essential condition one: access to … · web viewtechnology use aligned to research-based, best...

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?

Name: Benjamin Lam EDL 7205, Semester: Fall 2014

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 Every classroom is

equipped with a projector and speaker system

Several teachers have won technology mini-grants ranging from iPads, Apple TVs, MIMIOs, and digital cameras

There is a school-wide effort to earn STEM Certification

Statewide First Place Winner for STEM Day 2014

Technology Coach holds professional development monthly

All teachers maintain websites that have been updated

There are two COWS of chromebooks, one

Some class websites are not updated regularly or used as method for instruction and communication

Teachers and students do not regularly utilize the Google Drive

Teachers focus on technology is a more drill-and-practice approach rather than constructivist approach

STEM certification is focused more on one course rather than integrated into all school processes and instruction

Projectors and interactive whiteboards are used in more of a lecture setting than in an interactive setting

Technology Coach could meet more regularly with teachers in PLCs to assist in planning technology-rich constructivist lessons

Teachers can apply for more technology mini-grants and donorschoose.org projects to reduce technology-student ratio

Computer labs should be made available after school for students to work on projects and have access to technology

Students and teachers should more regularly utilize the Google Drive to turn in assignments, receive feedback, and

There is a 3:1 ratio of students to device

COWs are not available for instruction during certain months due to state/district assessments

Parental use of class websites is extremely low

Devices are not available for student check-out for students that don’t have access to technology at home

Students do not regularly type in class, this will be a problem on new online GMAS test


laptop COW, and an iPad lab available for classes to use

Courses offered in business technology and computer-coding

with students collaborate on projects.

Summary/Gap Analysis:

Isle of Hope K - 8 School has a large number of technology devices available for student and teacher use. Teachers can be observed using technology throughout the school day for instruction, and students are using technology in many classes on a regular basis. The school has two computer labs that are used to teach a business technology course to grades 4 – 8 and a computer-coding course. These computer labs are also used afterschool for robotics and multimedia clubs. Isle of Hope K - 8 School was recently awarded first place in the state for its 2014 STEM Day activities.

Still, technology is often underutilized at Isle of Hope K - 8 School because teachers often use technology for direct instruction and presentation. They also do not regularly update class websites. Students and teachers are greatly underutilizing the Google Drive resource that could revolutionize assignments, feedback, and collaborative work in the classroom.

The biggest challenge that the school faces is the student-to-device ratio, which is 3:1. This limits the availability for teachers to use technology in the classroom, thus limiting their ability to develop complex, constructivist, and technology-based projects for students. Data Sources: Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 - 2014. Retrieved November 4, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.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? Strengths Weaknesses Opportunities Threats

SCCPSS has a clearly articulated vision and 3-year technology plan

Teachers and administrators view technology as a very important component of effective instruction

The Media Specialist works with administration and district technology staff to develop a plan for technology integration

The school vision is not regularly articulated to staff or parents

Technology is viewed more as a tool for remediation and practice rather than creating a vision for technology influencing learning

Parents should have more involvement in the writing process of the school technology plan

The SCCPSS technology plan should be used as a guide for staff when writing the school technology plan

Staff should review the district and school technology plan when developing lessons and/or professional development

Not all teachers or administrators view technology as a means to make serious change in student outcomes

Teachers do not believe that technology access is distributed equitably throughout the district and school

Parents and key stakeholders are not involved in the writing process of the technology plan

Summary/Gap Analysis: School District Leaders have developed a comprehensive three-year technology plan that clearly articulates a shared vision and mission with supporting goals and strategies to achieve that vision. Unfortunately, this plan is not reviewed by school staff or referenced when developing the school technology or accountability plan. The school vision is clearly articulated in the school improvement plan, but is lacking in linking this vision to the district and school technology plan.

Parents and key stakeholders need to be more involved in the writing process of the school technology plan. This valuable input is vitally important to the successful implementation of technology into the curriculum. The leadership team needs to be take the initiative to get technology fully implemented in the school. Data Sources:Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 - 2014. Retrieved November 4, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.pdf

SCCPSS Technology Plan 2012-2015: http://internet.savannah.chatham.k12.ga.us/district/ddi/Documents/FINALTechPlan2012-2015.pdf

http://internet.savannah.chatham.k12.ga.us/district/ddi/Documents/FINALTechPlan2012-2015.pdf


Data from teacher survey: See Appendix A

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?

