Swot Janee

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

Name: Janee Glover Semester: Fall 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
 Teachers and  Limited or no resources  Teachers participate in  Some teachers feel lack
administrators have available for students weekly PLCs with their of planning and
access to their own without their own instructional coaches preparation time
personal devices, to be personal devices. and other teachers in hinders them from
used daily within the  Daily instruction is their content areas to effectively integrating
classroom and outside inconsistently aligned discuss how digital technology into their
the school; with goals to research-based best tools can be used to instruction.
of demonstrating and practices. increase student  Some teachers feel it is
preparing our students  Teachers lack the skills achievement and too much hassle to
to be productive and knowledge needed student engagement. prepare lessons for
citizens of a global to support student  Best practices are students who have
society. engagement, deep modeled by access to technological
 Technology is targeted understanding of instructional coaches devices and for
towards assessing content, and transfer of and through observing students who do not.
student achievement knowledge. other teachers in the  Some teachers feel
through digital tools  Teachers lack the skills same content area. there are too many
that align to Fulton and knowledge needed  Digital tools and challenges with
County Schools to connect lessons to resources are discussed troubleshooting devices
Priority Standards and real-world applications collaboratively to and the turnaround
Georgia Learning in order to encourage ensure all teachers have times that hinders them
Standards. I-Ready higher order thinking in an input on digital integrating technology
reading and I-Ready their content areas. resources that are to be effectively.
math are the used within the
technology tools used classroom.
to assess and facilitate
student learning.
Summary of Results/Conclusions:
Paul D. West Middle School, PDW, has a goal of using technology for data driven instruction, assessing, and increasing student
achievement, and the current plan of action is showing some growth in all areas. However, the technology tools and apps that are
being used aren’t consistently used in all classrooms or proving to enhance student engagement. The areas of weakness as it relates
to this Essential Condition mostly comes from teachers lacking the proper skills and knowledge to use research-based best practices
for effective instructional uses of technology. Another major weakness is teachers not having the proper time to plan and develop
lessons that promote higher order thinking skills for students and concepts that allows students to connect real-world applications to
concepts they are learning. Technology use in PDW has proven to increase student achievement and engagement; furthermore,
there are teachers who need further training to see an effective use of technology integration. Opportunities are provided through
weekly PLCs for teachers in the same content areas and their instructional coaches to discuss how digital tools are effectively
supporting intended learning targets.
Recommendations from Gap Analysis:
Based on the results of the diagnostic, PDW is still in the “beginning” phase of student-centered learning. According to ISTE
(2008), successful student-centered teaching emphasizes both creative and effective use of technology to meet students learning
goals. Although the teachers of PDW are currently allowing students to use technology during lessons, many teachers are not
requiring students to use higher order thinking or being provided personalized learning experiences for their individual success.
Student-centered learning is supposed to transform students from being information receivers to explorers who actively learn by
seeking information on their own. Teachers need to be provided more training on how to use research-based practices for effective
instructional uses of technology that target student-centered learning. Professional learning sessions at PDW need to incorporate
more collaboration amongst content area teachers and Instructional Coaches, that allows the sharing of ideas and technological
resources and tools. Teachers should be able to have more of a choice in what resources are used and effective for their students
instead of being limited to using only resources that are funded by the state. As referenced by Knight (2007), the partnership
principle means equality, choice, voice, dialogue, reflection, and praxis are the most important aspects of the coaching relationship.
Effective collaboration amongst teachers and coaches will create a healthy partnership that will allow everyone to learn from and
help each other. By teachers increasing their skills and knowledge of best practices to support student-centered learning, this area
will improve greatly. Also implementing a technology committee within PDW that can help improve technical support, many of the
weaknesses will begin to diminish. Better collaboration, planning, and preparation will help teachers feel more competent about
integrating technology into their instruction, and the threat of not having enough time to properly train teachers will begin
diminishing as well because teachers and coaches will learn to maximize their resources, planning time, and support of each other.
Supporting Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
ISTE Standards. (2008). Retrieved from https://www.iste.org/standards
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA:
Corwin Press.
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?
