essential condition one: access to...

ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?

Name: Jennifer Carroll (Ashley Kinser) 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 Smartboards and Smart

Software in all math, science and literary classrooms

Canvas (LMS) used to create online modules

Technology classes (Web 2.0, graphic design, digital photography, video production, computer robotics, coding and programming,

All teachers have laptop, surface pro and/or iPad

District encourages Bring Your Own Device.

Several teams already implementing a 1:1

Lack of teacher knowledge of effective research-based methods to use technology effectively vs. productivity tool

Teachers lack of knowledge and incorporation of ISTE standards in content area

Current lack of devices for all students to have access

Teachers’ negative viewpoints of bringing technology in to the classroom

1:1 Device implementation plan (coming August 2016)

Professional Development designed around research-based methods for incorporating and differentiating with technology

Increase student technology skills in technology classes

Attending technology conferences

Non-skilled teachers Lack of buy in from all

stakeholders involved Stakeholders not seeing

benefit of technology immersion in the classroom

Standardized testing influencing teacher pay

Change in standards (GPS to common core, ISTE)

Over use of direct instruction in classrooms


approach

Summary/Gap Analysis: Dalton Middle School is already providing technology to several teachers and teams within the school. Several teachers have been working to learn to effectively implement the use of the technology in to their classrooms as well as having the students using the devices. However, the survey results indicated that a majority of the teachers are still using the devices for basic assessment and research. There is a need for additional professional development to support teachers in learning efficient research-based strategies and methods such as project-based learning to utilize with the technology. The technology classes that have been added over the last several years are benefiting the students in increasing their skills for using the technology beyond a word processor and google search engine. The teachers could benefit from knowing what students are learning in these classes to incorporate these strategies with the design of their course curriculum. The teachers could survey students to determine which programs/resources involving technology have been the most efficient and effective at helping explore and retain academic content. Dalton Middle School has a great opportunity with the new 1:1 implementation plan proposed for August 2016. The biggest threat to failure is the buy in of all stakeholders. The principal, technology specialist, and teachers who have experienced success really need to help provide support, evidence and encouragement to stakeholders who are still doubting the incorporation of technology in to their classroom. These stakeholders must feel 100% supported and even feel the reassurance that failure is acceptable in the early stages of any new approach.

Data Sources:Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: CorwinDalton Public School. (2015). Three-year technology plan. Dalton, GA.Kinser, A. (2016). Technology survey. Personal communication with district technology specialist Personal observations from 4 years of service


ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community. Guiding Questions:

Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?

To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?

To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing tomorrow’s workforce? For motivating digital-age learners?

What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to

improved student achievement? Explain how will you advocate for a solution.Strengths Weaknesses Opportunities Threats

District appears to have a clear vision for technology as seen in the technology plan

Majority of teachers see the need to incorporate technology in to the classroom due to the growing technology in the outside world

Principal is supportive of a vision and technology plan

All stakeholders are not aware or familiar with the vision addressed in the technology plan

Only a three-year plan and it doesn’t seem to address the upkeep of the technology

Teachers not incorporating technology standards in with content standards

Technology Plan and Vision are separate proposals

Community discussions Working with local

businesses to determine what technology skills workers need to have to be employed at specific businesses

Expand technology team to include more faculty involved with the implementation process

Carpet mills are dominate in Dalton and may not need as much technology skill as bigger cities

Industry change in future years resulting in unnecessary skills

Potential Budget issues


Summary/Gap Analysis:

The Dalton Public School technology team has a well-constructed, clear vision for incorporation of technology for teachers and students. However, based on personal observations and results from the technology survey, most teachers are unaware of who is on the technology team and what vision has been developed. The teachers, students, and community have all been included in the technology plan but have not been a part of the creation of the plan. The technology plan and vision for the school have also not been intertwined. Therefore, the technology team needs to re-evaluate the design/make-up of their team and incorporate representatives from all parties involved. The technology plan and the vison for the school need to be intertwined to create the best possible shared vision for the school. The shared vision then needs to be readily available, public and reviewed by as many of the stakeholders as possible. The stakeholders can provide feedback for the shared vision. This allows the stakeholders to have a bigger buy in to the shared vision because they will feel they have contributed to the creation of the vision and feel the goals are more achievable (Creighton, 2003).


ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources. Guiding Questions:

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

What should be done to strengthen planning? In what ways does your school address the needs of diverse populations in the school or district to include how race,


gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.

Strengths Weaknesses Opportunities Threats District has a strong

three-year technology plan

Students are able to enhance technology skills in technology courses available during connections

Technology plan not integrated in to school improvement plan

No specific technology team at the middle school

Lack of representation of middle school faculty on current technology team

Majority of stakeholders unaware of the technology plan

1:1 implementation plan allowing technology access for all students

Potential free community Wi-Fi with school credentials

Hot spots around town for accessibility

Technology team could present technology plan to all schools

Create school technology team that meets with district technology team to provide input from faculty

Focus of plan is on getting devices in the hands of all students and less on using technology to improve instruction

Funding Potentially new middle

school and high school being built due to increase in size


The district has done a great developing a three-year technology plan with goals for implementing the technology. However, there needs to be more communication between all stakeholders and the goals that have been developed. District and school need to work together to integrate a technology plan and school improvement plan that work together to meet shared goals. The technology plan currently focuses more on getting the technology in to the hands of the students instead of the use of technology to aid in the academic success in the classroom. I believe the district and individual schools would see more success if they restructured their technology design team to include a variety of representatives. Another approach this district could take is creating individual school technology teams. This would allow each school to have a team to discuss ideas, suggestions, and concerns. Then the district team could be made of one to two representatives from each individual school team. The biggest threat I see to the middle school and high school is the current talk of building two new schools due to increase in population. This could hinder the


progression of the technology plan due to excessive changes that would take place and decrease in potential funding due to need for funding for new school, additional employees, and basic material needs for any school to operate.

Data Sources:Dalton Public School. (2015). Three-year technology plan. Dalton, GA.Kinser, A. (2016). Technology survey. Personal communication with district technology specialist Personal observations from 4 years of service

ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups – ie. females.)

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

To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning?

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

What tools are needed and why? How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)? Do students/parents/community need/have beyond school access to support the shared vision for learning?

Strengths Weaknesses Opportunities Threats All teachers have

personal laptop, surface pro, and/or iPad

Several 6th and 7th grade teams are equipped with 1:1 devices

1 computer lab 6 iPad class carts

available for checkout to teachers

Bring Your Own Device

Current lack of devices for all students

BYOD still limits low SES students

Internet Connectivity for all students outside of school

Work with businesses to reuse/repurpose old or unused devices

Provide students with maps of free Wi-Fi located around community

Set up additional hot stops at frequently visited locations: community center, library, boys and girls

Increase in student population

Consistent funding to upkeep devices or replace devices

Misuse or mistreating provided devices


Internet access throughout entire school building

Boost, after school program, utilized to provide students with needs (computers, internet access, materials) a time and place for additional support

1:1 Implementation Plan ready for 2016-2017 school year

club Potential free

community Wi-Fi with school credentials

1:1 Implementation Plan

Summary/Gap Analysis: The district and school has done a great job trying to provide equitable access. However, there is still a major lack of devices. The district has created a 1:1 Implementation plan for the 2016-2017 school year. Therefore, each student third grade through twelfth grade should receive a device within the first week of school. This will help provide equitable access to technology regardless of socioeconomic status, gender, or academic intelligence. The issue will still be ensuring all students are able to adequately use their devices and have access to connectivity for academic use outside of the school building. The technology classes offered during connections can help enhance student technology literacy. All students could be given a basic skills test to see which students need priority in obtaining the courses. The issue with outside connectivity is being addressed through setting up community hot spots at highly visited, local areas for our students, and the district is working to become a free Wi-Fi community. Access to the Wi-Fi would be available using student login credentials.Data Sources:Dalton Public School. (2015). Three-year technology plan. Dalton, GA.Kinser, A. (2016). Technology survey. Personal communication with district technology specialist Personal observations from 4 years of service


