swot analysis for technology planning needs assessment...

SWOT Analysis for Technology Planning Needs Assessment

What is the current reality in our school?

Name: Lydia Hordges ITEC 7410, Semester: Spring 2015

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,

QCCs)?

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? (See Creighton Chapters 5, 7)

Strengths Weaknesses Opportunities Threats

Students use technology

with three exploratory

semester classes which

are technology based.

Students are exposed to

basic computer skills

(Business & Computer

Science), computer

graphic design and

programming

(Introduction to

Communications), and

engineering and

technology

(Invention/Innovation).

Technology courses are

targeted toward student

achievement of the GPS

and part of the school’s

STEM program.

There aren’t enough

technology tools or

software applications

for the majority of the

students.

Instruction in the non-

technology courses

classrooms aren’t

aligned with the

Georgia Learning

Standards for

technology.

The school loses the

faculty to teach the

technology courses.

As the 1:1 laptop

program rolls out a

plan needs to be

developed for students

to keep up with the

equipment and use the

The school is working

toward a STEM

certification in part by

implementing more

technology courses in

the curriculum.

Each classroom is

scheduled to be

equipped with an

interactive projectors.

Digital safety and

netiquettes for students

to understand the

proper use of the

internet.

The funding for the

scheduled technology

falls through.



Students create project

based artifacts.

The sixth grade students

have a 1:1 laptop. They

use it in their core

classes.

World Language

students use the

computer labs for their

Virtual Spanish Course

daily. These are high

school GPS based

courses.

On occasion students

use the mobile

computer carts to create

power point

presentations; and use

math drill and practice

web sites.

Some classes use

BYOD to use with

Kahoot or other mobile

apps. like Edmodo or

YouTube.

Teachers use

technology to access

email, record grades

and take attendance.

computer

appropriately.

Teachers won’t use the

technology in the

classroom.

Students abuse the

hardware in the

classroom.

Summary/Gap Analysis: As the rollout of 1:1 laptops to each student happens, teachers need to begin to plan how they will be used

to increase student engagement and develop technology rich instruction. The technology courses in the school and the virtual

learning courses are aligned with the technology standards but not in the core content classrooms using technology. Those teachers

need to know what those standards are so they can develop instruction around those standards.

Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.

Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions

http://www.iste.org/standards/essential-conditions



Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf

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/QCCs? 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?


The school and the

district have a

technology vision

posted on each website.

The district’s vision

addresses data driven

decision making,

student access, and

stakeholder skills.

The district’s vision is

aligned with the state

and national visions for

the data component.

The school’s and

district’s technology

vision is too vague and

broad. It lacks

specificity as to how to

accomplish the vision.

The vision is not

researched based.

Parents, teachers and

community have no

vision of what

technology should look

like in the classroom or

The district can expand

on its vision by

displaying data

concerning its current

technology use, where

we want to go with it,

why we want to go

there, how we get there

and how will we know

when we have arrived.

As teachers are

introduced to

innovative ideas of how

The district and school

may not have

thoroughly thought out

how we will achieve

our vision. We know

how it looks in theory

but have not designed a

plan how to execute it.

The district may not

know of any researched

based visions.




how to use it to

enhance student

achievement.

technology can

enhance student

achievement through

professional

development, they are

expected to develop an

interest in it.

Summary/Gap Analysis: My district and school’s visions are vague. It is somewhat aligned to the state’s technology plan as far as

the data component only. It appears that there is a goal but no direction as to how to get there. Our vision is to increase students’

career and college readiness by 90% realizing that technology is the essential tool to get there but doesn’t give details or a working

plan.





ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion

of ICT and digital learning resources.

Guiding Questions:

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

SIP?)

What should be done to strengthen planning?


The school and district

has an SIP.

The district recognizes

that technology must

The current SIP only

states to increase the

percentage of

students who

complete technology-

School leaders should

devise a measurable

plan how to increase

the percentage of

students who complete

No school leader has a

vision or is trained or

knowledgeable to

devise an effective





be addressed within the

SIP

The school has a leader

in educational

technology currently

studying in an Ed Tech

Leadership program at

Kennesaw who can

help them to identify

and define the details

of the plan.

based cross-curricular

projects; increase

student usage of

technology-based

resources, and create

a series of

professional

development

offerings focused on

technology

integration, but the

SIP doesn’t state how

it will implemented

or measured.