 There is a district wide  There is no specific  A shared vision for  All stakeholders that
vision for technology technology plan at technology will be are involved in the
with a goal of PDW. created with all shared vision won’t
personalizing learning  All stakeholders are not stakeholders involved. communicate
for all students to aware of the need for a  All stakeholders will be effectively or work
effectively support shared vision. held accountable for together which will
their individual their roles in hinder the creation of
learning goals. the shared vision and
 The current school  All stakeholders are not implementing the plan of action for the
improvement plan knowledgeable of their shared vision. process.
embeds technology into roles in a shared vision.  Evaluation of the
the goal of data driven shared vision and plan
instruction, assessment of action will be
that focuses on student closely monitored and
achievement, and discussed twice
proper lesson planning throughout the school
within weekly PLCs. year.
 PDW teachers share
the idea that
technology integration
is imperative to
increase student
achievement and
student engagement.
As a result of using the ISTE diagnostic tool and survey, shared vision and engaged communities, is the largest area of weakness for
PDW. Although the district has a specific vision for technology, PDW lacks a vision. The plan for technology integration is
currently embedded in the school improvement plan, and it relates specifically to the goals of the improvement plan. The main
focuses of the school improvement plan are data driven instruction, more assessment to assess student achievement, and proper
lesson planning to ensure development of higher order thinking skills for students. A major strength identified from the survey
results is that teachers share a common idea of how imperative technology integration is to increase student achievement and
student engagement. The lack of knowledge amongst all stakeholders of the shared vision and their specific roles is a major
weakness. Currently, administrators and school leaders are the main stakeholders involved in developing the shared vision, and this
is also another major weakness. Not all teachers and stakeholders are aware of a shared vision, and this creates a huge gap that will
hinder the effectiveness of the shared vision.
The results of the diagnostic analysis tool reveal that PDW needs a technology shared vision separate from what is referenced in the
school improvement plan. This shared vision would provide a detailed and thorough analysis of how technology should be
integrated within each classroom and the school. The creation and implementation of this plan would incorporate all involved
stakeholders. In order to ensure parents are effectively included in the planning of this shared vision, PDW would hold an
informational parent meeting to ensure they are knowledgeable of the process and their roles in it. Teachers would also need to have
a clear understanding of the shared vision and their roles in ensuring technology is integrated into their instruction properly for the
success of their students. The tools and strategies incorporated into teacher instruction would need to be evaluated on an as-need
basis to ensure student achievement and student engagement is increasing. These assessments will allow teachers to modify these
tools and resources as needed. According to the ISTE (2008), a shared vision arises from the collaborative voices, goals, and values
of the educators, support staff, students, parents, and community members within the system. Therefore, all stakeholders must
understand their roles and responsibilities of the shared vision in order for it to be successful.
Supporting Sources:
Corwin Press.
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.
 The district has a clear  PDW needs a specific  A specific committee  Teachers are not
plan to guide and technology vision to can be developed to knowledgeable of the
facilitate technology. outline goals and handle the technology standards or
 The school procedures necessary to technological needs of essential conditions.
improvement plan has strengthen planning the school.  There is not enough
some technology goals within the school.  All stakeholders should time to plan or meet
in place.  PDW lacks sufficient be offered the with all teachers to
technological resources opportunity to become discuss developing,
 Students without and tools necessary to a part of the technology implementing, and
personal devices can accommodate students committee. evaluation the
utilize digital tools in who do not have their  A technology plan will technology plan.
the library throughout own devices or access be devised to provide a  Teachers lack an
the day in case they within and outside the detailed and thorough interest in adapting
don’t have access school. outline of the goals, change due to all the
outside of school.  There is no technology plan of action, and each current challenges
 Instructional coaches coach, not enough stakeholders role and associated with
currently act as technical support, or a responsibilities to the integrating technology.
technology coaches to specific committee process.
assist teachers with dedicated to handle
resources and tools technology within
necessary to integrate PDW.
technology in their
classrooms.
 Low cost internet
access is offered to
families and students
who can’t afford
internet at home.
Based on the diagnostic tool analysis, PDW is still in the “beginning” level of this area. Although the district has a technology plan
that clearly defines technology goals, roles, and responsibilities, the only plans for technology at PDW are embedded in the current
school improvement plan. PDW does not have a specific plan for technology, and the small reference in the improvement plan is
very limited and lacks thorough details of how it should be implemented. There is a huge challenge as it relates to sufficient time to
meet and train teachers to develop, implement, and evaluate a technology plan, and this creates a huge threat. The lack of
technology committee and technology coaches at PDW also make it hard to focus solely on a successful plan because currently the
academic coaches are responsible for filling these roles, on top of their own professional obligations. Although PDW currently has a
1:1 device initiative, the lack of trained Technology Specialist makes it impossible to effectively troubleshoot various issues that
occur in a timely manner. While most of the Administrative and leadership team and teachers are already onboard with some
collaborative ideas for the shared vision, many other stakeholders are unaware of the challenges, plan of actions, and their roles to
help achieve the goals. PDW offers its low-income families low cost internet access at home; however, many families are not taking
advantage of the opportunity or lack knowledge of the initiative altogether. Most students can use the technology resources and
tools available at PDW; however, many students and families still lack the tools and internet access at home.
PDW currently lacks a technology shared vision plan, and this is a great weakness that hinders technology integration within the
school. Although referenced in the school improvement plan, PDW needs a specific plan that describes the way in which
technology should be implemented in each classroom. A concrete plan will ensure that all stakeholders are aware of the plan of
action, all stakeholders understand their roles and responsibilities, and all stakeholders are aware of how to use evaluations to make
adjustments when necessary. Currently, the 1:1 device initiative at PDW is a great start; furthermore, a plan that outlines short and
long-term goals for student and teacher success will provide a more efficient process of technology integration. Implementing a
technology committee will make the process of a shared vision for integrating technology more achievable. According to ISTE
(2008), all stakeholders follow a systematic plan aligned with a shared vision for school effectiveness and student learning through
the infusion of information and communication technology (ICT) and digital learning resources. Therefore, the first step in planning
for technology must be creating a plan of action. Once there is a plan outlined in the shared vision, all stakeholders will have a
common understanding of what is expected and how technology is to be implemented in order for all parties to be successful.
Supporting Sources:
Corwin Press.
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?
 1:1 devices for all  Not all students have  A technology  Lack of resources and
students personal devices to use committee will be tools readily available
 IPad are available for  Not all created for students to for students who don’t
teachers to check out students/families have become technology have their own devices
for students who don’t internet access outside leaders within the  There is a gap between
have their own devices. of the school school. female and male
 Students and teachers  Many students aren’t  The female leaders of students to use
have a Google App for responsible or properly PDW will be technological apps and
their educational care for their devices, encouraged to oversee devices.
accounts which has a they damage them, establishing the  Lack of resources and
cloud drive that they must check them in to technology committee tools available for
can access away from be repaired, and the for students, to students and families to
school. turnaround time to fix encourage more female access the internet
 Low-cost internet is them are long. students to join. before, during, and
offered to families who  No loaner laptops  Families will be better after school
can’t afford full price available when educated on the
internet at home. student’s devices are resources available to
 Students without being repaired them for low-cost
devices have access internet at home.
throughout the day to  The computer labs will
use computers in the be better equipped and
library to complete supportive of
assignments. accommodating
 There are various students throughout the
subscriptions that day who need to use
support the diverse the computers and
needs of our students internet.
(i.e. Reading and
writing chrome
extensions to support
ESL and ELL
students).
According to the results of the diagnostic analysis tool, PDW is meeting in the area of equitable access. Furthermore, there are areas
that could be greatly improved. A small amount of classrooms are equipped with desktops, but all classrooms have a projector and
Promethean Board. Each grade level hallway has a computer lab that consist of several desktops. There are iPad carts and laptop
carts available for teacher check out in the library. Students who utilize assistive technologies seem to be effectively accommodated
for their individual special needs. According to the ISTE standards teachers and students must have access to both the tools and
skills to support the special needs population (ISTE, 2008). All teachers and students have access to various Google extensions to
help meet various special needs. Fulton County School district is shifting to a climate of providing equitable access. Although, this
process will take more time to become extremely effective for all students and staff, the current initiatives to provide access to
devices and internet access in schools is working. The 1:1 device initiative at PDW allows students to have personal devices and
take them home daily for themselves and families to use. PDW has a long way to go to ensure that teachers and students use
technology effectively, ensuring all lower SES families receive internet access at home, and changing the ultimate of female
student’s negative attitudes towards technology within the school.