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 Hiring more

technologically savvy professionals

Several teachers pursuing higher degrees in technology

All teachers are proficient with email, Infinite campus, and Microsoft Office programs

New college graduates are familiar with the use of Learning Management Systems due to online courses

Teachers are using LMS for gradebook, communication with parents and students

Technology staff knowledgeable about technology but not as knowledgeable about instructional practices and content

Lack of training on new devices for teachers

No technology specialist/coach onsite

One technology support staff to inquire and fix the technology problems in the building

Training courses for PLU

Technology cohorts set up within schools with local college

Teachers can self-train to trouble-shoot minor problems through internet sites and instructional videos

Technology savvy professionals going in to other careers

Budget for training not available

Time training occurs (during planning, after school, during summer)

Some teachers still avoid training and necessary steps to become proficient with technology due to personal belief of technology


Teachers with 1:1 devices have created classes and coursework on the LMS for students to access and use


In my four years with Dalton Middle School, there have been 10-15 new hires each year to replace retiring teachers and meet the demands of our growing student population. The new hires mostly consist of teachers within their first few years of teaching. Therefore, many of the new hires are showing advanced knowledge and skill of the newest technology due to college program requirements. The current employees are starting to see the importance and the increasing availability of technology. Several teachers have or are currently getting higher degrees in instructional technology. Teachers are beginning to incorporate a blending learning environment with the resources available and the system LMS. A very important focus to strengthening this area is making sure there is adequate training provided when new technology is brought in. The training needs to be on the usage of the technology and on effective methods to incorporate the technology in to the course. There needs to be incentives and motivation for teachers to attend the trainings. You do not want to force anyone to do something or they may become even more resistant. The principal and other administrative support need to figure out the best possible timing for the training. Teachers can become very resistant when their planning period, after school time, and summer break is used for training. Therefore, the people in charge need to make sure the training is effective and efficient while providing several options and incentives for teachers using these times to obtain additional training.

Data Sources:Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: CorwinKinser, A. (2016). Technology survey. Personal communication with district technology specialist Personal observations from 4 years of service


ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas. Guiding Questions:

What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see

Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate

topic? How must professional learning improve/change in order to achieve the shared vision?

Strengths Weaknesses Opportunities Threats Qualified teachers who

can lead professional development

Teachers willing to collaborate with each other

Five teachers in each department to collaborate content and technology integration

Lack of teacher input and/or feedback before implementation plans are presented to all staff

Professional learning opportunities quick and crammed full

Professional learning often last a planning period or a work day (inefficient amount of time to adequately learn technology and/or research-based strategies)

Lack of adequate training can result in teachers not using new technology

Professional learning focused on content and pedagogy rather than

Grant Proposals for additional funding for training and professional learning

Attend conferences Teachers can train

teachers

Lack of funding from school to bring in trainers for professional learning

Lack of funding to send teachers to conferences

Teacher attitude toward training sessions

ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school? technology

Summary/Gap Analysis: There is a major need for ongoing professional learning at Dalton Middle School. Through personal experience the professional learning opportunities have been focused on instructional strategies rather than technology or the integration of both technology and content. There is always the issue of available funding for professional learning. Therefore, the training sessions and ability to send teachers to state and national conferences can become very limited. There are several teachers that have already received a higher degree in instructional technology, and there are several working on this particular degree at this very moment within our school. These employees should be valued and utilized. These teachers could be provided with incentives for designing and teaching professional learning sessions. The administrators and others involved need to make sure that the courses are effective and efficient. Teachers can possess very negative attitudes toward professional learning opportunities due to the focus of training, timing of training, and personal experience from other trainings they felt were a waste of their time. In my survey, 100% of the respondents said they would willing attend professional learning focused on effectively using technology in the classroom. They were also asked what additional training they would like to see in professional learning sessions: blending learning, video creating, and web design. The overwhelming response was blended learning. Therefore, the teachers are interested in technology and curriculum in the classroom but they are voicing the need for additional knowledge on the topic.