The district IP reads

like a wish list with

no direction how it

will achieve it.

technology-based

cross-curricular

projects and increase

student usage of

technology-based

resources.

School leaders need to

create a series of

professional

development offerings

focused on technology

integration.

School leaders should

create a series of

professional

development offerings

focused on technology

integration.

technology plan within

the SIP.

Measures to integrate

the technology portion

of the SIP is out of the

school’s hands and is

dependent on the

district’s lead and time

frame.

Summary/Gap Analysis: The district and school have a long way to go in clarifying and detailing the improvement plans and how

it will be executed. Stakeholders don’t see the plan taking hold or coming into fruition. To strengthen planning the district has to

have a firm timeline of when it will execute and implement its plan thereby giving the local schools the insight needed to formulate

its SIP.





http://school.fultonschools.org/ms/sandtown/Documents/Sandtown%20Middle%20Strategic%20Plan%20Narrative.pdf



http://school.fultonschools.org/ms/sandtown/Documents/Sandtown%20Middle%20Strategic%20Plan%20Narrative.pdf



ESSENTIAL CONDITION FOUR: Equitable Access

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?

Do students/parents/community need/have beyond school access to support the vision for learning?


Sandtown has a parent

resource room

equipped with two Mac

computers and a printer

for parents to use to

check student grades,

type and print resumes,

use the internet or any

other uses.

There is a roll out

program to equip each

sixth grade student

each year with a laptop.

Students have access to

computers either in the

homeroom or computer

lab before and after

school with

supervision.

Each teacher has a

laptop, at least three

desktops and a printer

in their classroom.

Parents aren’t made

aware of or taking

advantage of the

resource room.

Students aren’t trained

to take advantage of

accessing the eBooks.

Without supervision,

students can’t use the

computers before or

after school.

Increase the bandwidth

allowing school wide

use of the internet.

Train students how to

use eBooks.

Publicize to parents to

availability of the

parent resource room.

The need for increased

bandwidth to support

the school wide

internet use.

The current bandwidth

can’t support the entire

school using the

internet.

The costs associated

with increasing the

bandwidth and

applications for iPads.

The server going down

or slowing down

preventing effective

use of the internet.



The media center has

digital resources,

ebooks and computers

for students’ use.

Summary/Gap Analysis: Technology is limited throughout the school with the loss of the computer labs due to the required virtual

school courses for world language because of the lack of world language teachers. Students can only use the computer labs before

or after school with supervision and without that supervision, students are limited. Access to applications for the iPads is limited

due to costs constraints. The bandwidth for the district and schools have to be increased before all students can use the internet

simultaneously. Parents have technology resources for them at the school if they need it.





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.


At Sandtown, in

addition to accessing

and using email and

setting up grades,

teachers are proficient

Most teachers lack the

knowledge to create

assessments and use the

student response

Each classroom is to be

equipped with an

interactive projector.

Teachers can integrate

technology in the

The high cost of

acquiring

ActivExpressions limits

teachers’ use.





using computers to

access information and

create power point

presentations. Most

teachers with

promethean or smart

boards are proficient

with creating flip

charts.

Some teachers know

about Google Docs and

how to create and use

them.

devices with the

promethean board.

There aren’t enough

ActivExpressions for

teachers with

Promethean boards.

Limited knowledge of

web 2.0 tools.

Teachers aren’t fully

aware how to access

the district grading and

student management

system.

curriculum and

classroom with the use

of an interactive

projector.

Summary/Gap Analysis: Teachers can operate their computers to do everyday classroom management like take attendance, enter

grades and email but few are skilled at creating graphics, flipcharts, and designing web 2.0 tool lessons. I believe teachers would

feel empowered to design technology lessons to engage students given the tools and if costs weren’t a factor.





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)?

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?


Sandtown has

professional learning

each week during the

grade level planning

for data analysis. All

faculty excluding

exploratory teachers

are required to attend.

The school currently

doesn’t have PLCs or

professional

development for

technology integration.

Teachers are tired of

having the same

weekly data analysis

meeting.

School administrators

need to get staff that is

proficient in using

technology tools and

integrating it in the

curriculum and hold

sessions during the

current PLC dates and

time.

The administration

needs to contract with a

technology professional

adept at conducting

PDs to train teachers to

integrate technology in

the curriculum.

The school may not

have faculty or willing

faculty to conduct PDs.

