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

What is the current reality in our school?


Name: Trae Jones Semester: Spring 2018

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
Devices are available for use in Instruction involving Teachers of mathematics, Some teachers have become
most classes via Chromebook technology is not routinely history, English Language complacent in their technology
carts that are assigned to student-centered. Arts, and soon to be science as use and do not routinely seek
teachers. well have access to an more effective uses.
Many teachers are using the academic coach who is able to
Students are familiar with technology to do the give resources; including Students become stagnant in
Chromebooks by the time they instruction for them instead of technology, for use in the their use of technology as they
reach high school due to using it as a supplement to the classroom. use it in the same, lower order
working with Chromebooks on instruction they provide. thinking strategies throughout
1:1 basis in middle school. Professional development is the day.
available on a monthly basis
for best practices from
colleagues for teachers who
would like to continue in their
growth of technology use.
Summary of Results/Conclusions:
Hart County High School has consistently improved each of the last 3 years I have taught there. According to my personal
communication with the principal, technology was not prevalent when he began 5 years ago. Three computer labs and an average
of 3 student stations in each classroom were all the technology the school had for student use when he began 5 years ago.
Comparing that to what the current reality is, it is almost unrecognizable. We have devices available for use in almost every
classroom, and teachers who do not have a cart can request one from another teacher. After looking over the SWOT results as a
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
whole, I can see the amount of technology is not at all a concern for us as a school anymore. However, we do have an issue with
teachers being able to use the technology in an effective way. The biggest threat to being able to accomplish a more effective use of
technology for student growth and achievement is complacency from both the student and teacher perspective.

Recommendations from Gap Analysis:


Teachers have a great opportunity to grow in their effective use of technology for classroom instruction to obtain student growth
and achievement. This can be obtained through some of the opportunities already offered at the school including use of academic
coaches and through the professional learning that is offered on a routine basis. In addition to these opportunities offered, my
suggestions for HCHS would be to continue to encourage teachers and students to continually use technology and to constantly look
for innovative ways to incorporate it into their instruction on a routine basis. Another recommendation is to continue to employ
teacher leaders who are willing to share their expertise on technology use in the classroom; but to do it in a way that is not in an
organized professional learning environment. This can be accomplished through achievement teams and collaborative meetings
within each department. This suggestion will require that administrators select teacher leaders and encourage them to be proactive
in assisting their colleagues in their growth of effective technology use. Through interviews with teachers I have seen a clear divide
between the ones who desire to be continuous learners; especially in relation to technology implementation in the classroom. This
divide must be addressed in the administration and teacher leaders’ encouragement toward all educators.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Teacher Interviews

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:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
 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?
Strengths Weaknesses Opportunities Threats
We have a strong community There is no official shared There is a committee of Many teachers have become
influence and involvement at vision for technology for Hart educators that meet at both a accustomed to not having a set
the high school. County High School. school and system level to of guiding standards for
develop plans for future technology integration.
There is a group of teachers There is not a clear way to technology integration and
who are willing to serve in deploy a shared vision for purchases. Some teachers have become
leadership roles to get more of technology in our school. satisfied with doing just
a unified vision for technology enough to appease the
implementation in the school. administration in regards to
technology use.

Summary of Results/Conclusions:
After reviewing the data from ISTE’s diagnostic tool, I have found the shared vision is one of the weakest areas of concern for Hart
County High School. This is very concerning due to the recent opening of the Hart College and Career Academy (HCCA) that is in
partnership with Hart County High School. As the HCCA becomes more prevalent in the course of a student’s career in Hart
County I believe it is essential to have a unified shared vision for technology use and its impact on the curriculum and mastery of it
by students. One of the opportunities to improve and actually create a shared vision for both the HCHS and HCCA is to utilize the
technology committee that is already in place. This committee includes administrators and teacher leaders who are well equipped
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
and willing to implement change in the way things are done in the school. One other observation is that there is no easy way to
deploy a shared vision to the participants involved. A major strength is the strong connection the community has to the high school
now; due mainly to the recent construction of the HCCA through eSPLOST funds of the community. The biggest threat to
obtaining and implementing a shared vision is the complacency of many of the educators who have become content with not having
a set of governing standards or a vision for future technology implementation.

Recommendations from Gap Analysis:


The recommendations on a shared vision for HCHS is to first capitalize on the strengths of the community involvement. There are
currently multiple businesses with vested interests in the school due to the HCCA. These relationships need to be transferred into
the formation of a shared vision and it must be communicated to the educators as an initiative to involve more of the community
into the classroom for the advancement of our students’ futures. If the teachers; especially those who have grown stagnant, see this
as just another initiative shoved down their throats to make their life as a teacher more difficult. As this shared vision is formed, it
must be communicated through as many media sources as possible, including radio, television, social media, and word of mouth.
From my experience in this community, if an initiative has a high buy in from the start it tends to maintain the enthusiasm for a long
period of time as long as the initial goals are followed.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Teacher Interviews

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,
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy
acquisition.
Strengths Weaknesses Opportunities Threats
There is a technology plan for There are not as many specific There are resources available There is a thought at the school
the system, which includes goals available for the high within the community for level that a system plan for
both short and long-term goals school; instead the goals tend student consumption. technology is sufficient
for the school system. to be geared more for the enough.
system as a whole. There are people willing to put
in the time, effort, and even There seems to be a lack of
funds needed to establish a communication of goals
more consistent plan for between the leaders of the
technology. school and the system.

Summary of Results/Conclusions:
While there is a technology plan for the system, there is not a plan specific to the high school. I listed this as a strength, although it
could have easily been listed in any category as it allows for room for improvement, but also presents threats to complacency as
well. Even though the plan is system wide, it does address some specifics to the high school. These topics addressed to the high
school do not sufficiently match or address the high schools needs as it was created as a blanket statement for the system which has
many different needs throughout its students and staff. While there are many huge red flags to this essential condition, there are a
few opportunities that can easily transfer to strengths. One of these areas is the resources available for student consumption within
the community including personnel within the community who have expressed the desire to assist with providing students with
opportunities to have equitable access to technology even after school hours have ended.

Recommendations from Gap Analysis:


Upon completion of the SWOT analysis for technology planning, my first recommendation would be to have each school within the
school district create and implement its own technology plan. In the case of HCHS, the same committee that creates a shared vision
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
should be involved in the creation of a technology plan as well. This would allow there to be continuity between the two. Another
recommendation would be to ensure there is a consistent incorporation of resources present in the community. These resources
include individuals, groups, and materials available in the community. There are many individuals who volunteer their time and
resources for the use of students in tutoring and have expressed a willingness to help students with technology implementation as
well. There are also groups, including churches and community organization who have offered students the opportunities to use
their resources after school hours have come to an end. Tapping into these resources are essential to truly creating and reaching the
goals of an effective technology plan.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Teacher Interviews

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

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
 To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning?
 To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
 What tools are needed and why?
 To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
 Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths Weaknesses Opportunities Threats
There is a strong desire by There is no systematic The number of resources is Many of the individuals in
many of the parties involved to promotion of the strengths in adequate, they must be utilized positions of influence do not
have equitable access this essential condition. more in order to truly be see the need that exists in our
throughout all SES statuses. effective. community.
The number of students who
do not have access to
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
There is not as high of a internet/devices outside of Many of our low SES students;
gender divide as there tends to school have not been properly who have been identified, do
be in other school systems. identified. have access to the devices
needed, but do not have access
to the internet necessary.

Summary of Results/Conclusions:
Upon completion of the SWOT analysis and ISTE’s diagnostic tool I found this essential condition to the one of the stronger areas
as we are either approaching or meeting many of the areas associated with it. There is still room for improvement as many of the
students who could benefit from take-home devices and/or internet availability outside of school have not been properly identified.
Also, with the amount of resources available to our students, there is no systematic promotion of these resources that students have
at their disposal. Another area of weakness that has really turned to a threat now is that some of the individuals in positions of
leadership do not share the same vision for equitable access and the resource availability for all students. In an area of strength, our
community possesses many resources for student consumption and there has not been as prevalent of a gender divide as there seems
to be in many other school districts.

Recommendations from Gap Analysis:


The recommendations for HCHS would be to begin by first deciding upon a more systematic way of identifying and then informing
students of low SES status of resources available to them within the community. In Hart County School System the high school is
the only school that is not a Title I school. Upon conversations with other teachers and administration they believe this is due to not
enough of our students who qualify for free and reduced lunches returning the proper documentation as other school’s students do.
Once the students who fit into this category are properly identified, there must be a way to notify these students (and all students) of
the many resources they have at their disposal. This can be done in the classroom from the teachers, but can also be done through
social media and identification labels of some sort at businesses, churches, and other community organizations that offer resources
for students to use outside of school hours.

Data Sources:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Teacher Interviews

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
There is a growing presence of Teachers settle for low-levels There are many teachers who Some teachers have indicated
fresh outlooks on the of learning in relation to are willing to serve as mentors they are intimidated by
educational process from technology and do not utilize it to other teachers who are students who know more about
teachers on technology. to its full potential. uncomfortable with technology technology than they do.
implementation.

Summary of Results/Conclusions:
The teachers of HCHS have a strong desire to utilize technology in the classroom; however, they tend to become satisfied with the
minimum and settle for just what they are comfortable with. From the results of my early adopters’ survey I have found some
teachers are intimidated by students who know more about technology than they do. One of the biggest opportunities for
improvement in this area is in the incorporation of more teacher leaders who can impact teachers in the implementation of
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
technology in their classroom. One area of strength at Hart County High School is the growing presence of fresh outlooks on
technology from teachers who have joined the staff in the last few years.

Recommendations from Gap Analysis:


Although this area has improved greatly over the last few years, there is still great opportunities for improvement. As stated,
previously one way we have improved is through the hiring process. Upon speaking with my principal I found that he has placed a
top priority on a teacher candidate’s willingness to be open to technology use and collaboration with colleagues. These two areas
partner well together as we have a great opportunity to use teacher leaders in an influential way to establish a set of more skilled
personnel at the high school. I would also recommend that we set up a committee of students who can help teachers understand
what they feel is the most effective use of technology including devices, websites, and apps. These students will then be able to give
their opinions in a non-threatening way to the teachers. I believe this will help in teachers being more willing to try new
technologies and not becoming intimidated by students in their classroom.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Early Adopters Survey (Appendix B)
Personal Communication with HCHS Principal
Teacher Interviews

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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
 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
There is a specific schedule set The evaluation of professional With the incorporation of There are groups of teachers
by the administrators of the learning is not timely in its teacher leaders conducting who despise professional
high school in regards to return to the presenters unless professional learning, it has learning in all forms.
professional learning. it is requested by the encouraged more teachers to
presenters from participants at want to become involved in Some teachers look at the
Teacher leaders are asked and the time of the professional the professional learning teacher leaders in a negative
willing to lead many of the learning. process. aspect due to their willingness
professional learning sessions to lead professional learning.
throughout the year.

Teachers are both given


choices and assigned to needed
professional learning sessions
to attend throughout the year.

Summary of Results/Conclusions:
This is by far the strongest area for my school. The professional learning opportunities are teacher led in many cases and are
scheduled at the beginning of the year and allow choices for teachers to make decisions on what they want to learn more about
throughout the schoolyear. Another result I found is that we have a weakness of getting feedback for the presenters at the time they
present. One of the biggest concerns I found is the divide between some of teachers and teacher leaders who conduct the
professional learning sessions. As this year has progressed it has become clear that a certain group of teachers will not benefit in
any professional learning environment due to their lack of desire to learn and become a better educator.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Recommendations from Gap Analysis:


With the strength of this essential condition, there are not many suggestions or recommendations; however, one such
recommendation is that there is a quicker turnaround time frame for professional learning facilitators to get feedback on the learning
that occurred. Another suggestion is that there be a way to get feedback from all teachers who participate, including those who are
not enthusiastic about their learning opportunities. This will hopefully encourage them to be more involved in the professional
learning process and hopefully get more benefit out of their attendance.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Teacher Interviews

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
There is a systematic way to There are only 4 technology The technology support staff The lack of technology support
request help with technology support staff members to has been very knowledgeable staff is discouraging for those
issues that arise. support a school system of of teachers’ desires to who work in that department.
over 2500 students and 5 implement technology for
The response time is schools. instructional purposes. There seems to be a negative
appropriate for fixing issues outlook from the staff as they
that arise with technology.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
are worked to the max on
many occasions.

Summary of Results/Conclusions:
This is an area we are beginning to emerge and have almost reached the “meeting” status. One of the biggest areas that is keeping
us from reaching is that we have a small number of tech support staff compared to the number of students within the system.
Another observation is that there is not a set staff person for each school. Finally, the amount of “down time” is very minimal
compared to the number of support staff that exist.

Recommendations from Gap Analysis:


Coming from a neighboring school system, I have seen major benefits to having a technology support staff personnel assigned to
each school within a district. This allows this person to be fully in charge of making sure that school is up and running technology
wise at all times. I would recommend that Hart County move to this model. One of the main reasons for recommending this is due
to the growing dissatisfaction gathered from the support staff in conversations I have had with them. Another benefit of having a
specific person devoted to each school is that it would allow that person to focus on the needs of their students and teachers.
Finally, this model would alleviate the need for teachers to continually interrupt other technology expert teachers’ classes with their
immediate needs.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Technology Support Staff Converstations
Teacher Interviews
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

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
There has been growth in the The majority of teachers are With the vast number of Teachers are not aware of how
area of assessing technology not only unaware of what the teachers not aware there is a to access technology literacy,
literacy through the standards are, but that there is set of technology standards, many do not even feel this is
implementation of Common even a set of standards they seem to be more likely to necessary.
Sense Media curriculum in the available. accept and implement them
schools. into the classroom.

Summary of Results/Conclusions:
While the amount of technology available is adequate, there is not enough education for the educators in assessing the technology
literacy of the students. There is also very little; if any at all, education provided on the technology standards for teachers or
students. There is also a sense of not needing to assess the technology literacy by the teachers.

Recommendations from Gap Analysis:


ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
My recommendation for this essential condition is that teachers be educated on the ISTE standards and that these be posted in
schools and teachers know their importance from the student and the teacher’s perspective. I would also recommend that teachers
are shown the way to accurately assess students’ literacy level of technology. This will allow teachers to be more effective in
implementing technology for educational purposes.

Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Personal Communication with HCHS Principal
Teacher Interviews
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
References
ISTE Standards for Teachers. (2008). Retrieved 15 April 2018, from
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

Essential Conditions. (2008). ISTE.org. Retrieved 9 April 2017, from


https://www.iste.org/explore/categorylist?code=Essential+Conditions
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Appendices

Appendix A: Results from ISTE Lead and Transform Diagnostic Tool

Appendix B:
Early Adopters Survey

Appendix C:
Essential Conditions Survey