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

Technical support very knowledge about devices and how to solve problems and repair as needed

Teachers place technical issues in HelpDesk – assigned and checked off once completed

iPads available a week in advance

1:1 devices (already distributed to several teams) are currently new and working great

Only one tech support to help meet the needs of over 1000+ devices, 1800+ students, and 150+ staff

Immediate technical support not available due to only one tech support on campus

Laptop carts available but very unreliable, slow, do not hold charge

Help cannot be provided from tech support unless helpdesk ticket has been placed online

Hire more tech support Newly hired tech

support can possess both technical support knowledge as well as instructional knowledge

Media Specialists can help with some technological issues and potential instructional issues

Technical support paid better in a business world than education world

State requirements for online testing taking tech support time away from teacher needs

Forgetting to place helpdesk orders

2016-2017 1:1 Implementation Plan - More devices, more issues, still only one tech support on campus therefore even longer waiting time for fixing issues

Teacher frustration with technology issues

Summary/Gap Analysis: The amount of technology is continuously increasing at Dalton Middle School. There is currently only one technical support employee. He is having to attend to over 1000+ devices, 1800+ students, and 150+ faculty. The current method of putting in a helpdesk ticket is very efficient on making sure that the issues are assigned and addressed. However, the turn-around time for getting the issue resolved can be days to weeks considering the size of the school, the number of devices, and the availability of only ONE technical support employee. Therefore, the district/school really needs to see about hiring additional technical support. In the process, they need to look for new hires that are also knowledgeable with the instructional side of the classroom as well. With the 2016-2017 1:1 implementation plan, there is going to be a major need for additional support. Otherwise, teachers are going to become frustrated when there are issues with the technology and the response time is not adequate. This could cause withdrawal


from teachers, and they may revert back to old teaching strategies not involving the technology resources.

Data Sources:Dalton Public School. (2015). Three-year technology plan. Dalton, GA.Kinser, A. (2016). Technology survey. Personal communication with district technology specialist Personal observations from 4 years of service

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.Guiding Questions:

To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day

instruction and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the

GPS/CCS as appropriate? How is student technology literacy assessed?

Strengths Weaknesses Opportunities Threats Teachers who are or

who have pursued higher degrees in instructional technology are very knowledgeable about technology standards for students

Administrators and technology teams are familiar with ISTE standards

Teachers are aware that

Lack of knowledge of ISTE standards from most teachers, students, and parents

Some teachers, students, and parents are familiar with technology standards but believe these standards only to be applied in technology classes

Technology standards

Sharing/collaborating with other teachers how you are integrating technology in with the content standards

Technology team, department heads, academic coaches can work on aligning both set of standards

After school meetings (PTA, parent night, etc.) can be used to

Teachers see content standards as first priority so technology standards can be left out completely

Technology standards aren’t tested in EOGs and EOCTs

No effective measuring tool to access technology standards


technology has been incorporated in to the common core

New technology courses available for students to help bring awareness to students

and content standards taught more isolated

Lack of digital curriculum resources

inform parents, share technology standards and implementation plans and ideas

Use LMS commons areas to share technology ideas

Summary/Gap Analysis: Most of the teachers at Dalton Middle School are unfamiliar with the technology standards for students. The technology teachers and teachers who have pursued higher degrees in technology field are familiar with the standards. There is a need for collaboration to occur between the teachers who are knowledgeable and the teachers who are less knowledgeable about these standards. This collaboration can help begin discussions on ways to incorporate the technology in to the academic classes effectively instead of in isolation. Teachers are very aware of the need for technology incorporating but need motivation, encouragement, and support to feel comfortable in using the technology in their classroom with the content standards to help improve student achievement.Data Sources:Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: CorwinDalton Public School. (2015). Three-year technology plan. Dalton, GA.Kinser, A. (2016). Technology survey. Personal communication with district technology specialist Personal observations from 4 years of service

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