itec 7410 swot analysis template for technology planning...

ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name: Sara Lawson 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

BYLD program has 100%

teacher participation and 80-

90% student participation

(DRMS, 2016)

Students have responded well

to the BYLD program (Survey)

DRMS utilizes a variety of

instructional software (DRMS,

2016)

Staff report that students spend

classroom time on organized,

meaningful learning activities

which integrate relevant

technology as often as possible

(DRMS, 2016).

Staff report there is evidence of

Bandwidth is not always

enough for usage (Survey)

Additional professional

development is needed for

teachers to fully integrate

technology into the classroom

(Hightower, 2016)

Current professional

development focused on

technical not pedagogical

themes (Survey)

New DRMS facility for

SY2016-2017 will include: One

to one initiative, five computer

labs, a Global Learning Center

that can be used for web

research, skyping activities, etc,

and possibly a 3D Lab (Cooper,

2016)

Staff members have expressed

an interest in the flipped

classroom model (currently

occurring in some science

classrooms in seventh and

eighth grade) and using the

Write To Learn software in all

seventh grade Language Arts

classrooms (DRMS, 2015).

Ever changing assessment

metrics (Hightower, 2016)

Minimal state funding goes

towards technology

(Hightower, 2016)

Frequent changes of standards,

most recently to the GSE,

makes it difficult to maintain

software aligned to the

standards (Personal

observation)



extensive integration of

technology into the curriculum

(DRMS, 2016).

Summary/Gap Analysis:

Within Cherokee County School District (CCSD) and Dean Rusk Middle School (DRMS) there is a push to use technology to

improve student academic performance. According the School Improvement Plan, DRMS is ahead of the overall district in terms of

implementation, with 100% of DRMS teachers participating in the BYLD program, while the district averaged 46% of middle school

teachers participating (CCSD; DRMS 2016). DRMS has 80-90% of students participating in the BYLD program, while the district

averaged 51% participation for middle school students (CCSD; DRMS 2016). Most staff indicated that technology was being

extensively integrated into the curriculum, and relevant technology was being used as often as possible (DRMS 2016). DRMS uses a

variety of curriculum based software programs that are aligned to the Georgia Standards of Excellence (GSE) for general education

students, students needing remediation, and students in the special education program (DRMS 2016). DRMS staff members are also

supportive of technology, trying out innovative instructional strategies, like the flipped classroom model, to improve academic

achievement (DRMS).

While I think effective use of instructional technology is an overall strength for DRMS, there are some weaknesses that the

county is addressing. Teachers reported bandwidth and connectivity issues as a barrier for effective technology implementation.

CCSD plans to increase bandwidth from 1000 Mbps to 10K Mbps for all schools to meet increased bandwidth needs (CCSD), and this

is expected to be in place with the new building this fall. Teachers responded that most of the professional development was technical,

and Dr. Hightower also noted that additional professional development on technology integration was needed (2016). Improved

professional development and increased infrastructure should mitigate the current gaps in technology integration.

There are always circumstances that are outside of our control. The ever changing assessment formulas (Hightower) and

evolving standards make software integration challenging, as there is usually a lag between changes at the state level and updating the

standards in the software. It is also challenging for teachers to learn new technology tools while they are also learning new standards.

Teachers will have to be given time to develop new, high-quality lessons or adapt existing activities to the new standards.

Data Sources

Cherokee County School District (CCSD). (July 1, 2014 – June 30, 2017). Three Year Technology Plan. Canton, Georgia.

Cooper, C. (2016, June 15). Re: Technology Vision for Dean Rusk [E-mail to the author].

Dean Rusk Middle School (DRMS) (2016). 2015-2016 School Improvement Plan. Canton, Georgia.



Hightower, B. (2016, February 4). Faces of Excellence. Presentation presented in Cherokee County School District, Canton, Georgia.

Retrieved July 5, 2016, from https://mix.office.com/watch/r8ifru8p4oaq

Responses from the survey instrument (see Appendix) created by S. Lawson.

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.


