
Observations
Paulding County School District. (2014). Three-year technology plan. Retrieved from
http://www.paulding.k12.ga.us/site/handlers/filedownload.ashx?moduleinstanceid=514&dataid=140&FileName=PCSD%20Three
%20Year%20Technology%20Plan%202014-2017_approved.pdf
Scoggins Middle School. (2016) School improvement plan. Retrieved from
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/866/2016-2017%20Scoggins%20SIP.pdf
Shared Vision Survey (Appendix B)
Sheninger, E. (2014). Digital Leadership. Thousand Oaks, CA: Corwin Press.
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
• The district has a three-
year implementation
plan
• There is no technology
plan and technology is
• Develop a school level
technology plan,
aligned with the
• Lack of an
understanding of
technology standards
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
• The administrators are
supportive and want to
improve technology
planning and integration
• Overall, teachers feel
technology is being used
to support our special
education and gifted
students
not addressed in the
SIP
• There are no specific
plans in place to meet
the needs of our
diverse populations,
including socio-
economic and gender
• There are no school
level instructional
technology coaches
and only three coaches
available for the
county to assist in
technology planning
• There are no explicit
short-term or long-
term goals for
technology integration
district plan, to guide
and support
technology use at SMS
• Create an Instructional
Technology Team
including various
stakeholders (ensuring
that females are
represented) to help
develop and
implement a
technology plan
• Create a program that
allows students to
check out devices for
use at home
• Provide professional
development regarding
meeting the needs of a
diverse population
• Time needed to
effective run an
Instructional
Technology Committee
• Large low SES
population
• Funding for technology
is a lower priority
Summary of Results/Conclusions: The ISTE Lead & Transform Tool shows that implementation planning is another one of our
areas of weakness. While the district has a detailed technology plan, there is no plan for technology integration at the school level.
Additionally, technology is not addressed in the SIP. Without a plan, there are no clear directions for teachers to effectively
integrate technology and use technology to support student-centered learning. We do not have an instructional technology coach,
instructional specialist, or instructional technology committee to help develop this plan. Therefore, the plan is never addressed and
short-term and long-term technology goals are not created. Currently, technology training and planning is guided by a small group
of teacher leaders who want to see technology being used to enhance student learning. They help teachers during our Professional
Learning Community collaboration time.
According to the survey, many teachers feel that technology is being used to address the needs of our gifted and special education
students. However, it is not being used to effectively meet the needs of our low SES students or female populations. We do not have
a plan in place to meet the needs of these students. However, the computer lab is open before and after school to provide students
with additional access to computers.
Recommendations from Gap Analysis: A technology implementation plan is needed to provide a roadmap for technology
integration at SMS. With a push from the district to enhance technology integration, a technology implementation plan is needed
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
now more than ever. Without a clear plan, technology will never be effectively integrated at SMS. First, SMS needs to focus on
creating a shared vision. A shared vision is the driving force for an implementation plan (ISTE, 2017). Therefore, it is essential that
the shared vision be our first step towards an implementation plan. Once an official shared vision has been created, stakeholders
must work together to devise a plan that will help the school reach the technology vision. ISTE (2017) states that an implementation
plan must include short-term and long-term goals, a detailed roadmap for accomplishing the goals, milestones and timelines, and a
division of responsibilities and resources. Therefore, after the creation of our shared vision, the stakeholders must focus on creating
short-term and long-term goals for technology implementation at SMS. Through the creation of an Instructional Technology
Committee stakeholders can work together to create these goals and outline the role each stakeholder will have to ensure the
success of the technology plan. Additionally, stakeholders must discuss and determine a plan to meet the needs of our diverse
populations. Many of our students do not have access to technology outside of the school and this must be addressed in the
technology plan.
Data Sources:
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Shared vision. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/shared-vision
ISTE. (2017). Implementation planning. Retrieved from https://www.iste.org/standards/tools-resources/essential-
conditions/implementation-planning
Observations
Paulding County School District. (2014). Three-year technology plan. Retrieved from
http://www.paulding.k12.ga.us/site/handlers/filedownload.ashx?moduleinstanceid=514&dataid=140&FileName=PCSD%20Three
%20Year%20Technology%20Plan%202014-2017_approved.pdf
Scoggins Middle School. (2016) School improvement plan. Retrieved from
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/866/2016-2017%20Scoggins%20SIP.pdf
Shared Vision Survey (Appendix B)
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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
• 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 classrooms have
access to wi-fi
• Bring Your Own
Device policy is
implemented
• Every classroom has a
SMART Board, teacher
computer, and printer
• Four computer labs and
multiple carts
• Canvas is used to
provide students with
access to learning
wherever they are
• Many tools and
programs are available
to support student
learning, such as
Universal Screener,
USA Test Prep,
MyON, and
LearnZillion
• Students are provided
with free Microsoft
Office to use on
personal computers
• Computer lab open for
student use before and
after school
• Students do not have
access to devices to
take home
• There are no programs
in place to support
female technology
usage
• Many families are not
aware of the programs
available to them via
access to the internet
• Many teachers are not
trained to use
technology to support
the needs of our
diverse learners
• Provide professional
development and
training to our teachers,
parents, and students on
how to use tools and
resources to support
learning
• Create a network with
area businesses who
provide support for use
of technology to our
students
• Use multiple means of
communication to
present parents and
students ways to access
technology outside of
school
• Create a mentoring
program at school to
support girls and
students of lower SES.
This program will
enhance their role in
technology and help
guide them to become
technology leaders
• Include female students
and students of lower
SES in the Instructional
Technology Committee
• Teachers use the digital
divide as an excuse to
avoid technology
integration
• Many students do not
have technology at
home
• Many students do not
have transportation to
access technology
outside of the school
setting
• Staff not willing to
devote the time to
mentor students or stay
after school to allow
students a chance to
use the computer
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary of Results/Conclusions: Although we have a long way to go, SMS is making strides to help our low SES students have
access to technology. This is one of our strongest areas on the ISTE Lead & Transform Diagnostic Tool. The tool shows that we
meet in this area. The school has recently increased the bandwidth and speed connection which has helped increase access within
the classrooms. Within the classroom, teachers have a SMART Board, projector, computer, printer, and most teachers have a
document camera. Additionally, there are four computer labs, two Chromebook carts, two laptop carts, and an iPad cart. While
there is still a need for more devices, we have much better access now than we did a couple of years ago. Also, the school is using
technology to help meet the needs of our special education students. According to the survey, teachers are using MyON, assistive
technology, and read-to programs. Teachers are also using LearnZillion to help meet the needs of our struggling learners. However,
more needs to be done to meet the needs of our low SES and female students. Currently, the only plan in place to provide access to
our low SES students is to provide access to a computer lab before and after school. However, this is not enough and more must be
done. Additionally, there has been no data collected on technology use in our female population and no programs in place to
support females in technology.
Recommendations from Gap Analysis: One major area of concern is how SMS addressing the gender divide in technology.
Currently the school does not have a plan in place to support our female students. Since we do not currently have an Instructional
Technology Committee in place, the creation of an Instructional Technology Committee is necessary to help support technology
integration. It is important to include all stakeholders in the Instructional Technology Committee including student and parents. The
committee should include a select group of students to help make technology decisions and provide support for students and
teachers in integrating technology. To encourage gender equality, there should be an equal number of males and females. This
would promote females as technology leaders and provide role models for other females in the school. Hopefully, promoting and
encouraging female involvement in the technology field. A mentor group, consisting of not only teachers, but also female leaders in
the technology field, could also be created to help support females and inspire them to become technology leaders. Additionally, we
need to address the needs of our low SES students. A survey needs to be conducted to determine the scope of the problem and we
need to engage our community to help create digital equity strategies (CoSN, 2016). Methods for access technology need to be
more effectively communicated with parents. The school and businesses need to work together to increase access to students
outside of school. The school could create a directory of businesses that provide students with places to do their homework (CoSN,
2016). Families also have access to low cost internet access through programs such as Comcast Internet Essential and Access from
AT&T, but many people are unaware of these programs. The key to all of this is communication. These options must be
communicated with the families and we cannot just rely on putting the information on a website. A table can be set up at Open
House and parent nights to provide parents with this valuable information.
Data Sources:
CoSn. (2016). Digital equity action toolkit. Retrieved from http://www.cosn.org/digital-equity-action-toolkit-february-2016
ISTE Lead & Transform Diagnostic Tool (Appendix A)
Observations
Shared Vision Survey (Appendix B)
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
• 73% of teachers feel
they have the skills
needed to successfully
implement technology
to support student
learning
• Teachers are proficient
at communicating to
stakeholders through
email, Remind, the
school website, and
Canvas
• Teachers can create a
basic Canvas course
• Teachers can use the
internet to find
resources to use in the
classroom (videos,
games, lesson plans)
• Not all teachers are
confident in their
ability to use new
technology in the
classroom
• Teachers do not know
how to effectively
incorporate Canvas to
enhance student
learning
• Teachers are not using
technology daily in
their classrooms
• Teachers wait to see
the value of the
technology before
using it. They are
hesitant to try
something new
• Provide opportunities
for hesitant teachers to
observe more confident
teachers integrating
technology in the
classroom
• Creation of an
Instructional
Technology Committee
to provide technology
experts within the
building to aid and
support in technology
integration
• Implement Technology
“spot light” during
grade level meetings to
share technology tools,
• Limited time and
funding available for
training
• Stakeholders resistant
to change
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
• Teachers do not feel
like they have enough
support to implement
new technology
• Teachers do not feel
comfortable using
technology to create
student-centered
learning experiences
how to use them, and
successes
• Share ways to use
Canvas to enhance
student learning
Summary of Results/Conclusions: Most teachers at SMS are eager to implement technology in their classrooms but are hesitant to
try out new tools. They do not feel that they have enough support or training in technology. In the survey, teachers, overall, feel
they have the skills needed to implement technology, but they need additional help to use technology to promote productivity and
enhance student learning. Teachers stated that they need more technology training and more time to focus on how to use the
technology and tools. Additionally, teachers feel that more training needs to be provided in Canvas, including modeling uses for it
to support student learning. Teachers are eager to increase their technology skills but need more time to practice with the
technology to become comfortable with implementation. They also have a desire to see examples of effective technology use.
Recommendations from Gap Analysis: According to ISTE (2017), “to create a technology-rich culture, all educators and staff
should model what it means to be a digital age professional.” The Lead & Transform Diagnostic Tool shows that we are meeting
(barely) in this area. While we are meeting there is also room to grow and improve. Currently if a technology issue occurs, teachers
must submit a ticket in Help Desk. The ticket is assigned to the appropriate Technology Specialist. Our specialist is wonderful and
resolves problems quickly. However, she is split between our school and a nearby elementary school so she is not always at the
school. If the issue is critical, she can usually get to our school in a timely manner to address the needs. In order to quickly address
smaller needs, the creation of an Instructional Technology Committee will help create teacher and student experts who can help
teachers troubleshoot and fix minor issues. The committee can also help teachers effectively incorporate technology to authentic
learning experiences for students. ISTE (2017) also states that school leaders need to model technology use. Our administrators are
beginning to do this at SMS. This year they wanted us to use Remind to send important information out to our families. In order to
promote the use of Remind, the administrators created a Remind account for the school and sent out important information for the
staff. To further model technology, administrators should incorporate technology into our faculty meetings and professional
development. For example, a professional development course could be created in Canvas. This will allow teachers to see that
administrators are embracing Canvas and it will also help them see how Canvas can be used to support instruction. Additionally,
administrators need to provide teachers with opportunities to practice what they learn. All too often, teachers are trained in a tool,
and it is never visited again. Teachers need a chance to become comfortable using new technology. Additionally, they need time to
collaborate with and receive feedback from their colleagues. In order to support this, a peer observation plan needs to be
implemented. This plan will allow teachers to observe peers, receive feedback, and learn from each other in a non-threatening
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
environment. I also recommend providing a skills assessment to the teachers to determine the strengths, weaknesses, and needs of
the teachers at SMS.
Data Sources:
Adopter Lever Survey (Appendix C)
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Skilled personal. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/skilled-personal
Observations
Personal communication
Shared Vision Survey (Appendix B)
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 in order to achieve the shared vision?
Strengths Weaknesses Opportunities Threats
• Professional learning is
consistently provided
at SMS
• Teachers can request
whole school, grade
level, content area, or
individual professional
development from the
• Current professional
development is not
needs-based for
individual teachers
• A majority of
professional
development offered at
SMS is not technology
based
• Technology should be
embedded into current
professional
development offered at
SMS
• Teachers should be
provided the
opportunity to choose
professional
• Time. Teachers may
not be able to attend
trainings before or after
school and during
school leads to missed
instructional time
• Funding. Funding for
professional
development must be
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
district Instructional
Technology Director
• Most teachers feel they
have access to
professional
development that
supports technology
integration
• The district offers
many technology based
professional
development sessions
for teachers
• Optional technology
trainings are not well
attended
• Often times technology
based professional
development is isolated
as a separate topic
• There is no follow-up
after professional
development to provide
feedback and
suggestions on
implementation
development that meets
their individual needs
• Workshops on
technology can be
created and conducted
by teachers who attend
district trainings
used in certain ways
and there may not be
funding available for
additional trainings
• Teachers that are
resistant to change
Summary of Results/Conclusions: This is one of the strongest areas according to the ISTE Lead & Transform Diagnostic Tool. I
feel this is truer at the district level than at the school level. The district provides many opportunities for professional development
in technology. At any point, a teacher can enter a ticket into Help Desk asking for instructional technology training. The training
can be whole school, grade level, content area, a small group of interested teachers, or individual. The type of training is dependent
upon the needs of the requesting teachers. There are also many technology professional development sessions offered through
PDExpress. Teachers sign up for sessions that meet their needs. For example, teachers were able to sign up for Canvas help this
summer. The district offered several free, half-day sessions to help teachers with implementing Canvas. Another method for
professional development used by the district is training the trainer. The Instructional Technology Director selects teachers from
each school. She trains these teachers and the teachers go back to train the teachers at the school. However, administrators do not
always provide the trainers with opportunities to meet with the staff. At the school level, technology-related professional
development is not provided on a consistent basis. The professional development is geared towards the school’s SIP and technology
is not included in the plan. However, the administration has seen the value of technology and how it can aid in student achievement.
Hopefully, this will lead to greater emphasis on technology based professional development. Teachers also need time to practice the
skills and strategies learned through professional development. There is often the feeling that they cannot master one concept before
moving to the next. However, overall, the survey results indicate that teachers feel they have access to professional development to
support technology implementation.
Recommendations from Gap Analysis: SMS needs to make technology-related professional development a priority. Most of our
technology trainings are presented as separate trainings instead of being embedded into our current professional development
sessions. For example, during a session on differentiation, technology can be used within the session to demonstrate how it can be
incorporated to meet the needs of the students. This way the session is not focused just on how to use the technology, but also on
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
how to effectively incorporate the technology into student learning. This will help support best practices and technology
implementation. Currently, subject areas Professional Learning Communities meet weekly with administrators for curriculum
planning. 46% of survey teachers indicated that they discuss technology during this time. I suggest that technology integration
become a regular conversation during this time. This is an excellent opportunity for teachers to share knowledge and ideas
regarding technology. This way teachers can learn from each other and have an equal voice in the learning process. Administrators
should also take advantage of their knowledgeable teachers. Many teachers have strategies and tools that they use successfully in
their classrooms. These teachers could be used to create and deliver technology based workshops to their peers. These workshops
can incorporate time to create a lesson and brainstorm with peers. Teachers indicated that they felt collaboration is an important
aspect of professional development. I also suggest that the professional development plan include an opportunity to reflect on their
learning and implementation of technology. According to ISTE (2017), teachers need an opportunity to plan, create, and reflect on
their learning.
Data Sources:
Adopter Level Survey (Appendix C)
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Ongoing professional learning. Retrieved from https://www.iste.org/standards/tools-resources/essential-
conditions/ongoing-professional-learning
Observations
Personal communication with principal and professional development coordinator
Shared Vision Survey (Appendix B)
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
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
• Teachers can seek
technology assistance
through Help Desk
• The technology
specialist is very
responsive and
knowledgeable
• Teacher computers,
projectors, computer
labs are updated
frequently to provide
reliable technology
• The building has been
updated with a greater
bandwidth and faster
internet access
• The district
instructional
technologists are
available to assist with
instructional issues
• Down time is addressed
quickly
• Our technology
specialist is divided
between two schools so
she is not always
available
• There are only three
instructional
technologists for the
district
• There is no school
level technology
specialist
• Not all student devices
are up to date
• Create a group of
student leaders to help
teachers troubleshoot as
issues arise
• Instructional
Technology Committee
and technology
specialist could be used
to create how-to videos
and handouts to support
teacher needs
• Technology specialist
could train some
teachers in basic
troubleshooting to help
teachers as needed
• Technology specialist
has limited time at each
school
• Limited ability to
repair or replace
damaged devices
Summary of Results/Conclusions: At SMS, we have a very dedicated technology specialist. Even though she is split between two
schools, she does everything she can to ensure that teachers get the help they need. We have to submit a ticket into a program called
Help Desk. From there it is assigned to our technology specialist. She responds very quickly and will provide suggestions and how-
to sheets to help us troubleshoot the problem. If that is not successful, she will come assist as soon as possible. If she is at the other
school and it is an emergency, she is close enough that she can get to SMS quickly. This summer the technology specialist has been
working on updating the teacher and computer lab computers to ensure that our devices are up to date and working properly.
Although the desktop computers are well maintained, the technology carts can get neglected. There are at least a few broken
devices in each cart. Broken technology can make technology implementation difficult and some teachers will use it as an excuse to
utilize technology. Also, a significant amount of money has been spent this year increasing our bandwidth and internet speed.
Previously, it was difficult to incorporate technology because students were always getting kicked off the wi-fi. However, now it is
much easier to use technology because students are not experiencing the connectivity issues. Additionally, we do not have an
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
instructional technology coach or instructional coach in our building. There are three instructional specialists for the whole county.
Teachers can place a ticket into Help Desk to receive training, but scheduling the training can be difficult. Currently, teachers rely
on the media specialist and other teachers in the building to receive instructional help. Teachers have indicated that they do not feel
that they have sufficient instructional support for technology integration.
Recommendations from Gap Analysis: This is SMS’s highest area on the ISTE Lead & Transform Diagnostic Tool. Even though
this is our highest area, there is always room for improvements. According to ISTE (2017), “in a standards-ready system, teachers
are supported in their technology use -both in learning how to use it and in applying it to their classrooms.” At SMS, we need to
ensure that teachers are receiving the support needed to successfully implement technology in the classroom. Even though, the
district just upgraded our bandwidth and internet speed, plans need to be in place to provide necessary updates to ensure we can
handle technology in the future. At the school level, since our technology specialist is not always immediately available, I propose
that the specialist trains some teachers in basic troubleshooting to help teachers as needed. Therefore, teachers can seek assistance
from their teammates for small issues that arise, and the technology specialist will be better able to focus on the bigger issues.
Another suggestion would be to train students to be technology leaders. These students can be trained in troubleshooting the
technology being used and help teachers and students as issues arise. This will not only help provide assistance to teachers and
students, but it will also promote a new generation of technology leaders. Additionally, an Instructional Technology Committee
could create how-to videos and handouts to provide teachers and students. This committee could also assist teachers with
instructional support as needed. While having a school level instructional specialist would be ideal, the committee could fill this
role short term.
Data Sources:
Adopter Level Survey (Appendix C)
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Technical support. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/technical-
support
Observations
Personal communication
Shared Vision Survey (Appendix B)
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.
Guiding Questions:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
• 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
• Teachers are aware of
the student ISTE
standards
• A variety of digital
tools are available to
support curriculum and
student learning
• Teachers have access
to Canvas to create a
standards based
blended learning
experiences
• Students and parents
are not aware of the
student ISTE standards
• Student technology
literacy is not assessed
• Technology standards
are not aligned to
content standards
• Many teachers are not
using Canvas
• Teachers will
appropriately use a
lesson plan format to
align content standards
and technology
standards by
incorporating digital
tools and Canvas to
support standards based
learning
• A plan to assess digital
literacy will be
discussed and created
by appropriate
stakeholders
• Resistance from
teachers regarding
implementing standards
in addition to their
content standards
• Leaders do not view
technology standards to
be as important as
content standards
Summary of Results/Conclusions: Curriculum framework is one of SMS’s weakest areas according to Lead & Transform
Diagnostic Tool. This result is very accurate. Until recently, the administrative team has not put an emphasis on technology at SMS.
This is evidenced by the failure of the SIP to address technology. Since the administrators have not valued technology, teachers
have not used technology to create rich learning experiences for students that align content and technology standards. While
technology is addressed during Professional Learning Communities, it is used to support content standards. Technology standards
are not addressed. With the implementation of Canvas, the administrative team is seeing the value of technology and has begun to
place a greater emphasis on it. Even though technology has not been a focus, all teachers surveyed indicated that they knew of the
technology standards. However, only one teacher indicated that they knew them well. The students and parents are not familiar with
the standards. With the implementation of Canvas, teachers have mainly been using the program to post important information and
copies of assignments. Teachers are not using Canvas to create standards based learning experiences. Additionally, digital literacy
is not assessed at SMS.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Recommendations from Gap Analysis: With this condition being one of our weakest, there are issues that need to be addressed.
Teachers must also be able to pair content standards with digital curriculum resources that support student learning (ISTE, 2017).
However, in order to do this, teachers must receive training on the technology standards and how to align them with content
standards. We must get past a basic understanding of the standards to meet the technology needs of our students. Once teachers
obtain a deeper understanding of the standards, they must become part of the lesson planning process. The standards need to be
incorporated into daily lessons to ensure that technology is being used to address real world situations, being used for the right
reasons, and being used to meet learning objectives (ISTE, 2017). Parents and students also need to be aware of the technology
standards and how they are used to create authentic, relevant, and higher-order learning experiences for students. Technology
integration will be much more effective with buy-in from all stakeholders, not just the teachers. Another recommendation is to
create a means to assess digital literacy. The Instructional Technology Committee could work together to create a digital literacy
assessment that teachers could use to gather pre- and post-test data to determine growth throughout a specified time frame.
Data Sources:
ISTE Lead & Transform Diagnostic Tool (Appendix A)
ISTE. (2017). Curriculum framework. Retrieved from https://www.iste.org/standards/tools-resources/essential-
conditions/curriculum-framework
Observations
Personal communication
Scoggins Middle School. (2016) School improvement plan. Retrieved from
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/866/2016-2017%20Scoggins%20SIP.pdf
Shared Vision Survey (Appendix B)
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
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References
CoSn. (2016). Digital equity action toolkit. Retrieved from http://www.cosn.org/digital-equity-action-toolkit-february-2016
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press.
ISTE. (2017). Curriculum framework. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/curriculum-
framework
ISTE. (2017). Implementation planning. Retrieved from https://www.iste.org/standards/tools-resources/essential-
conditions/implementation-planning
ISTE. (2017). Lead & transform diagnostic tool. Retrieved from https://www.iste.org/standards/tools-resources/lead-
transform/diagnostic-tool
ISTE. (2017). Ongoing professional learning. Retrieved from https://www.iste.org/standards/tools-resources/essential-
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
conditions/ongoing-professional-learning
ISTE. (2017). Shared vision. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/shared-vision
ISTE. (2017). Skilled personal. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/skilled-personal
ISTE. (2017). Student-centered learning. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/student-
centered-learning
ISTE. (2017). Technical support. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions/technical-support
Paulding County School District. (2014). Three-year technology plan. Retrieved from
http://www.paulding.k12.ga.us/site/handlers/filedownload.ashx?moduleinstanceid=514&dataid=140&FileName=PCSD%20Th
ree%20Year%20Technology%20Plan%202014-2017_approved.pdf
Scoggins Middle School. (2016) School improvement plan. Retrieved from
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/866/2016-2017%20Scoggins%20SIP.pdf
Sheninger, E. (2014). Digital Leadership. Thousand Oaks, CA: Corwin Press.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
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Appendices
Appendix A: Results from ISTE Lead & Transform Diagnostic Tool
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Appendix B: Shared Vision Survey
Survey
Results
Appendix C: Adopter Level Survey
Survey
Results