The administration may

not be willing to

expend a faculty

member to conduct

PDs and pay a

substitute to cover the

class while the faculty

is conduction the PD.

The administration may

not want to pay for a

technology contractor

to conduct PD sessions.

Teachers may be

apprehensive or

reluctant to learn new

skills or use them in the

classroom.

Summary/Gap Analysis: Currently my school has no professional development for technology integration, our only PD is a weekly

data analysis meeting held during the grade level common planning time. Teachers feel like analyzing data to increase students

achievement is currently taking place and find the need to have PD is a waste of time. We would prefer to move on to something

else such as technology PDs. We want to learn something new and technology is what teachers are curious to try. Currently there

are no resources neither cost or staff available to conduct technology PDs.








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?


Sandtown has a

fulltime degreed IT

technology specialist

in the school.

To receive tech.

assistance a work

request is submitted.

Assistance is given

within a day or two

depending on the issue.

Teachers who incur

problems with

instructional issues

when trying to use

technology in the

classroom asks each

other if they can assist

them with their

problems. Sometimes

they can help and other

times not.

The technology

specialist isn’t able to

assist teachers with

instructional assistance

with technology tools

or software.

The lack of

Instructional Coaches

hinder teachers from

learning to use

hardware/software.

If technology coaches

are provided they can

assist teachers with

instructional issues to

use technology in the

classroom.

Items requiring a cost

for repair can take an

indefinite time.

School budgets limit

the acquisition of

hardware/software.

Limited hardware

prevents opportunity to

use it.

Summary/Gap Analysis: The school is very fortunate to have a fulltime degreed IT Technology Specialist in the building. When

assistance is needed, a teacher submits a work request and the issue is addressed within 24 hours depending on the severity of the



problem. He installs hardware, updates software and manages the computer labs as well as trouble shoots problems occurring with

the hardware/software. He keeps maintenances equipment and keeps it operable. He isn’t able to train or instruct teachers how to

use the equipment or software, that is left up to the teachers to figure out or to ask other teachers for assistance. This is a wonderful

opportunity for an Instructional Technology Coach to be available to assist with training teachers to use equipment.





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? (QCCs/NET-S)

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/QCCs as appropriate?

How is student technology literacy assessed?


The Three technology

instructors and their students of

the courses Business &

Computer Science,

Introduction to

Communications, and

Invention/Innovation are aware

of the technology standards

(NET-S) where technology

literacy is assessed most likely

by producing a related product

of some kind.

Most teachers and students

aren’t aware of the technology

standards because they don’t

integrate technology in the

classroom to create technology

rich and driven products.

There are very few digital

resources available to teachers

so they can integrate

technology into the standards.

With the introduction of

technology PD, teachers will

learn the technology standards

and include them in their

lessons.

The district needs to continue

with the plan to install

interactive whiteboards in

every school in the county.

Professional development can

take place with the addition of

the interactive boards.

Administrators will not

develop technology PDs to

instruct teachers of the

standards and how to align and

implement them in their

lessons.

The county loses funding for

the interactive whiteboards.




Summary/Gap Analysis: Most teachers aren’t aware of the NETS-S, or NETS-T. Professional development on the NTES will

increase the use and effectiveness of technology within the curriculum and planning. The driving force behind any initiative

depends on administration’s willingness to equip the faculty with the tools and instruction for technology usage. As digital

resources become more available throughout the county, teachers and students will begin to understand standards and teachers will

include them in their lessons and plans.





Appendix: Teacher Technology Survey

Introduction

The purpose of this survey is to gage the current technology needs, applications and resources at Sandtown Middle School. To discover what teachers’ concerns and needs are when it comes to using and integrating technology in the classroom not only for themselves to create technology-rich engaging lessons but also for the use of students to create technology-based projects using web 2.0 tools to collaborate and publish their work. The survey begins with inquiry into the support of administration for professional development for teachers using technology in their classrooms. It then goes into the issues and concerns of teachers with resources and technical support. It then leads into the roles of skilled personnel and positions. Finally it inquires about the student centered learning and equitable access.

Essential Conditions for Effective Technology Use Survey

Shared Vision

* Required How does Administration support the use of technology in the school and with teachers? Select all that apply *

For OTHER please explain.

o Professional development for learning to integrate and use technology is available.

o New software and hardware is added for teacher use.




o Technology courses are added to the curriculum.

o There is currently no or minimal support offered to teachers.

o Other:

How is technology used in your classroom? Select all that apply. *


o To take attendance and record grades.

o As a device to project text and images.

o To create power point presentations.

o For drill and practice applications.

o Email and create documents.

o To design standards-based lessons using web 2.0 tools.

o Other:

What type of technology-based resources do you use in the classroom? Select all that apply. *


o Student response devices.

o Interactive projector.

o Promethean or Smart Board.

o iPads

o Computer/Laptop

o None

o Other:

How available is it for you to access technology for your classroom? Select all that apply. *


o I have to schedule to use the computer/mobile/tablet labs.

o I have all the technology I need within my classroom.

o My students bring their own technology.

o I can access technology the same day by putting in a request.



o Other:

Are there adequate resources of technology in your school? *


o Yes.

o No.

o I don't know

o Other:

Is the technology hardware and software in your school up to date? *

o Yes.

o No.

o I don't know.

Have you tried to request to have technology hardware/software added to your classroom or school? If so was it granted? Select all that apply. *


o I have not made a request.

o I did but it was not granted.

o I did and it was granted.

o Other:

How quickly are problems with technology hardware/software resolved in your classroom? Select One. *

For OTHER please explain

o Within the day.

o Several days.

o A week or more.

o Other:

Is the network in your school able to support the use of technology for all users? *

o Yes

o No

o Sometimes



Are teachers who integrate technology in their instruction expected to have lesson plans with specific student learner objectives related

to technology competencies? *

o Technology instruction is not based on lesson plans.

o Lesson plans are not used. There are general goals for instruction, but no specific learning objectives.

o Lesson plans contain generic technological competencies and general learning objectives.

o Detailed lesson plans are used that reflect specific technological competencies expected of each student.

o I don't integrate technology in the lessons.

Describe what typically happens when classroom teachers wish to use technology resources to present a lesson. Select all that apply. *


o The computer labs or technology resources are often not available.

o The technology coach or coordinator must present the lesson because teachers haven't been trained.

o The desired technology isn't available due to costs constraints.

o The resources are made available in the time frame I need them.

o Other:

If you want to learn how to create technology-riched lessons or how to use technology tools for your classroom who would you notify? *

o The STEAM Coordinator.

o The Instructional Technology Coach.

o The Computer Teachers.

o The Media and Educational Technology Instructor

o There is no one.

o I don't know.

Who do you address your technology concerns to? Select all that apply. *


o An Administrator.

o The Instructional Technology Coach.

o The Technology Specialist.


o No one.



o I don't know.

o Other:

What type of technology leaders are there in your school? Select all that apply. *


o STEAM Coordinator

o Instructional Technology Coach.

o Technology Specialist.


o The Media and Educational Technology Instructor

o There are none.

o I don't know.

o Other:

Do you know the roles of the following positions? Select all that apply. *

o Instructional Technology Coach

o STEAM Coordinator

o Technology Specialist

o Computer Teachers

o No

Is there a Technology Committee in your school and if so do teachers participate on it and in what capacity? Select all that apply. *


o They do not participate as voting members.

o They participate as members of the Hardware/Software Acquisition Team.

o They participate as members of the Technology Budget Preparation Team.

o They participate as members of the Instructional Technology Curriculum Team.

o They participate as members of the Strategic Technology Team.

o I'm not aware of a Technology Committee.

o Other:



How do your students use technology in your classroom? Select all that apply. *

For OTHER, please explain.

o To create power point presentations.

o With drill and practice applications.

o To take online assessments.

o To create standards-based projects using web 2.0 tools.

o They don't use technology in my classroom.

o Other:

Have your students requested that they use more technology in the classroom? If they currently use technology how are they adapting? Select one. *


o My students have not requested to use more technology.

o My students have requested to use more technology.

o My students are currently using technology in the classroom and are adapting well.

o My students currently use technology in the classroom but there are problems.

o Other:

How do your students assess technology away from school? *


o Home-based computer.

o Local library

o Tablet

o Smart Phone

o None

o Not sure

o Other:

How is equitable access to technology accommodated in your school? Select all that apply. *


o There is assisted technology for SWD.

o Students use computers before and after school.



o Students are given laptop computers.

o Parents have access to technology at school.

o There is no accommodation for equitable access.

o Other: