itec 7410/edl 7105 swot analysis template for technology...

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name: Lindsey Barkley Semester: Summer 2017

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

Student-Centered Learning

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

Guiding Questions:

• How is technology being used in our school? How frequently is it being used? By whom? For what purposes?

• To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,

CCSs)?

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

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

best practices?

Strengths Weaknesses Opportunities Threats

Students, teachers, and

administration use technology

daily.

Technology is used to asses

students using common

assessments throughout the

school required by the county.

Technology is available to

students during the school day.

All teachers do not integrate

technology into their

classrooms daily.

Technology is used more as a

presentation device rather than

an authentic learning tool.

All teachers do not use

technology to support student

achievement of the Georgia

Learning Standards.

Our school can use technology

more effectively in the

classroom.

Our school has a Technology

Training Integration Specialist

at our finger tips.

Not every teacher embraces

technology integration.

Teachers don’t see the use

with using technology nor do

they think they have the time

to learn how to integrate

technology.

Teachers are already

overwhelmed with the amount

of initiatives required of them

to embrace technology

integration.

Summary of Results/Conclusions: Addison Elementary uses technology throughout most classrooms each day. Teachers often use

technology to present curriculum to the students. Teachers use technology to assess student achievement. Some teachers use

technology to enhance the authentic academic learning going on in their classroom. Some teachers are constantly looking for ways

to integrate technology to support student engagement. Addison struggles with teachers embracing technology integration. There

aren’t enough resources available for teachers to fully integrate technology into their classrooms. Some teachers are still hesitating

about using technology for more than just a presentation tool. We have a Technology Training Integration Specialist at our school



one day a week and she is not used to her full potential. Some teachers constantly talk to her to try and get other ideas about new

technology but then others don’t ever approach her or they wait for her to approach them.

Recommendations from Gap Analysis: According to the diagnostic tool we could use some improvement in this area but we are

approaching success. According to the teacher survey given, 80% of participants feel confident with integrating technology into

their classrooms. Only 40 % of participates feel like they have the latest and great when it comes to available technology. 60% of

participates feel they do not know all the student and teacher technology standards. Only 40% of participates stated they use

technology in their classrooms that help achieve student learning objectives. According to ISTE (2017), having a true student-

centered learning environment requires a shift in the philosophy towards technology integration. This requires teachers to bring in

real-world and authentic learning opportunities to meet the specific needs of their students. “It is crucial that sound pedagogical

techniques and best practices are emphasized in order to effectively integrate technology to enhance teaching and learning”

(Sheninger, 2014, pg. 135). We must formulate a plan to make our classrooms more student-centered learning environments with

appropriate technology integration.

Data Sources:

ISTE Standards for teachers. (2017).

ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)

Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, A

SAGE Company. Responses from the Survey Instrument (Created by Candidate, See Appendix B for results)

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?


Cobb county schools has a

specific technology plan with a

three-year timeframe of

implementation.

Most teachers believe

technology integration is the

future of education.

The teachers at Addison give

their all to support student

success.

There is no technology plan in

place at Addison Elementary.

Teachers need professional

development based on


Teachers are not all aware of

the ISTE technology standards

for teachers and students.

Teachers are given the

opportunity to give their input

into policies.

Teachers are given

opportunities through the

county to attend some

technology based professional

development.

Administration supports the

formation of a technology

team.

Our stakeholders are willing to

support Addison in anyway

needed.

Some teachers do not see the

need of integrating technology

throughout our classrooms

daily.

Summary of Results/Conclusions: Addison elementary is lacking the most in the shared vision category according to the diagnostic

tool. We do not have a shared vision throughout our school. Our administration asks about integrating technology into the

classroom all the time but it is not a part of our evaluation therefore it is not assessed appropriately. 60% of those surveyed don’t

know our technology goal but 100% want professional development based on integrating technology into their classrooms. We are

given some opportunities to attend professional development through the county but those occasions are scarce. We still have

teachers who prefer to teach our students like they were taught because there was nothing wrong with the way they learned but

technology is increasing every day. Being innovative with the technology integration is the way to prepare our students for jobs

opportunities that don’t exist yet. Most of our teachers want a shared vision with input and support from parents and the

community. Our stakeholders always support us and wouldn’t have a problem with developing a shared vision.

Recommendations from Gap Analysis: According to Sheninger (2014), empowering teachers to embrace technology is the way to

evoke change, not trying to get them to buy-in. Teachers must shift their pedagogical practices and given the opportunity to take

risks and explore what is out there. Teachers can’t be expected to know everything there is to know about technology. We must

give them opportunities to learn and show them how to properly integrate technology into their classroom. Having input from all

stakeholders is important for a shared vision. We must have teacher, student, parent, and community support to fully embrace



technology integration. “A shared vision serves as the driving force behind a technology implementation plan – but it’s not

formulated and disseminated from the top down,” (ISTE, 2017).

Data Sources:





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.


Limited technology is shared

among the 6 grade levels as

best as it can.

Time is given during morning

work and lunch-n-learns to

provide access to those

students who do not have

access at home.

There is no plan to guide

technology use in my school.

A plan is not in place to help

those students who do not have

access to a device and/or

internet at home.

A plan to use older technology

is not shared with

stakeholders.

We have a TTIS available

once a week.

There are several teachers who

are eagerly wanting to create a

shared vision.

Addison has a large

community involvement.

Teachers are reluctant for long

term implementation and

change.

Teachers do not know there are

ISTE standards for teachers

and students.



The county technology plan is

not shared among our

stakeholders.

Summary of Results/Conclusions: Planning for technology was one of the weaker areas of Addison Elementary according to the

diagnostic tool. Although teachers try to give students time to complete work that requires technology, there is no plan in place to

help those students and is strictly based on each teacher. Most teachers at our school do not know the districts three-year technology

plan. Several of our teachers, some of which are in the ITEC program at KSU, are eagerly ready to form a technology community to

be able to develop a shared vision and they have the support of administration to do so. There is no requirement from the district for

the individual schools to integrate technology into their SIPs. Most teachers aren’t willing to give up what little time they have, to

be members of the technology committee. Our school uses technology to take data but there is no plan in place to mandate

technology use.

Recommendations from Gap Analysis: “Implementation planning lays the foundation for technology deployment throughout the

system,” (ISTE, 2017). To have a successful technology team, administration must allocate time for the team to meet. The team

must have a member from each group of stakeholders to get anything accomplished. A shared vision is only as good as the

technology plan put in place. You can’t have one without the other. A technology team must be formed and meet monthly. The first

order of business needs to do a technology inventory to see exactly how technology is being used throughout our school. The

administration should choose teachers who they think would embrace technology integration and would also be a spokesperson to

their grade level team and the rest of our stakeholders. Addison must communicate our shared vision with all stakeholders and

require all stakeholders input to achieve our shared vision.

Data Sources:





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

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

Guiding Questions:

• To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary

to support engaging, standards-based, student-centered learning?



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

learning?

• What tools are needed and why?

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

strategies that would benefit your school/district? (required)

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


Each classroom has been

upgraded with its own Wi-Fi

access point.

Many assistive technologies

are available for students who

need them.

Available technology: 2 laptop

carts, 2 computer labs, 1 mini

iPad per class, 1 interactive

whiteboard per class.

Not every student has access to

a device and/or internet when

they leave school.

Not a 1:1 device school.

Wi-fi is not reliable always.

Technology is not always

available when needed.

Devices are scattered around

the school and hard to locate at

times.

No plan is in place for students

who do not have

internet/device at home.

Office365 is available to use in

and out of the classroom

throughout our district.

Many students at Addison

have a device and this goes

along with the county’s BYOD

initiative.

New Addison learning

commons hoping to provide

new technology opportunities

to our classes.

Some teachers don’t use

technology in their classrooms

because it is too difficult to

obtain it.

Lack of funding to obtain more

devices.

Parents not embracing the use

of technology even after they

are given resources to help.

Summary of Results/Conclusions:

According to the diagnostic tool, Addison is meeting in the equitable access area. We have a good bit of technology available to our

students but it is not available on a consistent basis. Teachers would love to use BYOD more often but the Wi-fi access is not

always reliable. We have a wide variety of assistive technology available for students who need it. Even though our school has a

large population who have access to a device/internet at home, we still have some who do not. A plan is not in place to help these

students. There is a lack of funding to obtain more devices throughout our schools. Our media center is being turned into a learning

commons. This will help provide more use technology use throughout our media center. Some teachers provide opportunities for

students who don’t have access at home to work on technology based work during morning work or during lunch-n-learns but that

is strictly up to each teacher. For a lot of teachers, technology is mainly used to type papers or as a presentation tool. Technology is

not integrated into our school authentically.



Recommendations from Gap Analysis: We must acquire more funds to obtain more devices and make all our devices readily

available to all classes. Our Wi-Fi access needs to be addressed by the county because this is a problem across the county. Our

school needs a central location for all our shared technology. We also need a better check out system for the shared devices. Even

though the diagnostic tool says Addison is meeting in equitable access, this doesn’t mean we don’t need improvement. We have a

lot of devices but we are not using them authentically enough and with purpose. “Equitable access means more than simply

providing devices and connectivity. It also means giving every student the opportunity to learn from teachers who understand how

to use technology to both enhance learning and create quality learning experiences for students with specials needs,” (ISTE, 2017).

Forming a technology committee will help open the eyes of our stakeholders to see how little we utilize the technology we already

have. This committee can help figure out more authentic uses for technology into our classrooms.

Data Sources:





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.)


TTIS available once a week.

4 teachers in an Instructional

Technology program.

Not all teachers embrace


Many teachers have basic

troubleshooting needs.

Administration support for

technology mentoring.

Not all teachers embrace

change and the willingness to

learn how to properly integrate

technology.



Teachers use technology daily.

Teachers want to authentically

integrate technology into their

classroom to benefit their

students.

Some teachers are constantly

wanting to learn about new

technology.

Teachers know who to ask if

they have a technology related

issue.

Teachers have trouble

integrating technology

effectively.

No requirement of technology

use in teachers’ lesson plans.

Technology is not imbedded in

our teacher evaluations.

Forming a technology team to

help teachers gain knowledge

needed to integrate technology.

Teachers are not always

willing to try something new.

Most want something that has

been tested and they want to

be told how exactly to use the

technology.

Summary of Results/Conclusions: We have several teachers who are constantly wanting to learn about new technology available

to benefit student achievement. Teachers want to integrate technology in their classroom but they want to be able to use learned

technology immediately. They are not always willing to try something new and see how it goes. We still have some teachers in our

school who still struggle with basic troubleshooting. This can be a hindrance when a teacher wants to use technology but doesn’t

know how. This does help some students shine when it comes to troubleshooting because many of our students are more advanced

than some of our teachers. Teachers do feel they know who to ask if they have a problem. Not all teachers implement technology

into their lesson plans because it is not a requirement. Most teachers use technology daily even if it is for personal use or to present

material to their students.

Recommendations from Gap Analysis: Teachers must model appropriate technology use and know how to use technology to

increase productivity and enhance learning (ISTE, 2017). We can’t rely on a few people to carry a technology intuitive. It must be

carried by all stakeholders. This will help form a shared vision and achieve our technology goals. Forming a technology team will

help increase the knowledge that is being shared among our staff. Creating a technology mentoring program, this will help teachers

have someone close by when their technology fails if they need to use it right away. There isn’t always time for a work order but if

someone is available to help, then access to technology can be restored. By doing this, technology use will increase throughout our

school building.

Data Sources:







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?


County offers some

technology integration

professional learning.

Administration offers

professional learning each

month.

Teachers want to take

professional development that

integrates technology into their

teaching.

Teachers are more willing to

integrate technology into their

classrooms if they are shown

how to integrate it properly

and how to use it immediately

in their classrooms.

Professional development is

lacking in the integration of

technology.

Teachers do not have a say

with the professional

development they must attend.

Professional development is

not differentiated.

Forming a technology team to

assess the current technology

inventory.

Listen to teachers about what

types of professional

development that is out there.

Administration support for

professional development that

is found.

Teacher leaders willing to

conduct technology

professional developments.

Teachers do not have time to

attend more professional

learning.

Low morale because teachers

are forced to go to professional

development that is not

meaningful.

Funding is not always

available to attend wanted

professional development.



Summary of Results/Conclusions: According to the diagnostic tool, Addison is in the approaching category for professional

development. Addison offers a lot of professional development to our teachers but it is not always meaningful or authentic so it

isn’t always perceived well. 100% of survey participates want professional development on how to integrate technology into the

classroom. Teachers want the professional development but they just want it to meet their needs as an educator. Input is supported

but hardly ever asked for when it comes to which professional developments will be offered. The county offers some technology

professional development but it is not made readily available or known to our teachers. Funding is not always available to attend

requested professional development. Administration will support teachers wanting to attend technology based professional

development but only if funding is available to pay for their subs.

Recommendations from Gap Analysis: Forming a technology team to take a technology inventory in our school will help

determine the areas of professional development we are lacking. It does the school no good if teachers don’t even know how to use

current technology that is available. Sheninger (2014) states professional development must be authentic to the teacher, contain

options, and be engaging. Professional development must be differentiated to meet the needs to the educators on staff. Funding isn’t

always available but by having professional developments conducted by tech savvy peers every now and then would help. Teachers

must be given the time to take what they learned in a professional development and integrate it properly. “It’s what educators do

with these tools that will determine a technology initiative’s success or failure,” (ISTE, 2017). By giving teachers choices in what

professional development they take, this will boost morale and help increase the number of teachers who embrace the integration of

technology in our school.

Data Sources:





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?


Cobb County’s IT department

works hand and hand with our

schools to ensure technology is

working like it should.

Work orders are answered

quickly.

Tech support is very

knowledgeable and fixes

issues quickly.

TTIS is available once a week.

All computers throughout the

system have been updated to

Windows 10.

All classrooms have been

upgraded with an access point

per room.

Some teachers still have

trouble with basic technology

troubleshooting.

Tech support is not available

all the time.

Help desk tickets must be

submitted when a problem

arises that can’t be fixed by the

teacher.

Some teachers don’t put in the

help desk tickets so technology

isn’t fixed.

Forming a technology

mentoring program to help

teachers with quicker tech

support.

Providing basic

troubleshooting professional

development.

Some teachers are frustrated

that every time they want to

use technology that is

available, it doesn’t work.

Some teachers don’t see the

need to use technology if it is

always giving them problems.

Summary of Results/Conclusions: Technology support is one of the only areas where Addison is in the meeting category. Overall,

Addison has technical support when needed. Our county tech support fixes issues quickly. We have a TTIS available once a week

but that isn’t helpful the other four days. All classrooms were upgraded at the end of last year with their own access point so we are

hoping to see a Wi-fi connection improvement this year. Some teachers still have trouble with basic technology troubleshooting.

When technology is used and a problem arises, some teachers don’t put in a help desk ticket so no one knows there is an issue to fix

until the next person tries to use the technology. Some teachers feel if technology isn’t reliable then why even bother using it in

their classrooms.

Recommendations from Gap Analysis: We have a lot more technology than some schools but it is often not working. Sometimes

this is a quick fix but sometimes it isn’t. Teachers must put in help desk tickets if there is a problem that can’t be fixed by a

technology mentor. The mentor program will be put in place to help teachers with simple troubleshooting needs. Providing



professional development for staff to learn how to do basic troubleshooting would help a great deal. The technology mentor team

can also help provide instructional support if a teacher is struggling with what type of technology to use in a lesson.

Data Sources:





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?


Some teachers align their

lesson plans with technology

standards.

Content standards are aligned

with technology standards.

Some educators, students and

parents are not aware of the

ISTE standards for students.

Teachers don’t always know

the technology related

resources available to them.

Technology literacy is not

assessed regularly throughout

our school.

Though our technology team,

all stakeholders will be aware

of ISTE standards for students.

The technology team will form

a more consistent way to

assess students’ technology

literacy.

It’s just one more thing on

teachers’ plates.

Summary of Results/Conclusions: Curriculum framework is still in the beginning stage for Addison. 60% of participants stated

they would like to help in developing a curriculum framework that integrates the technology standards with the core curriculum.



Some teachers already align their lesson plans with technology standards and know the ISTE student standards. Some stakeholders

are not aware of the ISTE standards for students. Teachers don’t always know the technology related resources available to them.

There is no plan on how technology literacy is assessed throughout our school. We have a wealth of technology resources but we

need to make them known to all our stakeholders.

Recommendations from Gap Analysis: The technology team needs to make sure all stakeholders know the ISTE technology

standards for students. Teachers must know all the available technology resources for them to be used purposefully. For technology

to be used to its full potential, it must be intertwined in the existing curriculum to have the wanted result (ISTE, 2017). The

technology team will form a more consistent way to assess technology literacy across our school. Teachers can’t think of

technology standards as one more thing. They must intertwine the common core standards with the ISTE standards for students so

they are teaching them together and not explicitly at different times. Administration needs to make technology a part of teacher

evaluations or at the very least require teachers to incorporate technology into their lesson plans.

Data Sources:





References

ISTE. (2017). Essential Conditions. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions

ISTE Lead and Transform Diagnostic Tool. (2008). ISTE.org. Retrieved 8 July 2017, from https://www.iste.org/standards/tools-

resources/lead-transform/diagnostic-tool/results


SAGE Company.



Appendices

Appendix A: Results from ISTE Lead and Transform Diagnostic Tool

Appendix B:

Survey

Results

https://docs.google.com/forms/d/e/1FAIpQLSfPes0UjuhjuWtmkF0Er8l5hQOWyVt1QtPPayJ0v2Ef6nSuhg/viewform?usp=sf_link

https://docs.google.com/forms/d/1RuOHAmtMT58dJ_gv9cJzl2ZPKYFid47PvqfvbGFfEB4/edit#responses

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