Strengths Weaknesses Opportunities Threats STEAM Committee is

focused on improving technology integration and earning STEM certification

District has a 3-year technology plan with clearly outlined goals and strategies

STEAM committee consists of representatives from everyone grade-level/department PLC

Staff members are not familiar with the school technology plan or the SIP.

STEAM committee focus is very narrowed to one connections class instead of school-wide

More closely align SIP goals to include technology and problem-solving based learning to target student-learning problems evidenced by school data.

Provide professional development for teachers on how to effectively use technology to improve student-learning

STEAM committee should use the district technology plan to focus their efforts towards increasing technology usage and meeting STEM certification efforts.

Focus of SIP is on increasing test scores and little focus is placed on using technology

Technology is used in large part to administer benchmark and summative assessments making it unavailable for long periods of time for instructional use

Summary/Gap Analysis:


Teachers at Isle of Hope K8 School firmly believe that technology plays a crucial role in the education of today’s learner. Isle of Hope is emerging in its ability to integrate technology into the learning environment. In 2014, the staff made a concerted effort to participate in the Georgia STEM day. For these efforts, the school was awarded first place in the state. A STEAM committee has been formed at the school to plan and develop a STEAM curriculum and activities in order to obtain STEM certification from the State of Georgia.

Unfortunately, many staff members are unfamiliar with the district’s technology plan, and believe that not enough is done to ensure that technology is readily available and accessible for all students and teachers. The STEAM committee has been very narrow focused so far with most of its emphasis placed on one teacher and his technology classes. This effort needs to be made more school-wide and involve more students and teachers. The School Improvement Goals should focus on integrating more technology to improve student learning rather than just merely focusing on test results. Data Sources: Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 - 2014. Retrieved November 4, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.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?

Strengths Weaknesses Opportunities Threats Every classroom has

either a projector/speaker system installed in the ceiling or a projector on a cart

All teachers have either a laptop or desktop computer

All homeroom

Internet access in the portables is extremely weak or nonexistent at times

Teachers are not always comfortable with using some of the available technology because scheduling problems makes it difficult for

Staff will participate in professional development provided by the instructional technology coach weekly

Peer coaching will used to provide extra support in addition to the professional

Budget restrictions have made it difficult for school administrators to purchase new technology

Many computers are over 5 years old. These are extremely slow and crash often. The technology department



classrooms are equipped with 3 desktop computers

The Media Center has a variety of technology devices available including iPads, chromebooks, laptops, student response system, etc.

All district computers are equipped with productivity tools and a variety of instructional software

All administrators have district issued iPhones for communication purposes

Large number of students have access to electronic devices and computers at home

Parents and students are used to using technology for communication and work.

The school is assigned an Instructional Technology Coach who is at the school once per week.

The school has two computer labs

The district operates a

them to use it frequently Some teachers do not

update their websites on a consistent basis while others have created very elaborate, interactive websites that are updated frequently.

Testing schedules and demands limit the availability of technology for instructional use as many of the computers are made unavailable for an entire month to administer benchmark assessments

The computer labs are used as full classrooms therefore making them unavailable for general use by the school

The student to device ratio is 3:1

development and classroom assistance provided by the instructional technology coach

Media Specialist will ensure that there is a fair check-out process in place for equitable use of technology

A list of instructional technology available in the media center with suggestions for its use with students will be provided to staff

Computer labs will be available for school-wide use when not in use as a classroom.

will not service devices over 5 years old.

Classrooms do not have adequate numbers of computers limiting teachers to a rotation schedule for only drill and practice exercises.

Free/reduced lunch percentage is 74% meaning many students do not have access to electronic devices to complete assignments after school


technology support department that provides technical support both over the phone, through email, and in person.

Summary/Gap Analysis: The school and district has done an excellent job of ensuring that there are ample amounts of technology available for student use. Title I funds have also helped purchase new technology. However, The school still experiences a large device to student ratio of 3:1. This ratio is a little skewed as well because the two computer labs are not available for school-wide use as they are used as classrooms. Additionally, the testing calendar and demands have created a unique position where a vast majority of computers and laptops are reserved for an entire month to complete the assessment. This greatly reduces the amount of technology available for student- and instructional use.

The school needs to provide teachers more professional development and support in the classroom for technology integration. The technology in the media center also needs to be made available more often and checkout procedures must be in place that ensures equitable distribution of the resources. Administrators need to work with district officials to draft a budget that uses both general funds and Title I funds to purchase more technology for instructional use to decrease the device to student ratio. Data Sources:Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 - 2014. Retrieved November 4, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.pdf


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 All teachers have

received training using Teachers use

technology in low- Technology integration

should be a component The instructional

technology department


the Student Information System, TIENET for RTI, Google Drive, and other productivity tools

Teachers use email to communicate frequently

Teachers receive professional development monthly from the instructional technology coach

Each school is assigned an instructional technology

All teachers have classroom websites that they update periodically

engaging manner where the technology acts more as an expensive paper and pencil

Teachers do not receive enough follow-up support in the classroom to create engaging lessons that are rooted in a constructivist idea of learning.

Teachers do not have enough planning time to plan for technology based lessons because many planning periods are taken up by PLC meetings and professional development

of the weekly PLC for all staff

Instructional Technology Coaches should arrange their schedule to allow for delivery of professional development but also to provide support in the classroom for teachers

Teachers should share technology ideas and resources they use at PLCs and faculty meetings

The STEAM committee should develop a suggestion for instructional technology use in classrooms to assist teachers in planning for STEAM activities

only has a few coaches for 50+ schools. Each coach has about 6-8 schools they are responsible for, thus limiting the amount of time they can assist teachers with lessons and technology.

Teachers do not have enough time to explore technology resources due to other commitments; therefore teachers do not use technology beyond their comfort level.

Summary/Gap Analysis: All faculty and staff are well versed in how to effectively use productivity tools including word processors, spreadsheets, presentational tools, and email for daily work and communication. There are very few teachers that use technology to support constructivist learning in their classrooms. The instructional technology coach is on site once a week, and one day each month is set aside for professional development in technology integration.

Each grade level/department meets weekly in professional learning communities. It is suggested that this time is used to collaborate for teachers to learn from their peers and the instructional technology coach better ways to involve students in constructivist learning rich with technology use. The STEAM committee should also be developing a technology plan for teachers to follow that is aligned with the school improvement plan. The Media specialist can work with the STEAM committee to develop a list of suggestions on projects teachers can use each available technology for. Data Sources:Creighton, T. (2003). The Principal as Technology Leader. London, England: Corwin Press, Inc.

Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 - 2014. Retrieved November 4, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement


%20Plan%20IOH.pdf


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?

Strengths Weaknesses Opportunities Threats Instructional

Technology Coach provides monthly professional development for all staff

The district technology department provides ongoing trainings throughout the year

Head of instructional technology sends a weekly e-newsletter with useful websites teachers can use in the classroom and/or for planning

All technology mini-grant recipients receive several trainings on their technology and

Most teachers do not have time to explore topics they have learned; therefore their implementation is either very low or non-existent.

Each month focuses on a different professional development activity rather than focusing on one use of technology

Teachers can’t always get time off to attend district technology trainings.

A schedule should be worked out more clearly to allow the instructional technology coach to be in the classrooms more supporting teachers integration of technology

Teachers need to be allowed to have professional learning time to attend district professional development opportunities that are free

Teachers should be encouraged more to apply for district technology mini-grants

The PSC suspended PLU requirements for certification renewal. Teachers have not been as concerned with attending professional development during this time period.

Budget cuts over the past several years has severely limited the school’s ability to pay for teachers to attend professional development or to invite professional development to the school

The technology coach is divided among 6-8 schools, limiting her


receive ongoing support in the classroom

Several teachers are school representatives for district content areas. They redeliver any professional development to the staff from their meetings

The administration includes a comprehensive professional development plan in the school improvement plan

Build in time during professional development for teachers to practice with the technology and ask questions

time she can spend in the classrooms supporting teachers

Summary/Gap Analysis: The district has an instructional technology department that is very dedicated to assisting teachers with the integration of technology. The instructional technology coaches are at each of their schools weekly, and provided ongoing professional development as planned by the department and site principal. Unfortunately, professional development often demonstrates teachers how to use a new technology in the classroom in a very basic manner without providing teachers time to practice with it. Then due to budget constraints, other commitments, and lack of time, teachers often don’t receive follow-up trainings on the technology. Therefore, teachers do not feel comfortable using the technology in their classroom.

The instructional technology coach should develop a plan with each teacher and/or grade level that is based on his or her competency level, technological knowledge, and needs in order to provided more differentiated, targeted professional development. Teachers need be provided with the time to attend district professional learning opportunities, and they need to be allowed to attend follow-up sessions as needed. After attending a professional development session, the instructional technology coach should develop an action plan and assist the teacher with implementing their new knowledge in the classroom.

