Professional Documents
Culture Documents
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
Teachers have access to a Technology is used to push out Teachers are encouraged to The GA DOE has made
school-issued Dell laptop. digital copies of worksheets meet weekly in grade level changes to mathematics,
Almost all classrooms are and assignments previously teams to plan for lessons, share science, and social studies
equipped with a projector, wifi done on paper. ideas and resources, and changes in recent years.
router and some type of review assessment data.
interactive wall-mounted Technology is frequently used Yearly changes in
device. for online assessment purposes Instructional coaches are in administration have made
through purchased programs place for mathematics, teachers resistant to change.
Students have access to their and free websites, but the data English/language arts, and
own Chromebook to carry is not used to alter instruction social studies. A science coach Teacher and community
around throughout the school consistently. will be added next school year. mentality in a small rural town
day, along with their own The coaching role is structured does not favor innovation and
login to all G Suite for Edu Technology is used to help to research strategies, model change due to lack of
apps. students reach content mastery instruction, provide knowledge of changes in other
on the Georgia Standards of professional learning, and places. Most teachers are
The school has an additional Excellence, but day-to-day support technology integration. deeply rooted in the
desktop computer lab, a instruction is not consistently community and no one wants
classroom set of virtual reality engaging or relevant to The county has designated to rock the boat.
googles, and a class set of students. funding to send teacher leaders
iPads that can be checked out and coaches to Georgia
from the library. Educational Technology
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Students are not allowed to Conference (GaETC) each
take their Chromebooks home year.
to access any of the
information that teachers have
distributed throughout the
school day.
Summary of Results/Conclusions:
Hart County Middle School has undergone a massive transformation in the last three to five years in terms of technology
availability in the school. Over those years, teachers have been issued laptop computers that can be taken home or brought to
collaborative meetings. Wireless routers have been installed in all classrooms, increasing the number of students that can be online
at the same time. The biggest shift has occurred in the technology devices that students can use. Prior to this technology change,
students had to bring their own technology device, but now every student in the middle school is issued a Chromebook to use
throughout the school day. The students check out their device upon entering school and are allowed to keep the same device until
they return it to the charging cart at the end of the school day. Unfortunately, the addition of technology devices did not
immediately result in a shift to best instructional practices. At this point, teachers are using technology at the Substitution level of
the SAMR model and Levels of Technology Integration (LoTi) scale of two, which is basic exploration. Most teachers are using
Google Classroom to upload digital worksheets or websites for students to complete practice problems. Few classrooms are
engaged in deep meaningful use of technology to reach higher levels of Bloom’s taxonomy. Luckily, the system has recently added
instructional coaches charged with integrating technology and best instructional strategies to design lessons around grade level
content standards. Also, the county has reserved funds to send a group of teacher leaders, media specialists, and instructional
coaches to Georgia’s Educational Technology Conference (GaETC) each year. Teachers bring back information to share in the
weekly planning meetings, while the instructional coaches are there to support implementation between professional learning
sessions. There are a few factors working against the technology integration in the school. First and foremost, there have been four
principals in the last five years at the school. In addition, there have been numerous assistant principal changes as well. Because of
this, many teachers are resistant to change because the next principal may not agree with what has been put in place by the principal
before. Many of the teachers in the building were born and raised in this community, so they feel a sense of safety that the school
cannot get rid of them even if they choose not to implement best practices and technology. Many of the subjects have also
experienced standards changes in the last few years, causing confusion and frustration for teachers.
Data Sources:
Instructional Coach Job Description and Duties
Technology Vision Survey Results (Or see Appendix B for survey and results)
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
https://www.loticonnection.com/loti-framework
http://www.schrockguide.net/samr.html
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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
There are five belief Many of the policies and The school needs to form a Parent attendance is extremely
statements related to procedures in place from the technology committee that poor for many of the Title 1
technology in the county district technology plan do not works with representation from events held throughout the
posted on the county’s transfer to a shared vision at all stakeholders to determine a school year, so little
Technology website and in the the school level for all shared vision for the school. meaningful feedback is
district 3-year technology plan. stakeholders. The district vision will be the actually collected.
umbrella for the school vision,
Teachers believe that Technology integration and but needs specific to the school With a small staff that is split
technology is a necessary tool implementation is rarely should be unique. among numerous committees
in helping students master discussed in curriculum and other coaching
content standards as seen in committees or during school Input on technology best commitments, time to develop
classroom observations of the governance meetings as its practices and current research a shared vision is limited.
amount of technology being own line item. should be researched by
used. technology team members and
instructional coaches.
Teachers do use technology as
a way to motivate today’s Teachers must be
learners by incorporating knowledgeable about the
gaming, use of video, and shared vision and implement it
some collaborative software with fidelity in their
programs. classrooms.
Administration should
reinforce the implementation
of the shared vision through
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
observations and teacher
evaluation conferences.
Summary of Results/Conclusions:
The vision for technology use at Hart County Middle School is set by the district’s Three-Year Technology Plan that drives all
technology decisions for the county until June of 2019. A district-level committee is responsible for the contents of the plan with
teacher and administration representation from each school. Because the county is small with only five schools, much of what is
done at the district level is directly used by the schools and monitored very closely by the county office. The Three-Year
Technology Plan contains five technology belief statements that focus on incorporating blended learning, using technology to
gather data that monitors student learning, using video to improve practice, having seamless access to technology, and teaching
digital literacy. Those belief statements drive the purchase of devices, equipment, software packages, and professional learning.
The middle school is expected to operate under the same set of statements, which limits the ability of the vision to be shared among
stakeholders that represent the specific middle school needs. According to survey results, teachers do believe that technology
should be used to help students master content standards. When conducting observations and walking through the building,
teachers are using technology to motivate students through gaming and other Web 2.0 tools that increase engagement. Based on
teacher conversations in weekly planning meetings, teachers are just doing what they can with the technology devices and software
that they have without knowing how or why it fits into the district technology vision, since there is no specific school vision.
Rarely do faculty meetings, curriculum meetings or governance meetings have line items related to technology integration.
Gathering information to develop a shared vision is challenging due to time, but more importantly because parent and community
involvement in school events is extremely limited. According to the ISTE Lead and Transform Diagnostic Tool, the lowest scoring
category was Engaged Communities, scoring only 28 of 100 points. Creating a Shared Vision also rated in the beginning category
by scoring 49 out of 100 points.
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
There is a three-year There is not a designated plan The school needs to form a Funding to address digital
technology plan in place for all specifically for technology at technology committee that equity is extremely limited,
district schools. the middle school. Instead, works with representation which makes planning for
technology is mentioned in the from all stakeholders to create equity problematic.
As a charter system, there is a school’s Title 1 Plan and the a technology plan using the
school governance team in School Improvement Plan. shared vision for the school. Many teachers have the
place to oversee policies and The district plan will be the mentality that students should
procedures in the school. This The school does not have a umbrella for the school plan, figure out how to get
team is made up of teachers, designated team or committee but needs specific to the school assignments done despite their
parents, and business members devoted to planning for should be unique. lack of technology resources.
from the community. technology (hardware,
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
software, implementation, or The technology committee can Parents sometimes fear being
Selected members from the equity). research ways to provide low- honest on technology related
school serve as representatives cost internet and the possibility surveys out of embarrassment
to the district technology The school does not have of allowing students to take or simply do not notify
committee. designated technology coaches Chromebooks home for school teachers and school staff about
or designated technology use. the need for technology
Parent feedback is sought support staff to direct assistance.
through Title 1 surveys, Title 1 technology planning or usage. The technology committee can
planning week each June, Title also investigate other ways to
1 parent nights throughout the The school does not actively provide digital equity across
school year, and through plan for technology equity all subgroups, including
school Parent-Teacher across diverse groups of looking at course offerings,
Organization meetings. students, which is problematic tutoring sessions, or
when all resources are specialized clubs.
delivered in a digital format
through Google Classroom. School governance can take a
The school does not adopt more active role in finding
traditional textbooks. community-based connections
for finding digital equity
solutions for technology.
Summary of Results/Conclusions:
Even though the technology vision for the middle school was not developed by all stakeholders, structures are in place in terms of
planning for technology. On the ISTE Lead and Transform Diagnostic Tool, Implementation Planning was in the approaching
category by earning 64 of 100 points. There is a Three-Year Technology Plan that is extensive in its scope and runs through June of
2019. It includes a thorough analysis of current reality, infrastructure, barriers, a gap analysis, and parental involvement. Each goal
listed had a benchmark to measure effectiveness, an evaluation method, funding sources, and persons responsible. The plan also
details communication, marketing, and professional development plans. In addition to this plan, the school has included technology
objectives in its School Improvement Plan and its Title 1 Plan. The School Improvement Plan uses the same structure as the
District’s Improvement Plan, with similar objectives and initiatives, but varied action steps. Specifically, the middle school added a
few action steps related to technology, including the use of interactive white boards, technology replacement insurance, and putting
video and microphone systems into more classrooms. The school also completes a Title 1 plan that has technology components
with supporting research. The focus of technology in the plan is on increasing its usage in classrooms, but with few action steps to
accomplish the goal. There is significant mention of using technology to gather data to inform instructional decisions through data
and achievement teams. In addition to surface level planning for technology implementation, the school does not have a technology
committee or technology coaches devoted to technology enhancements in the school. Other than providing devices for all students,
there is no mention of providing digital equity in terms of gender or low socioeconomic status. Considerations have not been made
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
on students’ prior background or lack of exposure to technology in previous grades or at home. Most classrooms are using Google
Classroom to load all classroom assignments and digital versions of content (presentations and worksheets), with little thought
about how some students will access that information at home without internet access. The school does not adopt or maintain
textbooks for students to take home. Some teachers do survey parents on internet access at the beginning of the school year, but
feel many parents are not honest about regular and reliable access. Some teachers still believe that students should be resourceful
enough to figure out how to get to internet access by middle school age.
Data Sources:
District 3-year technology plan
HCMS Title 1 plan
HCMS School Improvement Plan
Technology Vision Survey Results (Or see Appendix B for survey and results)
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
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:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
Every student is issued a Students cannot take their Administration needs to be Funding is the biggest threat to
Chromebook for use during the assigned Chromebook home. purposeful in assigning providing digital equity across
entire school day. teachers to certain classes so the school, as it prevents a
Outside of the nine-weeks that all students have the large part of the school
All teachers have access to a computer connections course, opportunity to learn from population from having access
laptop, wireless internet in students do not have training technology savvy teachers. to the internet at home.
their classroom, and a in computer use that matches
projector. their technology ability or With the amount of technology Some teachers hold the belief
interests. devices and G Suite for Edu that digital equity does not
All classrooms have a wireless accounts, teachers should exist, with the damaging effect
router to strengthen the Only 6% of survey begin differentiating of ignoring the problem when
wireless signal throughout the respondents felt that ALL instruction to meet the needs of students acknowledge lack of
building. students have access to the students that do not have technology resources at home.
internet at home. extensive computer experience
The school is equipped with a (low SES). Time to research and find
desktop computer lab that also solutions to the issue of digital
serves as the virtual reality lab Teachers should also include equity is another limiting
for the school. content that free from gender factor.
bias and incorporate
All students have a G Suite for representation from both
Edu account with access to genders equally during
email, calendar, drive, and the instruction.
many other Google offerings.
The technology committee and
All students rotate through a other interested teachers
connections class that should investigate other club
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
addresses computer hardware opportunities to engage low
and software use, including the SES or females in technology-
use of G Suite for Edu apps. based pursuits.
Data Sources:
District 3-year technology plan
HCMS Title 1 plan
HCMS School Improvement Plan
Technology Vision Survey Results (Or see Appendix B for survey and results)
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
Based on survey results, nearly Less than 50% of teachers and Because teachers are proficient Time to conduct productivity
85% of respondents say that students surveyed agreed that in finding and assigning digital tool training along with
students are completing digital teachers know how to use practice through Google training on using technology
skill assignments (skill technology-based resources to Classroom and other avenues, for high-level activities will be
websites, digital worksheets, enhance the teaching of training can now be designed an issue.
etc) to practice content content-based standards. to help teachers create more
standards. high-level learning activities. Some teachers in the building
Based on survey results, are resistant to change
Based on survey results, over approximately 70% of teachers Instructional coaches are in regardless, including
72% of teachers and students and students surveyed feel like place to both provide technology that could help
surveyed feel like teachers use students are using technology professional learning related to their own productivity and
technology to gather data to for higher-level activities using technology for higher- student learning.
personalize student learning. (creating, evaluating, order thinking, but also to
This is confirmed through synthesizing, applying), but model the use of technology With how fast new technology
achievement team classroom walkthroughs and tools in teachers’ classrooms. tools are being released, some
documentation that happens formal observations do not teachers fear that the time it
once a month, along with daily support this data for consistent Because the school uses G takes to learn a tool will be
lesson plan evidence. implementation (based on Suite for Edu products for both wasted once the next best tool
administration update teachers and students, training is released.
The instructional coaches and meetings). needs to be conducted
media specialists stay updated regularly to train teachers how
on current technology trends Many teachers struggle to stay to use technology-based
through conferences like caught up reading emails or productivity tools (Google
GaETC, Twitter, and job-alike continue to use non-technology Calendar, Google Keep,
based tools for routine duties Google Drive, Gmail), so that
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
trainings through the local (like maintaining a calendar, those same skills can be
RESA agency. navigating files on Google transferred to students over
Drive, lesson planning through time.
Google Docs).
Summary of Results/Conclusions:
The ISTE Lead and Transform Diagnostic Tool rated this essential condition as 54 out of 100 points, most likely due to the fact that
most teachers and students are using some sort of technology on a daily basis. Current reality in the building suggests that teachers
are using technology for low-level learning activities and digital worksheets that are distributed through Google Classroom.
Discussion in administration update meetings provide overviews of teacher observations, notably that many students are seated in
rows and have their heads buried in a Chromebook to work on a skill-based practice website. Fortunately, there is a small group of
staff members that do attend GaETC and other technology-related conferences to stay updated on how to use technology for higher-
level activities and meaningful projects, along with effectively using technology productivity tools to make teaching more efficient
and productive. Many teachers in the building struggle to balance the daily activities of managing time and checking emails, which
prevents them from taking full advantage of resources shared in the building. Time is the biggest threat to increasing the skill level
of all personnel, as almost no time is devoted to technology professional learning. A small pocket of teachers in each grade level
are very resistant to change, with the mentality that this too shall pass. They fear learning new tools because like so many other
things in the past, the tool will be replaced with something new.
Data Sources:
Weekly grade level meetings and teacher observations
Sample Achievement Team Form
Weekly Lesson Plans
Technology Vision Survey Results (Or see Appendix B for survey and results)
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
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
The county requires schools to Current professional learning The school has monthly Time to address all
use a professional learning offerings do not address faculty meetings where some professional learning needs is
calendar that designates each technology usage for teacher professional learning an ongoing issue. The
Thursday of the month as a productivity. information could be shared. professional learning sessions
particular type of learning already planned from outside
(individual, school, data Current professional learning Instructional coaches can work consultants takes time away
analysis, and collaborative). offerings do not address with teachers that chose from technology specific
technology usage for higher- technology integration as their trainings.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
The county professional order thinking activities and individual TKES goal during
learning plan only requires that projects. the first Thursday of the Funding is limited to send
teachers and administrators month. teachers to technology
work together to select four of Outside consultants provide conferences and training
eight school-based professional learning related to School administration can sessions in the local area.
professional learning sessions Lucy Caukins reading/writing incorporate technology Funding is also an issue is
that meet the teacher’s needs workshops and differentiation. professional learning into the regards to getting training
and goals. Neither consultant integrates school-based professional from some of the companies
technology options into the learning sessions that must that the school has purchased
Subjects with an instructional trainings. occur on the second Thursday technology from.
coach are able to meet weekly of the month. Instructional
with the coach to plan lessons, coaches and teacher leaders Fear of failure and resistance
analyze data, or participate in can help design and deliver to change keep many teachers
professional learning. these sessions. from being willing to attend
professional learning sessions
All teachers have access to Instructional coaches could and implement what they have
laptops and wireless internet offer lunch and learns or learned.
during the school day. coaches café (before school) to
provide more informal training
The 2018-2019 school that would be open to all staff,
calendar includes a not just the subjects that have
professional learning day on coaches.
March 15, 2019 which is
scheduled to be a one-day mini Instructional coaches can
conference where teachers can provide training related to
sign up for various Twitter and Tweetdeck.com
professional learning sessions during pre-planning so that all
that meet their personal needs. teachers and administrators
have access to current
The school will send a few technology trends related to
selected teachers, media their specific subject, grade
specialist, and instructional level, and/or interests.
coaches to GaETC in the fall
of 2018. A Google site is being created
to house professional learning
information related to
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
technology that the county has
purchased. The website will
store videos of the tool being
used in the classroom, how-to
videos, how-to guides, and
other links to external
resources. Teachers can access
the website whenever they
need the specific learning
tools.
Summary of Results/Conclusions:
ISTE Lead and Transform Diagnostic Tool results showed that this particular essential condition was meeting the expectation by
scoring 75 out of 100 points. The high score could be an indication of the professional learning opportunities that are in place, but
unfortunately very few of those options actually address technology needs. The county has mandated that schools follow a
professional learning calendar that designates each Thursday of the month as a particular type of professional learning. The first
Thursday of the month is set aside for teachers to work on their individual TKES goals which may or may not be related to
technology. The teachers should work with their administrators to select four of eight school-based offerings throughout the year.
Teachers will work in teams to analyze data in achievement teams on each third Thursday of the month. The fourth Thursday is set
aside for teachers to work in horizontal or vertical collaboration teams. In addition, teachers at the middle school meet for weekly
planning sessions (usually on Tuesdays or Wednesdays), which also provides an opportunity for informal sharing of new skills and
knowledge. The structure is in place for ongoing and relevant professional learning to take place in small groups, but the content of
those sessions need to be redirected to meet the technology needs of the school. ISTE (2018) states that “Educators also need to
carve out time in their busy schedules to assimilate their new knowledge, practice new skills, learn from each other and work
together.” The school is definitely isolating the time to work in teams to learn new skills and work together, but according to the
Technology Vision survey that was conducted, less than 50 percent of teachers feel like they receive enough training related to
integrating technology. The outside consultants either chose not to integrate technology into their trainings or were not aware that
teachers had such a strong desire to include technology in their lessons. As in years past, a few selected teacher leaders, media
specialist, and instructional coaches will be able to attend GaETC to gain new ideas related to technology integration. In addition,
the school calendar has been designed in such a way that teachers will have the opportunity to sign up for specific technology-based
professional learning sessions during a one-day mini conference to be held within the county. As in most schools, time and funding
are limiting factors to how extensive the professional learning can be. In this particular school, there are pockets of teachers that are
resistant to change and fear investing time and energy into learning new technology, only to have that technology replaced with
something newer.
Data Sources:
Instructional Coach Job Description and Duties
Technology Vision Survey Results (Or see Appendix B for survey and results)
Hart County Charter System Improvement Plan
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
All students in the school have The five county schools share Instructional coaches are in Funding sources limit the
access to their own a four-person technical support place to support technology number of technical support
Chromebook to use during the team that is housed in the integration as it relates to staff that are employed by the
school day, which is county office. content standards. county.
consistently connected to
wireless internet. Technology support staff are Instructional coaches can serve Fear of technology problems
focused on hardware and to troubleshoot many technical or interruptions during lessons
Teachers have numerous ways infrastructure and not on issues related to instructional keep some teachers from
to reach out for technical instructional integration of programs. utilizing technology to its
support, including email, technology. fullest.
phone, and a technology ticket A team of teachers, support
system. The technology ticket system staff, and students should be Teachers feel anxiety and
ranks how much an impact the trained to be an on-site embarrassment when they
There is a media specialist that technology problem could technology support team cannot fix technology issues in
handles the records and have, so small problems that available to help teachers front of students during a
maintenance on student only effect one teacher’s instead of waiting on the lesson.
Chromebooks. She is computer take longer to fix. technology ticket system.
available for small
troubleshooting issues There is not a designated
throughout the school day. technology team in place at the
middle school, although there
Most grade level teams have at are a few representatives on
least one person that is fluent the county technology
with technology integration committee.
and/or troubleshooting.
Summary of Results/Conclusions:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Although the technical support staff that serves the middle school is extremely small, students and teachers have had access to
technology devices for long enough to begin developing their own troubleshooting mechanisms. Teacher leaders are emerging in
each grade level or subject team, so many times teachers are getting answers to technology questions before tickets are being
submitted. Because there is not an official technology team in place, some teachers still feel threatened by technology issues. They
fear having a class of 30 students waiting on them to figure out how to fix an issue or to redirect the class to another activity
because the technology did not work. The media specialist plays a very active role in the management and maintenance of the
student Chromebooks in the school. Students are often sent to her during class if a Chromebook becomes unresponsive. The
technical support team that serves the middle school from the county office do not help support teachers in terms of instructional
technology integration. Instructional coaches have been charged with specifically helping teachers integrate technology into
instruction. Oftentimes, the coaches can troubleshoot login errors or other glitches with various instructional software programs.
Data Sources:
Instructional Coach Job Description and Duties
Technology Vision Survey Results (Or see Appendix B for survey and results)
Hart County Charter System Improvement Plan
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary of Results/Conclusions:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
The technology vision survey asked teachers and students to decide which area of technology integration was most important.
Nearly 31% wanted to purchase more devices and hardware, while 33% wanted to take advantage of professional learning
opportunities to learn how to integrate technology. Only 24% of staff thought that more software programs were needed.
Currently, the school’s Title 1 Plan pays for some technology and software programs to be used by students. Unfortunately, the
focus has been on helping master content standards, so very few students, parents, or teachers know about the student technology
standards provided by ISTE. Because the standards are unknown (even to many administrators and instructional coaches), little to
no integration has occurred that pairs content standards with technology standards for a well-rounded student education. Right
now, the middle school is providing technology instruction strictly in one of the 9-week elective courses. Teachers are using
technology to help students with content standards, but have not thought about purposefully integrating the two sets of standards.
Traditionally, teachers in this building are resistant to most change initiatives, with a predominant reason being that they only want
to focus on what will be on the standardized test in April. Project-based learning, STEAM, and other research-based curriculum
structures are also poorly received because it takes too much time. Many teachers feel rushed to cover all of the standards because
so much accountability rests on those test scores. Teachers also reference limited time when asked to use planning time to learn
about new technology or strategies. Asking to merge content and technology standards will likely meet the same resistance.
Data Sources:
Instructional Coach Job Description and Duties
Hart County Charter System Improvement Plan
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
District 3-year technology plan
HCMS Title 1 plan
HCMS School Improvement Plan
Technology Vision Survey Results (Or see Appendix B for survey and results)
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
Teacher Interviews/Conversations
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
References
CoSN Horizon Report 2017 K-12. (2017). Retrieved April 13, 2018 from https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-
k12-EN.pdf
International Society for Technology in Education. (2017). ISTE’s essential conditions. Retrieved from
https://www.iste.org/standards/essential-conditions
Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. Corwin
Press.
Solomon, G. and Schrum, L. (2014). Web 2.0 how-to for educators. Eugene, OR: ISTE.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Appendices
Appendix A:
Appendix B: