itec 7410 swot analysis template for technology planning ...€¦ · itec 7410 swot analysis...

ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name: Scott Quillen 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

- School has completed two

years of the 1:1 initiative.

- All students have a school

issued laptop.

- All teachers have a school

issued laptop, iPad and

document camera.

- All classrooms have Internet

access.

- All classrooms are equipped

with an interactive Smartboard.

- All teachers became

Microsoft Innovative Educator

(MIE) certified during the

2015-16 school year.

- All student and teacher

laptops include Microsoft

products.

- All teachers have an Aspen

website for student and parent

communication that includes

- Student laptops consistently

have technical problems and

can take several days to weeks

to repair.

- Not all teachers are using the

interactive Smartboards to their

fullest potential.

- Not all teachers are using

their Aspen website to keep

information regularly updated.

- Not all teachers are aligning

technology with research-based

methods.

- Teachers feel there is a lack of

technological professional

development and training in

regard to implementing

technology into lesson plans

with research-based methods.

- The Instructional Technology

Specialist is not full-time to the

- Teachers receive technology

training once or twice a month

during a planning period.

- Many teacher are using

technology to increase engaged

learning.

- ‘Rockin’ the Schoolhouse’

occurs quarterly. All teacher

display their best practices for a

week of round-robin teacher

visits.

- Classroom teacher leaders in

technology are emerging.

- Not all students have Internet

connection at home. This

creates difficulty for methods

such as blended learning.

- School filters many sites that

could be used for learning

support such as YouTube.

- Teachers are accustomed to

the traditional methods of

teaching and not wanting to

implement technology in their

lesson plans.

- Teachers are overburdened

with the amount of technology,

and not knowing where to start.

- Teachers struggling with

covering everything in the

curriculum and finding the time

to create lessons with

technology.



assignments, grades, lesson

plans, and newsletters.

-Most teachers implement

technology into their lesson

plans.

- The school has a website that

is regularly updated.

- Assistive technologies are

used for students with

disabilities.

- Several software applications

and resources are available to

all students and teachers.

- The school has a 3D Vizitech

technology lab.

- The school supports a focus

on STEM across the

curriculum.

- The school supports BYLD.

school, and shared with other

schools.

Summary/Gap Analysis: The school began a 1:1 initiative at the beginning of the 2014-15 school year. This occurred at the same time

of moving to a new building, adding an additional grade level, and increasing the amount of students and teachers in the school. All

students have a school issued laptop to use throughout the school year, and all teachers have abundant amount of available technology.

Technology trainings introduce applications to teachers, but lack follow-up with implementing technology into lesson plans. Some

teachers are effectively implementing technology into their lesson plans, while others continue to use a traditional method. The school

serves a high population of economically disadvantaged students, 53% of the student population receives federal assistance through

the Free and Reduced Meal Program. Some research-based methods, such as blended-learning, are not effective for the many students

that do not have Internet access at home.

Data Sources: School Improvement Plan (SIP), personal observations, personal survey, school website, Aspen, ISTE Essential

Conditions



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.


- The district has a Three-Year

Technology Plan for 2014-17,

that is aligned to research-best

practices.

- The district’s Three-Year

Technology Plan is published

to the district’s website, and

can be accessed through the

school website.

- The district has a written

vision for technology use, listed

in the Three-Year Technology

Plan.

- The district supports the

implementation of the National

Educational Technology

- The school does not have a

specific technology plan.

- The district’s technology plan

is not emphasized to

stakeholders in the school,

including teachers.

- Most of the teachers at the

school are not familiar with

ISTE standards.

- The district’s vision for

technology is detailed and

covers all needed areas,

however most schools in the

county lack the resources to

accomplish the identified goals

within the specified three year

- Promote the Three-Year

Technology Plan to all

stakeholders of the school.

- All school stakeholders

should create a technology plan

that includes a vision aligns

with the district and but is

specific for the school’s

resources and student

population.

- Include research-based

strategies in technology

trainings that focus on

implementing technology into

lesson plans

- A widening gap between

traditional methods and modern

methods of implementing

technology for learning.

- Using technology to simplify

teaching, but not increasing

learning.



Standards for Students (NETS-

S), as listed in the Three-Year

Technology Plan.

- The integration of technology

is frequently addressed

throughout the SIP.

- The school was selected as a

pilot school for 1:1 initiative.

time frame.

Summary/Gap Analysis: Although the school emphasizes the use of technology for learning to all teachers, there is no clear school

vision for technology. Technology use is often verbalized and stated in small chunks as technology trainings move from one topic to

the next, without allowing enough time for effective implementation. The school resorts to the District’s Three-Year Technology Plan

for a vision statement on technology use. Although the use of technology is clearly mentioned throughout the SIP, a vision for

technology use needs to be included. This creates a gap in regard to how teachers are supposed to be implementing technology. In

addition, most teachers are not familiar with the SIP or District’s Three-Year Technology Plan. I recommend that the school includes

all stakeholders and writes a technology plan to include in SIP.

Data Sources: Cherokee County School District Three-Year Technology Plan, SIP, personal observations, personal survey, ISTE

Essential Conditions

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.




- All teachers completed and

became certified in the MIE

program.

- The use of technology is

clearly identified throughout

the components of the SIP.

- Specific uses of technology

are identified in strategies to

meet school goals in the SIP.


Technology Plan addresses the

use of Federal/SPLOST funds

to address the needs of students

with disabilities through

providing assistive

technologies.

- The school has provided

every student with a laptop to

be used at school and home,

and Internet access while at

school.


Technology Plan identifies the

need to find low-cost or no-cost

home Internet access.

-The school has a technology

committee.

- The school offers morning lab

and Saturday for


specific guide for technology

use, nor is it stated in the

school’s Mission Statement or

Belief Statements.

- The technology committee

does not have a clear vision,

and only meet a few times for

the 2015-16 school year.

- The technology committee

can write a plan to guide

technology use in the school.

This plan can be added to the

SIP.

- Many teachers feel that

students must use laptops

during every lesson, which

could create ineffective uses of

technology for learning.

- Some teachers are members

of the technology committee

because they have to be, not

because they want to be.

Summary/Gap Analysis: The use of technology is thoroughly identified throughout the components of the SIP and the District’s

Three-Year Technology Plan. However, there is not an adequate plan to guide technology use in the school. In meeting the needs of

the school’s diverse population, the school provided laptops for school and home use to all students. Internet access is provided at

school, however a gap still remains for students that do not have Internet at home. The school offers Saturday school and morning lab

time for students that need additional Internet access. For the 2015-2016 school year, all teachers completed training and became



certified in the MIE program. This program focused on implementing instructional technology to reach all learners, especially those

students that are at-risk. For the upcoming school year, the technology committee needs to create a plan for technology use.

Data Sources: SIP, Three-Year Technology Plan, Technology Committee meeting notes, personal survey, personal observations, MIE

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?


- All teachers have a school

issued laptop, iPad and

document camera.

- All students have a school

issued laptop for use at school

and home.

- All classrooms are equipped

with an interactive Smartboard.

- All classrooms in the school

has Wi-Fi connection to the

Internet.

- The school hosts a Parent

Technology Night for parents

and community members to see

how technology is being used

- Not all students have Internet

access at home.

- The lower achieving students

spend more time using time

using technology for drill and

practice programs, while the

higher achieving students

(advanced and accelerated

classes) spend more time using

technology for engaged

learning.

- Computers are being used for

non-educational uses such as

playing game.

- The school’s Title 1 status

allows for special federal funds

which could be used to

purchase new technologies.

- Students can access

technology before school, after

school and on most Saturdays.

- Teachers could write grants

for new technologies.

- Many students do not have

Internet access at home.

- Many of the students that

need to be at school for Internet

connection are unable to attend

during before-school, after-

school and Saturday extend

hours due to transportation

issues.

- Parent turnout to Technology

Night is low.



for learning.

- Assistive technologies are

used for students with special

needs.

Summary/Gap Analysis: The school serves a high population of economically disadvantaged students, 53% of the student population

receives federal assistance through the Free and Reduced Meal Program. Prior to the 1:1 initiative, many students did not have any

access to a computer, other than the five desktop computers that were in each classroom and the two computer lab. As a result of the

1:1 initiative, every student is issued a laptop for school and home use. However, there is still a gap in regard to digital access as many

students do not have access to the Internet at home. To accommodate this issue, the school provides before-school, after-school, and

Saturday hours for additional support. Unfortunately, many students that need the extra provided support have transportation issues as

well. I suggest that the technology department search for grants that could address this Internet issue. In addition, the district

continues to search for ways to provide Internet access to all students, as stated in the Three-Year Technology Plan.

Data Sources: SIP, District’s Three-Year Technology Plan, personal observations, ISTE Essential Conditions

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.)


- All teachers are

knowledgeable in utilizing

technology for email, Aspen

Student Information System,

Microsoft programs (OneNote,

- Many teachers are not

utilizing SLDS and GOFAR to

the fullest potential.

- Most teachers are not familiar

with ISTE Standards.

- 3D Vizitech lab is available

for all teachers to use.

- Emerging teacher leaders in

technology.

- Many teachers feel

overwhelmed with the amount

of technology and unsure of

where to start.

- Many teachers feel that there



Word, Office Mix), Skype,

SLDS, GOFAR, data

collecting, assessing and

interactive Smartboard.

- Most teacher use iPads for

educational purposes.

- All math teachers are

proficient in using Think

Through Math.

-All ELA teachers are

proficient at using

Achieve3000.

- Many teachers are not

utilizing technology to the

fullest potential.


full-time Instructional

Technology position.

is not enough time to

implement technology.

- No clear technology plan for

the school.

Summary/Gap Analysis: Since the 1:1 imitative that began two years ago, teachers have attended several technology trainings that

leap from one topic to another. An Instructional Technology Specialist hosts mandatory trainings on various technologies once or

twice a month. Although the trainings are beneficial for introducing new technologies, there is not enough training. There is an

overwhelming feeling that there is not enough training and time allowed before moving from one topic the next. Teachers are well

knowledgeable in using laptops and iPads, programs such as OneNote, SLDS, GOFAR, and interactive Smartboards, but these are not

always used to their fullest teaching potential. The school needs a full-time Instructional Technology Specialist to support teachers in

implementing technology into their lesson plans.

Data Sources: ISTE Essential Conditions, personal survey, personal observations, SIP

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?


- The school and district use

research-based professional

development.

- All teachers attend regular

technology-related trainings

once or twice a month, each

during a 50 minute planning

period.

- All teachers attend regular

technology-related trainings

during pre and post-planning.

- All teachers for the 2015-16

school year completed the MIE

training program

- Quarterly Rockn’ the

Schoolhouse for teachers to

display best-practices for other

teachers to observe.

- Technology-related trainings

often transition from one topic

to another without allowing

enough time for

implementation.


full time Instructional

Technology Specialist.

- The quality of collaboration

varies between teacher teams.

- The district offers numerous

technology trainings on various

topics that teachers are free to

attend outside of working

hours.

- The administration team

surveys teachers for input on

professional learning

opportunities.

- Teachers do not like using

planning periods for

professional development.

- Teachers do not like to attend

professional development

during non-school hours.

Summary/Gap Analysis: The school and district provide on-going technology-related professional development opportunities

throughout the school year and during summer break. The school’s professional development is mandatory for teachers to attend and

is customized specifically for the 1:1 initiative. The district offers several technology-related professional development opportunities

on various topics for teachers to freely attend. This offer from the district is excellent avenues for teachers to become more

knowledgeable in technology, however it is voluntary and many teachers never attend. Several years ago, the school required all

teachers to become Teach 21 certified. This required teachers to complete several free classes outside of school hours at a local district

building. The Teach 21 program had not been mandatory for several years and since the school has hired many new teachers that

never completed the program. I suggest the school require all teachers to complete the program. During the 2015-16 school year, all

teachers competed MIE training, which focused on implementing instructional technology to reach all learners, especially the students

that are at-risk. Professional development will need to include additional support for Microsoft’s program to unsure teachers are using

the strategies.

Data Sources: ISTE Essential Conditions, personal observations, personal survey, MIE, district’s Three-Year Technology Plan, SIP



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?


- All student laptops are two-

years old or less.

- All teacher laptops are one

year old.

- The district has an online

ticketing system that is used for

logging technical problems.

- The school has an assigned

Technology Specialist that is

knowledgeable in solving

technical issues.

- Technical issues are usually

fixed within an acceptable time

period.

- The Technology Specialist is

shared with other schools.

- Teacher iPads are three years

old.

- Teacher leaders are emerging

that are able to fix technical

problems.

- Teachers rely on technology

to work, and technical issues

can result in unproductive

classroom time.

Summary/Gap Analysis: The school is only two years old, and all of the technical equipment inside of the school is no more than two

years old. All student laptops are no more than two years old, and teacher laptops are no more than one year old. There is a minimal

amount of technology issues in respect to the large amount of technology. Most technical issues are solved quickly. Also, teacher

leaders are emerging that are capable of fixing technical issues. Currently, the district has as assigned a Technology Specialist to the

school that is also assigned to other schools. As the technology (mainly laptops) continues to age, the district will need to assign at

least one Technology Specialist solely to the school.



Data Sources: District Help Desk (Kbox), survey, personal observations

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?


- The school provides many

digital resources available to

help teachers integrate

technology, such as digital

access to textbooks.

- The media center provides E-

books, including audio books.

- A Technology Literacy

Benchmark is used to assess

student technology literacy.

- Most educators, students, and

parents are not familiar with the

ISTE Standards.

- Most teachers are not

implementing technology

standards into their lesson

plans.

- The school has a technology

committee that could promote

the ISTE Standards through a

shared vision of technology

use.

- ISTE Standards could be

included in the school’s Parent

Technology Night.

- The school has teacher leaders

in technology emerging, many

through earning advanced

degrees.

- Many teachers support the

traditional way of teaching and

are reluctant to utilize

technology to its fullest

potential.

- Teacher leaders in technology

are busy teaching their own

classes and do not have the

time to assist others.

Summary/Gap Analysis: The school is a leader in providing technology, but is weak in regard to knowledge and implementation of

technology standards. This weakness could be directly linked to the fact that the school does not have a shared vision for technology

use or its own school-specific technology plan. Most teacher are not familiar with the ISTE Standards, LoTi, or the Elements of

Engaged Learning. The technology committee should use data from the Technology Literacy Benchmark and work with the school’s

stakeholders to create a school-specific technology plan and shared vision for technology use that includes student technology



standards. Also, the school needs its teacher leaders in technology to collaborate and assist others in integrating technology skills and

standards into their lesson plans.

Data Sources: SIP, survey, personal observations

References

Cherokee County School District. (2014). Three-year technology plan. Retrieved June 26, 2016, from

http://www.cherokee.k12.ga.us/departments/technology/Documents/StateTechPlan-2014-2017.pdf

Essential Conditions. (n.d.). Retrieved July 03, 2016, from http://www.iste.org/standards/tools-resources/essential-conditions

S. Quillen, personal observations, August 2015 – May 2016.

S. Quillen, personal survey, June 2016.

Teasley Middle School (2015). Cherokee county school district 2015-16 school improvement plan 2015-16 school wide plan.

Retrieved June 26, 2016 from http://www.cherokee.k12.ga.us/Schools/teasley-ms/accountability/Accountability/

Teasley%20SIP-SWP%202015-16_FINAL.pdf

Appendix

Survey Questions

1. Do you believe that your school provides adequate access to current technologies?

2. Do you feel that your school provides teachers with the proper amount of technological support?

3. Do you feel that your school provides teacher with the proper amount of professional development?

4. Do you feel that the learning environment has improved since the school became 1:1?

5. Are you familiar with the school’s vision for implementing technology for teaching and learning?

6. Are you familiar with International Society for Technology in Education Standards?

7. How often do you use technology for learning in the classroom?

8. How often do you use technology for learning when outside of the classroom?

9. How is technology being used to promote a student-centered learning environment?

10. Is there anything that prevents you from using technology in the classroom or outside of the classroom? If yes, please explain.

11. Do you believe that our parents support sufficient technology use for learning at home and at school?