Data Sources:Creighton, T. (2003). The Principal as Technology Leader. London, England: Corwin Press, Inc.

Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 - 2014. Retrieved November 4, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.pdf





ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources. Guiding Questions:

To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology in the classroom?

Strengths Weaknesses Opportunities Threats The district maintains a

fully-staffed technical support department

The HelpDesk is available over the phone or by submitting a work order online

All technology support specialists are very knowledgeable and friendly

The Media Specialist is the liaison between the school and technology department

Internet access is sometimes weak, especially in the portables or in the afternoon when more people are on the network

Many computers are greater than 5 years old and not serviced by the HelpDesk any longer

The Student Information System slows down greatly at peak times.

Teachers don’t always have time to call the HelpDesk

The Media Specialist should be trained and provided more power to troubleshoot technology problems

Each school should identify tech-savvy teachers to be the first line of troubleshooting problems

Students sometimes steal devices thus limiting the amount of technology that is available and can be purchased

There are only 2-5 on site technology specialist to troubleshoot problems and only a few HelpDesk technicians. The beginning of the year is very slow at getting technology problems fixed for this reason.

The district network has not been upgraded and cannot always keep up with demand.

Summary/Gap Analysis: The district maintains a technology HelpDesk to troubleshoot problems. The HelpDesk has a phone system for technology support during the day and has an online work order system for staff to submit technology work orders. These work orders are completed in order they were received. This can delay teachers receiving the support they need, especially at the beginning of the year when there are many technology problems. The district network has not been upgraded in


a while; therefore the network sometimes can not keep up with demand especially at peak times like the end of marking periods when teachers are inputting grades.

The Media Specialist has little ability to troubleshoot technology problems and support teachers in this manner. The district should train Media specialists and tech-savvy teachers to provide basic troubleshooting which would free up the HelpDesk and allow them to respond to more difficult problems faster. Data Sources:Creighton, T. (2003). The Principal as Technology Leader. London, England: Corwin Press, Inc.




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?

Strengths Weaknesses Opportunities Threats The district uses the

ISTE technology standards in its technology plan and that are recommended by the Georgia Department of Education

Resources are available on the district intra-network and the Media

A majority of teachers are not aware of the ISTE technology standards

Technology standards are not required components of lesson plans

Teachers should be provided with professional development on the ISTE technology standards

The district should develop a plan to assess student mastery of technology standards

ISTE standards should

Teachers do not assess technology standards

There is no plan for integrating technology standards into the curriculum at the school level



Center Technology coaches

assist teachers with implementing technology standards when asked to

be a required component of weekly lesson plans and units.

Summary/Gap Analysis: The district uses the ISTE technology standards that are recommended by the Georgia Department of Education in its three-year technology plan, but these are not effectively implemented at the school level. A majority of teachers do not what the technology standards are, and there is no plan to effectively assess a student’s mastery of the technology standards. The instructional technology coaches need to do a better job of presenting these standards in professional development and then assisting teachers with the implementation of them in the classroom.

The school improvement plan should contain a plan for implementing technology standards into the curriculum with a plan for assessment. The use of these standards should be documented in the weekly lesson plans and curriculum units. Teachers should receive assistance from the technology coach on integrating these standards into their content area standards so that they enhance the curriculum. Data Sources:Creighton, T. (2003). The Principal as Technology Leader. London, England: Corwin Press, Inc.




Appendix A: Data from online surveyOnline survey available at: http://goo.gl/forms/vbLVZZVMCZ Rate the following from 1 – 5 with level you agree with each statement (5 being the best).1. I feel confident using educational technology in my classroom to enhance the curriculum

a. Average Response: 4.22. The professional development I have received on educational technology is adequate for my needs

a. Average Response: 3.43. My students and I have access to the educational technology resources we need.

a. Average Response: 2.84. Educational technology resources are distributed equitably in my school

a. Average Response: 2.85. District and school policies are effective in supporting the use of technology to support learning

a. Average Response: 2.8

http://goo.gl/forms/vbLVZZVMCZ



6. Funding for educational technology is adequate at my school to purchase new technology and replace existing technology.a. Average Response: 2.0

7. Technology plays an important role in meeting the goals of the school improvement plan.a. Average Response: 3.8

8. The technology plan at my school is aligned with the school vision and school improvement plan.a. Average Response: 3.4

9. My school offers a high level of technical support in order to assist me in troubleshooting problems with technology.a. Average Response: 3.2

10. The curriculum and standards are aligned with standards of the digital age.a. Average Response: 3.2