itec 7410 swot analysis template for technology planning...
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ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Name: Sara Lawson Semester: Summer 2016
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
BYLD program has 100%
teacher participation and 80-
90% student participation
(DRMS, 2016)
Students have responded well
to the BYLD program (Survey)
DRMS utilizes a variety of
instructional software (DRMS,
2016)
Staff report that students spend
classroom time on organized,
meaningful learning activities
which integrate relevant
technology as often as possible
(DRMS, 2016).
Staff report there is evidence of
Bandwidth is not always
enough for usage (Survey)
Additional professional
development is needed for
teachers to fully integrate
technology into the classroom
(Hightower, 2016)
Current professional
development focused on
technical not pedagogical
themes (Survey)
New DRMS facility for
SY2016-2017 will include: One
to one initiative, five computer
labs, a Global Learning Center
that can be used for web
research, skyping activities, etc,
and possibly a 3D Lab (Cooper,
2016)
Staff members have expressed
an interest in the flipped
classroom model (currently
occurring in some science
classrooms in seventh and
eighth grade) and using the
Write To Learn software in all
seventh grade Language Arts
classrooms (DRMS, 2015).
Ever changing assessment
metrics (Hightower, 2016)
Minimal state funding goes
towards technology
(Hightower, 2016)
Frequent changes of standards,
most recently to the GSE,
makes it difficult to maintain
software aligned to the
standards (Personal
observation)
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
extensive integration of
technology into the curriculum
(DRMS, 2016).
Summary/Gap Analysis:
Within Cherokee County School District (CCSD) and Dean Rusk Middle School (DRMS) there is a push to use technology to
improve student academic performance. According the School Improvement Plan, DRMS is ahead of the overall district in terms of
implementation, with 100% of DRMS teachers participating in the BYLD program, while the district averaged 46% of middle school
teachers participating (CCSD; DRMS 2016). DRMS has 80-90% of students participating in the BYLD program, while the district
averaged 51% participation for middle school students (CCSD; DRMS 2016). Most staff indicated that technology was being
extensively integrated into the curriculum, and relevant technology was being used as often as possible (DRMS 2016). DRMS uses a
variety of curriculum based software programs that are aligned to the Georgia Standards of Excellence (GSE) for general education
students, students needing remediation, and students in the special education program (DRMS 2016). DRMS staff members are also
supportive of technology, trying out innovative instructional strategies, like the flipped classroom model, to improve academic
achievement (DRMS).
While I think effective use of instructional technology is an overall strength for DRMS, there are some weaknesses that the
county is addressing. Teachers reported bandwidth and connectivity issues as a barrier for effective technology implementation.
CCSD plans to increase bandwidth from 1000 Mbps to 10K Mbps for all schools to meet increased bandwidth needs (CCSD), and this
is expected to be in place with the new building this fall. Teachers responded that most of the professional development was technical,
and Dr. Hightower also noted that additional professional development on technology integration was needed (2016). Improved
professional development and increased infrastructure should mitigate the current gaps in technology integration.
There are always circumstances that are outside of our control. The ever changing assessment formulas (Hightower) and
evolving standards make software integration challenging, as there is usually a lag between changes at the state level and updating the
standards in the software. It is also challenging for teachers to learn new technology tools while they are also learning new standards.
Teachers will have to be given time to develop new, high-quality lessons or adapt existing activities to the new standards.
Data Sources
Cherokee County School District (CCSD). (July 1, 2014 – June 30, 2017). Three Year Technology Plan. Canton, Georgia.
Cooper, C. (2016, June 15). Re: Technology Vision for Dean Rusk [E-mail to the author].
Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Hightower, B. (2016, February 4). Faces of Excellence. Presentation presented in Cherokee County School District, Canton, Georgia.
Retrieved July 5, 2016, from https://mix.office.com/watch/r8ifru8p4oaq
Responses from the survey instrument (see Appendix) created by S. Lawson.
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? Explain how will you advocate for a solution.
Strengths Weaknesses Opportunities Threats
School council regularly
reviews progress on the SIP,
which technology is a part of
(DRMS, 2016)
Monthly faculty meetings
include technology discussions
(DRMS, 2016)
The School Technology Plan is
integrated in the School
Improvement Plan (Cooper)
and does not include a shared
vision or robust goals and
strategies.