School council regularly

reviews progress on the SIP,

which technology is a part of

(DRMS, 2016)

Monthly faculty meetings

include technology discussions

(DRMS, 2016)

The School Technology Plan is

integrated in the School

Improvement Plan (Cooper)

and does not include a shared

vision or robust goals and

strategies.

Staff members have expressed

an interest in the flipped

classroom model (currently

occurring in some science

classrooms in seventh and

eighth grade) and using the

Write To Learn software in all

seventh grade Language Arts

Without a Shared Technology

Vision, it is difficult for all

stakeholders to understand

technology integration impacts

them and how they should

apply it to their (Essential

Conditions)



Most staff report that the school

provides stakeholders

meaningful roles in planning

and oversight that promote a

culture of participation,

responsibility and ownership.

(DRMS, 2016)

Administrators, Teachers,

Students, Parents, and the

Community are all involved in

technology planning at DRMS

(Survey)

classrooms (DRMS, 2016).

DRMS has many community

partners (DRMS, 2016).


It seems that the faculty and staff at DRMS are happy with stakeholder input in regards to technology planning. In my survey,

the responses indicated that all stakeholders were involved in technology planning. While not specific to technology, the SIP staff

survey said 89% of staff responded that it was always or usually evident that stakeholders have meaningful roles in planning,

oversight, and participation. Technology discussions are a part of monthly faculty meetings, as well as part of the School Council’s

role in reviewing the SIP. The faculty members seem to embrace technology, as the school has 100% faculty participation in the

BYLD program, and staff members have advocated for innovative technology programs like the flipped classroom and new

instructional software (DRMS, 2016).

The biggest risk I see to DRMS for Shared Vision is the lack of a cohesive, written technology plan. Currently, the school

technology plan is incorporated into the School Improvement Plan. As a new faculty member, I would like to join the technology

planning committee (or similarly functioning group) and encourage the school to create a comprehensive plan for technology.

Documenting a Shared Technology Vision for the school, along with goals and strategies for achieving it, would ensure all

stakeholders understood the impact that technology integration will have on them personally and professionally (Essential

Conditions).

Data Sources:

Cooper, C. (2016, June 6). Re: School Improvement Plan [Email to the author].




Essential Conditions. (n.d.). Retrieved July 07, 2016, from http://www.iste.org/standards/tools-resources/essential-conditions


ESSENTIAL CONDITION THREE: Planning for Technology

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

ICT and digital learning resources.

Guiding Questions:

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

What should be done to strengthen planning?

In what ways does your school address the needs of diverse populations in the school or district to include how race, gender,

socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to

school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology

mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.


CCSD has a detailed and robust

3 year technology plan (CCSD)

DRMS staff seem to embrace

technology (personal

observation)

The School Technology Plan is

integrated in the School

Improvement Plan (Cooper)

and does not include a shared

vision or robust goals and

strategies.

There is nothing in the SIP to

address diverse populations’

access to technology or

technology literacy acquisition.

Plan is to increase % of CCSD

students with home access to

Recent housing growth in the

DRMS attendance zone,

including 4 new building

developments (DRMS, 2016);

additional housing units could

result in additional property tax

revenue for the district

(personal observation)

Minimal state or federal funds

go towards technology

(Hightower, 2016)

Increase in housing units in

DRMS zone could make it

difficult to predict future needs

CCSD has seen an increase in

the % of students receiving free

or reduced lunch, from 14.8%

in 2000-01SY to 30.74% in

2015-16SY (Hightower, 2016),

low SES students are more



70% for FY15, 80% for FY16,

and 90% by FY17 (CCSD), but

there are no concrete steps for

increasing access

likely to lack technology

resources at home(McLaughlin,

2016)

Increase in population of

medically fragile (2.5%) and

special education (11%)

students (Hightower, 2016)


CCSD has a detailed and robust 3 year technology plan, with specific goals and strategies to achieve their goals. DRMS,

however, does not have the same level of technology planning at the school level; the technology plan is integrated with the SIP

(Cooper, 2016). While some aspects of technology are included in the SIP, there is not a great deal of detail, nor specific technology

goals or strategies at the school level (DRMS, 2016). I feel like DRMS is in a good position to improve technology planning because

they have a supportive staff and a county with a strong technology plan that can be leveraged to develop a school plan.

Students from low income households are more likely to lack access to technology at home (McLaughlin, 2016). As the district

expands its BYLD and 1:1 programs, it is going to be more important for the schools to understand who is lacking access and have

strategies to overcome this dilemma. The SIP did not address diversity at all, which was surprising considering that 27% of DRMS

receives a free or reduced lunch (DRMS, 2016). The district plan laid out a goal of increasing home access to 90% of students by

FY17 (CCSD), however there were no specific strategies to accomplish this.

There are two external areas that I think greatly impact DRMS’s ability to plan effectively. There is been an increase in housing

development in the last few years, with several new, large neighborhoods beginning construction (DRMS, 2016). While this brings an

opportunity for increased property tax revenue for the school, it is also hard to plan for a growing population. There has also been an

increase in the diversity of the district population. The percent of students who receive a free or reduced lunch as doubled over the last

15 years (Hightower, 2016). Special education and medically fragile populations have also increased (Hightower, 2016); these are two

groups that often require and benefit from the use of assistive technology. These types of demographic changes can make technology

planning more challenging.

Data Sources:

Cooper, C. (2016, June 6). Re: School Improvement Plan [Email to the author].


Hightower, B. (n.d.). Faces of Excellence. Lecture presented in Cherokee County School District, Canton, Georgia. Retrieved July 5,



2016, from https://mix.office.com/watch/r8ifru8p4oaq

McLaughlin, C. "The Homework Gap: The 'Cruelest Part of the Digital Divide'" NEA Today. N.p., 20 Apr. 2016. Retrieved July 1,

2016 from http://neatoday.org/2016/04/20/the-homework-gap/.

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?


Staff report that the school

routinely communicates with

and involves parents from all

cultural and socio-economic

backgrounds (DRMS, 2016)

80-90% participation in the

BYLD program (DRMS, 2016)

Plan is to increase % of CCSD

students with home access to

70% for FY15, 80% for FY16,

and 90% by FY17 (CCSD), but

there are no concrete steps for

increasing access.

No strategies appear to be in

place to ensure female students

are involved in STEM

programs

There is nothing in the SIP to

address diverse populations’

Roll-out of 1:1 initiative for SY

2016-17 (Cooper)

Staff report that school leaders

work with community members

to help students achieve

academic goals and that the

school has active business

partners to assist the school, act

as mentors to students, and

support school initiatives.

(DRMS, 2016).

Explore options that will

Not all students have home

access to technology

(Hightower, 2016)

27% of students receive free or

reduced lunch (DRMS, 2016);

low SES students are more

likely to lack technology

resources at home

(McLaughlin, 2016)

CCSD has seen an increase in

the % of students receiving free

or reduced lunch, from 14.8%



access to technology or

technology literacy acquisition.

allow low-cost or no-cost

access to Internet-based

resources from home for

those students without

access (DRMS, 2016).

in 2000-01SY to 30.74% in

2015-16SY (Hightower, 2016)

Increase in population of

medically fragile (2.5%) and

special education (11%)

students (Hightower, 2016)


DRMS has had fantastic participation with their BYLD program, with 100% of teachers participating and 80-90% of students

participating (DRMS, 2016). Next year, the school will be providing each student with a learning device, which will allow 100% of

students to utilize technology during the school day.

There is still a concern, however, about home access for students (Hightower, 2016). Students from low income households are

more likely to lack access to technology at home (McLaughlin, 2016), and 27% of DRMS’s students receive a free or reduced lunch

(DRMS, 2016).The low-income student population has increased district-wide over the last 15 years, growing from about 15% to

more than 30% of the student population (Hightower, 2016). The SIP does not address digital equity. The district plan includes a goal

of increasing home access to 90% of students by FY17 (CCSD), however there are no specific strategies outlined to accomplish this.

There is also no mention of technology equity for female students, or ESOL students, a group that I have observed as lacking access to

technology in my past teaching experience.

As I begin my career at DRMS, I would like to better understand the current digital equity situation. Surveying students and

parents to identify groups that are lacking access, as well as understanding why they are lacking access, is the first step I would take

towards bridging the digital equity gap. I would then try and work with a group of parents and community leaders to identify steps we

could take to provide home access. Perhaps churches, governments, or local businesses would be willing to allow students and their

families access to their networks until permanent solutions are identified.

Data Sources:


Dean Rusk Middle School (2016). 2015-2016 School Improvement Plan. Canton, Georgia.



McLaughlin, C. "The Homework Gap: The 'Cruelest Part of the Digital Divide'" NEA Today. N.p., 20 Apr. 2016. Retrieved July 1,



2016 from http://neatoday.org/2016/04/20/the-homework-gap/.

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.)


Staff report that continued

professional growth is evident

among the staff (DRMS, 2016).

Staff report that there is a focus

on development of computer

literacy for teachers throughout

the school (DRMS, 2016)

19 teachers certified Teach 21

(DRMS, 2016)

DRMS and CCSD both have

reputations as great places to

work (Survey, Personal

Observations)

Professional development is

needed for teachers to integrate


(Hightower, 2016)

Continued professional

development opportunities that

are designed to target needed

skills, enhance existing skills

and improve the overall

efficiency and technological

aptitude of staff is an ongoing

area where improvement is

needed (CCSD).

School Board members

prioritize staff, including

passing a budget hiring 68

additional teachers to address

student growth and further

reduce class size, offering

competitive pay and benefits to

attract and retain the best

workforce possible, and

investing in instructional

resources and technology

(CCSD, 2016)

Fewer teachers are entering the

profession, especially in math

and science, and teachers are

leaving the profession

(Hightower, 2016)

Cherokee County competes

with larger metropolitan

districts (Hightower, 2016)



46 of 60 teachers hold

advanced degrees (DRMS,

2016)


DRMS and CCSD have focused on selecting and hiring high-quality personnel, and providing on-going professional

development and training to their staff. They have also worked to develop a good work environment, which is evident by its

reputation (Survey; Personal Observations; DRMS, 2016). Most teachers hold advanced degrees, including 19 trained in a 21st

Century skills program (DRMS, 2016). Based on staff feedback, teachers and administrators are skilled in using technology to meet

their professional goals. In an environment like technology, on-going professional development is needed to ensure staff members stay

abreast of changes and innovations (Personal Observation), and continually enhance their aptitude and efficiency (CCSD).

The biggest challenges in this area are external. Fewer teachers are entering the profession, and more teachers are leaving the

profession (Hightower, 2016), which results in more competition for the best teachers. Cherokee County faces a great deal of

competition with nearby large school districts (Hightower, 2016). The district is working to mitigate these challenges by offering

competitive pay and benefits packages and investing in instructional resources and technology (CCSD, 2016).

Data Sources:

Cherokee County School District (CCSD). (2016, June 17). Board Approves Annual Budget, Calls for Education SPLOST renewal

[Press release]. Retrieved July 7, 2016, from http://cherokeek12.net/blog/2016/06/17/board-approves-annual-budget-calls-for-

education-splost-renewal/


Dean Rusk Middle School (2016). 2015-2016 School Improvement Plan. Canton, Georgia.






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?


Microsoft Innovative Educator

(MIE) and Microsoft Office

OneNote Trainings were

provided to all staff and

administrators (DRMS, 2016).

Most staff agreed the school

has implemented a long-term

professional development plan

that directly relates to the SIP

(DRMS, 2016)

Most staff agreed that there is a

process in place to identify and

analyze staff professional

development needs and select

effective research-based

professional development

opportunities (DRMS, 2016).

Need additional training on

Interactive Voting Systems and

White Boards (DRMS, 2016)

Professional development is

needed for teachers to integrate


(Hightower, 2016)

Professional development

related to technology is mostly

technical (Survey)

Continued professional

development opportunities that

are designed to target needed

skills, enhance existing skills

and improve the overall

efficiency and technological

aptitude of staff is an ongoing

area where improvement is

Increased technology training

for teachers (Cooper)

Each year 20% of teachers will

receive supplemental training

on using technology to support

differentiation (CCSD).

Provide professional

development designed to

foster more blended and

online learning opportunities

for students and help teachers

integrate the use of mobile

learning devices (CCSD).

Continued Microsoft

Innovative Educator (MIE)

training for new teachers for

SY2016-7 (Cooper)

Finding sufficient time for staff

to participate in these classes

without negative impact on

day-to-day teaching and

business operations is a

constant challenge (CCSD).

There are so many expectations

for teachers, it is hard for

teachers to make time to learn

new technologies during the

school year, and they often

don’t have access to the

resources during the summer

(Personal Observation)



needed (CCSD).


The CCSD technology plan and Dr. Hightower (2016) indicated that on-going technology-focused professional development is

an area of need for the county. The county offers a variety of development opportunities, including those around technology, but

according to my survey, most of the technology trainings have been technical. The county is addressing this as they have a specific

goal to increase access to technology related professional development, both technical and pedagogical, by 20% each year (CCSD).

At DRMS, the staff members responded positively to the county’s professional development offerings. Most agreed that there

was a long-term professional development plan related to the SIP and that there was a system for analyzing staff development needs

and then selecting effective, research-based professional development opportunities (DRMS, 2016). The school will increase their

technology trainings for next school year, as they roll out new initiatives as part of the facility upgrade (Cooper, 2016) and work to

identify areas of technology weakness identified in the SIP (DRMS, 2016).

One of the biggest challenges to on-going professional development is finding the time for teachers to participate (CCSD). One

way to address this is to offer additional professional development opportunities during the summer break. Often this is the only time

teachers have to learn and practice new skills.

Data Sources:




Hightower, B. (2016, February 4). Faces of Excellence. Presentation presented in Cherokee County School District, Canton, Georgia.

Retrieved July 5, 2016, from https://mix.office.com/watch/r8ifru8p4oaq


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?


Staff report that the school

ensures that students and staff

have regular and ready access

to, and utilize instructional

technology and a

comprehensive materials

collection that supports the

instructional program (DRMS,

2016).

One of the top 10 school

districts in the nation for

technology for the last 10 years

(Hightower, 2016).

A centralized purchasing policy

for technology acquisitions

ensures standardization across

the district for technical support

and resources (CCSD).

Connectivity issues/bandwidth

make it difficult to use laptops

(DRMS, 2016)

Bandwidth is not always

enough for BYLD usage

(Survey)

Only two hardwired computer

labs required a longer testing

window which reduced

instructional time (DRMS,

2016)

There is no indication of

instructional technology

(pedagogical) support

specialists in the school

building - they are housed at

the central office (Personal

Observation, CCSD)

CCSD plans to increase

bandwidth from 1000 Mbps to

10K Mbps for all schools to

meet increased bandwidth

needs (CCSD).

BYLD program expansion has

made it harder for IT in terms

of support, security and

standardization (CCSD).

Additional IT personnel are

needed to meet the districts

growing technology needs

(CCSD).


From a technical support perspective, CCSD and DRMS are in a very favorable position. This is supported by the ISTE

Diagnostic tool, as well the staff survey in the SIP (DRMS, 2016). The district has a centralized purchasing policy for technology, so

that they can effectively support technology and services. The district has also been listed as one of the top 10 School Districts for



Technology for 10 years!

There were some concerns last year, most specifically that teachers sometimes found bandwidth to be lacking (Survey). The

county is upgrading its bandwidth from 1000 Mbps to 10K Mbps for all schools to meet increased bandwidth needs (CCSD). There

are also some external concerns, including standardization and security as schools expand their BYLD programs, an d a need for

additional IT personnel (CCSD).

Data Sources:



Lead and Transform Diagnostic Tool on the ISTE website (results in Appendix).


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?


Business and Computer

Science class is offered to 7th

graders (DRMS, 2016)

CCSD has established a goal

CCSD has established goals to

move students from basic to

proficient levels of technology

literacy by 8th

grade ( 66%

proficient in FY15, 77% in

Staff report that there is a focus

on development of computer

literacy for teachers and

students throughout the school

(DRMS, 2016)

State and Federal agencies do

not access technology literacy,

so it is not focused on like

content standards which are

assessed (Personal



for proficiency in technology

literacy standards (CCSD)

A variety of subscriptions to

digital curriculum resources are

available (CCSD; DRMS,

2106)

Teachers support technology

integration (Survey)

Annual Technology Literacy

Assessment for 8th

graders

(CCSD)

FY16, and 88% in FY17),

(CCSD) which seems like low

goals given the investment in

professional development and

technology resources

District goal to increase % of

schools with a plan for teaching

technology skills to students to

25% for FY15, 50% for FY16,

and 75% for FY17 (CCSD)

CCSD has a goal to provide

professional development to

ensure all teachers fully

integrate technology literacy

standards (CCSD)

Observation)

Very little alignment of content

standards and technology

standards (Personal

Observation)


In my experience, students and parents are aware of the content standards, but not of the ISTE Standards for Students. Teachers

are very knowledgeable about the content standards they are teaching, and a few contents do have minor alignment with basic

technology literacy. One example is the 6th

grade Language Arts, Standard ELAGSE6W6: Use technology, including the Internet, to

produce and publish writing as well as to interact and collaborate with others.

Overall, DRMS is strong in this area, in that they have teachers that support technology integration (DRMS, 2016; survey) and a

county that supports technology integration for its schools. The county supplies a great number of subscriptions to digital curriculum

resources for both special education and general education students (DRMS, 2016; CCSD). The county has indicated it will be making

additional investments in professional development to help teachers integrate the technology literacy standards (CCSD). Schools will

also be required to develop a plan for teaching technology skills, measured by the annual technology literacy assessment given to 8th

graders (CCSD).

One of the biggest threats to the curriculum framework is the lack of standardized assessment on technology literacy, when

compared to the content standards. Currently, the state or federal government measure school performance based on standardized

assessments in the four primary content areas. As long as the technology standards are not formally assessed, they will never be

prioritized like the content standards.

I agree with the Diagnostic Tool, that DRMS is approaching this Essential Condition, because our school has many strengths

and opportunities, and very little threats or weaknesses in this particular area.

Data Sources:





Lead and Transform Diagnostic Tool on the ISTE website (results in Appendix).




Appendix

Lead and Transform Diagnostic Tool (ISTE)



Survey Questions and Responses

1. What is your current role at Dean Rusk?

a. Teacher (50%)

b. Administrator (50%)

c. Department Chair

d. Support Staff

e. Other

2. How many years have you been in this role?

a. 0-4

b. 5-9

c. 10+ (100%)

3. Who is involved in technology planning at Dean Rusk?

a. Administrators

b. Teachers

c. Students

d. Parents

e. Community Members

4. How could technology planning be improved? (Short answer) additional training for teachers



5. How often do you participate in the BYLD program in your classroom?

a. Daily (100%)

b. Several times a week

c. Once a week

d. A couple of times a month

6. Can you share an example of a challenge you or other teachers have encountered with the BYLD program? (Short answer)

bandwidth, connectivity

7. Can you share a success you or other teachers have found with the BYLD program? (Short answer) student engagement

8. What type of professional development is offered to teachers in regards to technology? Would you describe it as pedagogical

or technical? (Short answer) MIE & OneNote; technical

9. How do teachers feel about technology at Dean Rusk? (Short answer) teachers support technology integration

10. As I mentioned in my introductory email, I am charged with creating a Shared Technology Vision for our school as part of my

EdS program at Kennesaw State University. Since I will be a new teacher at Dean Rusk next year, I am working with limited

information. In order to create and accurate and effective vision, what is the most important thing I need to know about Dean

Rusk? (Short answer) many new technology initiatives for next year; it’s a great place to work

itec 7410 swot analysis template for technology planning...

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