Staff members have expressed
an interest in the flipped
classroom model (currently
occurring in some science
classrooms in seventh and
eighth grade) and using the
Write To Learn software in all
seventh grade Language Arts
Without a Shared Technology
Vision, it is difficult for all
stakeholders to understand
technology integration impacts
them and how they should
apply it to their (Essential
Conditions)
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Most staff report that the school
provides stakeholders
meaningful roles in planning
and oversight that promote a
culture of participation,
responsibility and ownership.
(DRMS, 2016)
Administrators, Teachers,
Students, Parents, and the
Community are all involved in
technology planning at DRMS
(Survey)
classrooms (DRMS, 2016).
DRMS has many community
partners (DRMS, 2016).
Summary/Gap Analysis:
It seems that the faculty and staff at DRMS are happy with stakeholder input in regards to technology planning. In my survey,
the responses indicated that all stakeholders were involved in technology planning. While not specific to technology, the SIP staff
survey said 89% of staff responded that it was always or usually evident that stakeholders have meaningful roles in planning,
oversight, and participation. Technology discussions are a part of monthly faculty meetings, as well as part of the School Council’s
role in reviewing the SIP. The faculty members seem to embrace technology, as the school has 100% faculty participation in the
BYLD program, and staff members have advocated for innovative technology programs like the flipped classroom and new
instructional software (DRMS, 2016).
The biggest risk I see to DRMS for Shared Vision is the lack of a cohesive, written technology plan. Currently, the school
technology plan is incorporated into the School Improvement Plan. As a new faculty member, I would like to join the technology
planning committee (or similarly functioning group) and encourage the school to create a comprehensive plan for technology.
Documenting a Shared Technology Vision for the school, along with goals and strategies for achieving it, would ensure all
stakeholders understood the impact that technology integration will have on them personally and professionally (Essential
Conditions).
Data Sources:
Cooper, C. (2016, June 6). Re: School Improvement Plan [Email to the author].
Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Essential Conditions. (n.d.). Retrieved July 07, 2016, from http://www.iste.org/standards/tools-resources/essential-conditions
Responses from the survey instrument (see Appendix) created by S. Lawson.
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
CCSD has a detailed and robust
3 year technology plan (CCSD)
DRMS staff seem to embrace
technology (personal
observation)
The School Technology Plan is
integrated in the School
Improvement Plan (Cooper)
and does not include a shared
vision or robust goals and
strategies.
There is nothing in the SIP to
address diverse populations’
access to technology or
technology literacy acquisition.
Plan is to increase % of CCSD
students with home access to
Recent housing growth in the
DRMS attendance zone,
including 4 new building
developments (DRMS, 2016);
additional housing units could
result in additional property tax
revenue for the district
(personal observation)
Minimal state or federal funds
go towards technology
(Hightower, 2016)
Increase in housing units in
DRMS zone could make it
difficult to predict future needs
CCSD has seen an increase in
the % of students receiving free
or reduced lunch, from 14.8%
in 2000-01SY to 30.74% in
2015-16SY (Hightower, 2016),
low SES students are more
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
70% for FY15, 80% for FY16,
and 90% by FY17 (CCSD), but
there are no concrete steps for
increasing access
likely to lack technology
resources at home(McLaughlin,
2016)
Increase in population of
medically fragile (2.5%) and
special education (11%)
students (Hightower, 2016)
Summary/Gap Analysis:
CCSD has a detailed and robust 3 year technology plan, with specific goals and strategies to achieve their goals. DRMS,
however, does not have the same level of technology planning at the school level; the technology plan is integrated with the SIP
(Cooper, 2016). While some aspects of technology are included in the SIP, there is not a great deal of detail, nor specific technology
goals or strategies at the school level (DRMS, 2016). I feel like DRMS is in a good position to improve technology planning because
they have a supportive staff and a county with a strong technology plan that can be leveraged to develop a school plan.
Students from low income households are more likely to lack access to technology at home (McLaughlin, 2016). As the district
expands its BYLD and 1:1 programs, it is going to be more important for the schools to understand who is lacking access and have
strategies to overcome this dilemma. The SIP did not address diversity at all, which was surprising considering that 27% of DRMS
receives a free or reduced lunch (DRMS, 2016). The district plan laid out a goal of increasing home access to 90% of students by
FY17 (CCSD), however there were no specific strategies to accomplish this.
There are two external areas that I think greatly impact DRMS’s ability to plan effectively. There is been an increase in housing
development in the last few years, with several new, large neighborhoods beginning construction (DRMS, 2016). While this brings an
opportunity for increased property tax revenue for the school, it is also hard to plan for a growing population. There has also been an
increase in the diversity of the district population. The percent of students who receive a free or reduced lunch as doubled over the last
15 years (Hightower, 2016). Special education and medically fragile populations have also increased (Hightower, 2016); these are two
groups that often require and benefit from the use of assistive technology. These types of demographic changes can make technology
planning more challenging.
Data Sources:
Cooper, C. (2016, June 6). Re: School Improvement Plan [Email to the author].
Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
Hightower, B. (n.d.). Faces of Excellence. Lecture presented in Cherokee County School District, Canton, Georgia. Retrieved July 5,
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
2016, from https://mix.office.com/watch/r8ifru8p4oaq
McLaughlin, C. "The Homework Gap: The 'Cruelest Part of the Digital Divide'" NEA Today. N.p., 20 Apr. 2016. Retrieved July 1,
2016 from http://neatoday.org/2016/04/20/the-homework-gap/.
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups – ie. females.)
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?
How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)?
Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths Weaknesses Opportunities Threats
Staff report that the school
routinely communicates with
and involves parents from all
cultural and socio-economic
backgrounds (DRMS, 2016)
80-90% participation in the
BYLD program (DRMS, 2016)
Plan is to increase % of CCSD
students with home access to
70% for FY15, 80% for FY16,
and 90% by FY17 (CCSD), but
there are no concrete steps for
increasing access.
No strategies appear to be in
place to ensure female students
are involved in STEM
programs
There is nothing in the SIP to
address diverse populations’
Roll-out of 1:1 initiative for SY
2016-17 (Cooper)
Staff report that school leaders
work with community members
to help students achieve
academic goals and that the
school has active business
partners to assist the school, act
as mentors to students, and
support school initiatives.
(DRMS, 2016).
Explore options that will
Not all students have home
access to technology
(Hightower, 2016)
27% of students receive free or
reduced lunch (DRMS, 2016);
low SES students are more
likely to lack technology
resources at home
(McLaughlin, 2016)
CCSD has seen an increase in
the % of students receiving free
or reduced lunch, from 14.8%
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
access to technology or
technology literacy acquisition.
allow low-cost or no-cost
access to Internet-based
resources from home for
those students without
access (DRMS, 2016).
in 2000-01SY to 30.74% in
2015-16SY (Hightower, 2016)
Increase in population of
medically fragile (2.5%) and
special education (11%)
students (Hightower, 2016)
Summary/Gap Analysis:
DRMS has had fantastic participation with their BYLD program, with 100% of teachers participating and 80-90% of students
participating (DRMS, 2016). Next year, the school will be providing each student with a learning device, which will allow 100% of
students to utilize technology during the school day.
There is still a concern, however, about home access for students (Hightower, 2016). Students from low income households are
more likely to lack access to technology at home (McLaughlin, 2016), and 27% of DRMS’s students receive a free or reduced lunch
(DRMS, 2016).The low-income student population has increased district-wide over the last 15 years, growing from about 15% to
more than 30% of the student population (Hightower, 2016). The SIP does not address digital equity. The district plan includes a goal
of increasing home access to 90% of students by FY17 (CCSD), however there are no specific strategies outlined to accomplish this.
There is also no mention of technology equity for female students, or ESOL students, a group that I have observed as lacking access to
technology in my past teaching experience.
As I begin my career at DRMS, I would like to better understand the current digital equity situation. Surveying students and
parents to identify groups that are lacking access, as well as understanding why they are lacking access, is the first step I would take
towards bridging the digital equity gap. I would then try and work with a group of parents and community leaders to identify steps we
could take to provide home access. Perhaps churches, governments, or local businesses would be willing to allow students and their
families access to their networks until permanent solutions are identified.
Data Sources:
Cooper, C. (2016, June 15). Re: Technology Vision for Dean Rusk [E-mail to the author].
Dean Rusk Middle School (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
Hightower, B. (n.d.). Faces of Excellence. Lecture presented in Cherokee County School District, Canton, Georgia. Retrieved July 5,
2016, from https://mix.office.com/watch/r8ifru8p4oaq
McLaughlin, C. "The Homework Gap: The 'Cruelest Part of the Digital Divide'" NEA Today. N.p., 20 Apr. 2016. Retrieved July 1,
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
2016 from http://neatoday.org/2016/04/20/the-homework-gap/.
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
Staff report that continued
professional growth is evident
among the staff (DRMS, 2016).
Staff report that there is a focus
on development of computer
literacy for teachers throughout
the school (DRMS, 2016)
19 teachers certified Teach 21
(DRMS, 2016)
DRMS and CCSD both have
reputations as great places to
work (Survey, Personal
Observations)
Professional development is
needed for teachers to integrate
technology into the classroom
(Hightower, 2016)
Continued professional
development opportunities that
are designed to target needed
skills, enhance existing skills
and improve the overall
efficiency and technological
aptitude of staff is an ongoing
area where improvement is
needed (CCSD).
School Board members
prioritize staff, including
passing a budget hiring 68
additional teachers to address
student growth and further
reduce class size, offering
competitive pay and benefits to
attract and retain the best
workforce possible, and
investing in instructional
resources and technology
(CCSD, 2016)
Fewer teachers are entering the
profession, especially in math
and science, and teachers are
leaving the profession
(Hightower, 2016)
Cherokee County competes
with larger metropolitan
districts (Hightower, 2016)
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
46 of 60 teachers hold
advanced degrees (DRMS,
2016)
Summary/Gap Analysis:
DRMS and CCSD have focused on selecting and hiring high-quality personnel, and providing on-going professional
development and training to their staff. They have also worked to develop a good work environment, which is evident by its
reputation (Survey; Personal Observations; DRMS, 2016). Most teachers hold advanced degrees, including 19 trained in a 21st
Century skills program (DRMS, 2016). Based on staff feedback, teachers and administrators are skilled in using technology to meet
their professional goals. In an environment like technology, on-going professional development is needed to ensure staff members stay
abreast of changes and innovations (Personal Observation), and continually enhance their aptitude and efficiency (CCSD).
The biggest challenges in this area are external. Fewer teachers are entering the profession, and more teachers are leaving the
profession (Hightower, 2016), which results in more competition for the best teachers. Cherokee County faces a great deal of
competition with nearby large school districts (Hightower, 2016). The district is working to mitigate these challenges by offering
competitive pay and benefits packages and investing in instructional resources and technology (CCSD, 2016).
Data Sources:
Cherokee County School District (CCSD). (2016, June 17). Board Approves Annual Budget, Calls for Education SPLOST renewal
[Press release]. Retrieved July 7, 2016, from http://cherokeek12.net/blog/2016/06/17/board-approves-annual-budget-calls-for-
education-splost-renewal/
Cherokee County School District (CCSD). (July 1, 2014 – June 30, 2017). Three Year Technology Plan. Canton, Georgia.
Dean Rusk Middle School (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
Hightower, B. (n.d.). Faces of Excellence. Lecture presented in Cherokee County School District, Canton, Georgia. Retrieved July 5,
2016, from https://mix.office.com/watch/r8ifru8p4oaq
Responses from the survey instrument (see Appendix) created by S. Lawson.
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
Microsoft Innovative Educator
(MIE) and Microsoft Office
OneNote Trainings were
provided to all staff and
administrators (DRMS, 2016).
Most staff agreed the school
has implemented a long-term
professional development plan
that directly relates to the SIP
(DRMS, 2016)
Most staff agreed that there is a
process in place to identify and
analyze staff professional
development needs and select
effective research-based
professional development
opportunities (DRMS, 2016).
Need additional training on
Interactive Voting Systems and
White Boards (DRMS, 2016)
Professional development is
needed for teachers to integrate
technology into the classroom
(Hightower, 2016)
Professional development
related to technology is mostly
technical (Survey)
Continued professional
development opportunities that
are designed to target needed
skills, enhance existing skills
and improve the overall
efficiency and technological
aptitude of staff is an ongoing
area where improvement is
Increased technology training
for teachers (Cooper)
Each year 20% of teachers will
receive supplemental training
on using technology to support
differentiation (CCSD).
Provide professional
development designed to
foster more blended and
online learning opportunities
for students and help teachers
integrate the use of mobile
learning devices (CCSD).
Continued Microsoft
Innovative Educator (MIE)
training for new teachers for
SY2016-7 (Cooper)
Finding sufficient time for staff
to participate in these classes
without negative impact on
day-to-day teaching and
business operations is a
constant challenge (CCSD).
There are so many expectations
for teachers, it is hard for
teachers to make time to learn
new technologies during the
school year, and they often
don’t have access to the
resources during the summer
(Personal Observation)
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
needed (CCSD).
Summary/Gap Analysis:
The CCSD technology plan and Dr. Hightower (2016) indicated that on-going technology-focused professional development is
an area of need for the county. The county offers a variety of development opportunities, including those around technology, but
according to my survey, most of the technology trainings have been technical. The county is addressing this as they have a specific
goal to increase access to technology related professional development, both technical and pedagogical, by 20% each year (CCSD).
At DRMS, the staff members responded positively to the county’s professional development offerings. Most agreed that there
was a long-term professional development plan related to the SIP and that there was a system for analyzing staff development needs
and then selecting effective, research-based professional development opportunities (DRMS, 2016). The school will increase their
technology trainings for next school year, as they roll out new initiatives as part of the facility upgrade (Cooper, 2016) and work to
identify areas of technology weakness identified in the SIP (DRMS, 2016).
One of the biggest challenges to on-going professional development is finding the time for teachers to participate (CCSD). One
way to address this is to offer additional professional development opportunities during the summer break. Often this is the only time
teachers have to learn and practice new skills.
Data Sources:
Cherokee County School District (CCSD). (July 1, 2014 – June 30, 2017). Three Year Technology Plan. Canton, Georgia.
Cooper, C. (2016, June 15). Re: Technology Vision for Dean Rusk [E-mail to the author].
Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
Hightower, B. (2016, February 4). Faces of Excellence. Presentation presented in Cherokee County School District, Canton, Georgia.
Retrieved July 5, 2016, from https://mix.office.com/watch/r8ifru8p4oaq
Responses from the survey instrument (see Appendix) created by S. Lawson.
ESSENTIAL CONDITION SEVEN: Technical Support
ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
Staff report that the school
ensures that students and staff
have regular and ready access
to, and utilize instructional
technology and a
comprehensive materials
collection that supports the
instructional program (DRMS,
2016).
One of the top 10 school
districts in the nation for
technology for the last 10 years
(Hightower, 2016).
A centralized purchasing policy
for technology acquisitions
ensures standardization across
the district for technical support
and resources (CCSD).
Connectivity issues/bandwidth
make it difficult to use laptops
(DRMS, 2016)
Bandwidth is not always
enough for BYLD usage
(Survey)
Only two hardwired computer
labs required a longer testing
window which reduced
instructional time (DRMS,
2016)
There is no indication of
instructional technology
(pedagogical) support
specialists in the school
building - they are housed at
the central office (Personal
Observation, CCSD)
CCSD plans to increase
bandwidth from 1000 Mbps to
10K Mbps for all schools to
meet increased bandwidth
needs (CCSD).
BYLD program expansion has
made it harder for IT in terms
of support, security and
standardization (CCSD).
Additional IT personnel are
needed to meet the districts
growing technology needs
(CCSD).
Summary/Gap Analysis:
From a technical support perspective, CCSD and DRMS are in a very favorable position. This is supported by the ISTE
Diagnostic tool, as well the staff survey in the SIP (DRMS, 2016). The district has a centralized purchasing policy for technology, so
that they can effectively support technology and services. The district has also been listed as one of the top 10 School Districts for
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Technology for 10 years!
There were some concerns last year, most specifically that teachers sometimes found bandwidth to be lacking (Survey). The
county is upgrading its bandwidth from 1000 Mbps to 10K Mbps for all schools to meet increased bandwidth needs (CCSD). There
are also some external concerns, including standardization and security as schools expand their BYLD programs, an d a need for
additional IT personnel (CCSD).
Data Sources:
Cherokee County School District (CCSD). (July 1, 2014 – June 30, 2017). Three Year Technology Plan. Canton, Georgia.
Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
Lead and Transform Diagnostic Tool on the ISTE website (results in Appendix).
Responses from the survey instrument (see Appendix) created by S. Lawson.
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
Business and Computer
Science class is offered to 7th
graders (DRMS, 2016)
CCSD has established a goal
CCSD has established goals to
move students from basic to
proficient levels of technology
literacy by 8th
grade ( 66%
proficient in FY15, 77% in
Staff report that there is a focus
on development of computer
literacy for teachers and
students throughout the school
(DRMS, 2016)
State and Federal agencies do
not access technology literacy,
so it is not focused on like
content standards which are
assessed (Personal
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
for proficiency in technology
literacy standards (CCSD)
A variety of subscriptions to
digital curriculum resources are
available (CCSD; DRMS,
2106)
Teachers support technology
integration (Survey)
Annual Technology Literacy
Assessment for 8th
graders
(CCSD)
FY16, and 88% in FY17),
(CCSD) which seems like low
goals given the investment in
professional development and
technology resources
District goal to increase % of
schools with a plan for teaching
technology skills to students to
25% for FY15, 50% for FY16,
and 75% for FY17 (CCSD)
CCSD has a goal to provide
professional development to
ensure all teachers fully
integrate technology literacy
standards (CCSD)
Observation)
Very little alignment of content
standards and technology
standards (Personal
Observation)
Summary/Gap Analysis:
In my experience, students and parents are aware of the content standards, but not of the ISTE Standards for Students. Teachers
are very knowledgeable about the content standards they are teaching, and a few contents do have minor alignment with basic
technology literacy. One example is the 6th
grade Language Arts, Standard ELAGSE6W6: Use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others.
Overall, DRMS is strong in this area, in that they have teachers that support technology integration (DRMS, 2016; survey) and a
county that supports technology integration for its schools. The county supplies a great number of subscriptions to digital curriculum
resources for both special education and general education students (DRMS, 2016; CCSD). The county has indicated it will be making
additional investments in professional development to help teachers integrate the technology literacy standards (CCSD). Schools will
also be required to develop a plan for teaching technology skills, measured by the annual technology literacy assessment given to 8th
graders (CCSD).
One of the biggest threats to the curriculum framework is the lack of standardized assessment on technology literacy, when
compared to the content standards. Currently, the state or federal government measure school performance based on standardized
assessments in the four primary content areas. As long as the technology standards are not formally assessed, they will never be
prioritized like the content standards.
I agree with the Diagnostic Tool, that DRMS is approaching this Essential Condition, because our school has many strengths
and opportunities, and very little threats or weaknesses in this particular area.
Data Sources:
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Cherokee County School District (CCSD). (July 1, 2014 – June 30, 2017). Three Year Technology Plan. Canton, Georgia.
Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.
Lead and Transform Diagnostic Tool on the ISTE website (results in Appendix).
Responses from the survey instrument (see Appendix) created by S. Lawson.
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Appendix
Lead and Transform Diagnostic Tool (ISTE)
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Survey Questions and Responses
1. What is your current role at Dean Rusk?
a. Teacher (50%)
b. Administrator (50%)
c. Department Chair
d. Support Staff
e. Other
2. How many years have you been in this role?
a. 0-4
b. 5-9
c. 10+ (100%)
3. Who is involved in technology planning at Dean Rusk?
a. Administrators
b. Teachers
c. Students
d. Parents
e. Community Members
4. How could technology planning be improved? (Short answer) additional training for teachers
ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
5. How often do you participate in the BYLD program in your classroom?
a. Daily (100%)
b. Several times a week
c. Once a week
d. A couple of times a month
6. Can you share an example of a challenge you or other teachers have encountered with the BYLD program? (Short answer)
bandwidth, connectivity
7. Can you share a success you or other teachers have found with the BYLD program? (Short answer) student engagement
8. What type of professional development is offered to teachers in regards to technology? Would you describe it as pedagogical
or technical? (Short answer) MIE & OneNote; technical
9. How do teachers feel about technology at Dean Rusk? (Short answer) teachers support technology integration
10. As I mentioned in my introductory email, I am charged with creating a Shared Technology Vision for our school as part of my
EdS program at Kennesaw State University. Since I will be a new teacher at Dean Rusk next year, I am working with limited
information. In order to create and accurate and effective vision, what is the most important thing I need to know about Dean
Rusk? (Short answer) many new technology initiatives for next year; it’s a great place to work