As identified by ISTE (2008), equitable access is robust and reliable access to current and emerging technologies and digital
resources, with connectivity for all students, including those with special needs, teachers, staff, and school leaders. PDW is a Title I
school that serves a lot of low SES families and students with special needs. Not having equitable access to technology means that
our students are already placed behind students who may have better access to technological resources and tools. The gender gap
related to technology is another area of concern at PDW. Female students generally are less likely to utilize technology resources
and tools than male students, and this creates a digital divide. In an effort to close this gap, PDW will create a technology
committee led by one of our female technology leaders to ensure that more female students get involved with technology and
negative feelings and stereotypes amongst our female students are dismissed. The goal is to ensure that all students are provided
with equal opportunities to use digital resources for their success. In order to ensure that all students have equal access to the
internet outside of school, we will better educate our parents and community members about the low-cost internet program offered
by the district. Many students and parents are either unaware of the program or have not made use of this resource, and it is our duty
as stakeholders to make sure we our educating our families of opportunities to help our students succeed. Equitable access means
improving opportunities for teachers, students, parents, and all support staff to be provided equal opportunities and access to digital
tools and resources needed. Based on the diagnostic tool, PDW is in the “meeting” stage of equitable access; however, we still have
a lot of room to grow.
Supporting Sources:
Corwin Press.
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.)
 All PDW teachers use  Some teachers are  Proper technology  The Principal isn’t
technology daily in unsure of how to integration will be open to teachers using
their classrooms. integrate new forms of demonstrated for resources that were not
 Most teachers feel they technology into their teachers during weekly funded by the state, and
have the basic skills instructional practices. meetings to ensure this could be hindering
necessary to integrate  Most teachers get teachers are an improvement of
digital resources into comfortable with comfortable and aware student achievement
their instructional technology resources of how they should be and student
practices. they are already implementing them engagement.
 Most students who familiar with rather into their instruction.  Many teachers are
have their own devices than trying new ones.  A technology resistant to exploring
use digital resources  Most teachers would committee will be new resources because
daily during like to be trained first established to help the they aren’t receiving
instruction. with new resources technology specialist in proper training and
 Some teachers are rather than exploring supporting the needs of may not have time to
skilled and and trying them on staff members and learn these digital tools
knowledgeable of how their own. students when needed. on their own.
to create and  There is only one  The administrative  Technical issues occur
implement technology technology specialist team will be more open often for teachers and
lessons. who isn’t always to learning about other students, and
 Technology support is available immediately resources that may be immediate technical
available daily to when needed. more beneficial than
provide assistance to  The Principal other resources that support isn’t available
teachers, staff encourages the use of have been funded by when needed.
members, and students technology programs the state.  There isn’t enough
when needed. that are funded by the time to train teachers
state rather than on how to properly and
allowing teachers to effectively integrate
explore and use new technology resources
resources. into their instructional
practices.
Based on the results of previous teacher surveys, observations, interviews, and results from needs assessments, most teachers at
PDW feel they have the basic skills and knowledge necessary to incorporate the use of technology in their daily instruction. Some
teachers are more skilled than others, and they have expressed being able to train and teach other teachers how to use various digital
tools if time ever permitted. PDW does provide some training on how to use specific technology resources and tools; however, most
times the presentations are rushed, and not all teachers leave with the necessary skills on how to go back and use them. Most
teachers at PDW are resistant to utilizing new digital tools when they haven’t been properly trained, and they don’t feel the kind of
training they receive currently is helpful. The Principal and entire administrative team urge teachers to use digital resources and
tools that have been funded by the State, but they discourage the use of other resources that may be more beneficial. Not allowing
teachers to explore and use new resources hinders them from adapting the change mentality. Most teachers have become
comfortable and familiar with their current levels of technology integration, and this isn’t effective for growth.
PDW is currently in the “beginning” level of skilled personnel according to the diagnostic tool results. Although all teachers do
incorporate technology use into their daily instruction, most teachers aren’t doing so with fidelity. One of the first initiatives in
ensuring that the shared vision will be accomplished is to expand the technical support team at PDW.
There is currently only one Technology Specialist within the school daily, and he is unable to effectively support all the technical
issues that arise in a timely manner. There are two Media Specialists that assist in resolving students’ technical issues that occur, but
this is still not enough support to resolve their issues in a timely manner either. A technology committee will allow more people to
address technical issues, and this will cut down on the turnaround times. In order to ensure that these members are skilled and
knowledgeable of troubleshooting, they will be required to take various trainings to make sure they are able to handle all of their
responsibilities. According to ISTE (2008), all educators and staff should know how to use digital tools to both increase
productivity and enhance learning, and to be able to keep these skills up to date. Another recommendation is to ensure that the
Administrative team is also skilled and knowledgeable of the digital tools and resources that are being implemented in the plan.
Currently, the Principal of PDW emphasizes the use of specific programs because they are funded by the State. Although these
tools may be beneficial to student growth, it is important that he becomes knowledgeable of other tools and resources that may be
supportive as well. According to ISTE (2008), leaders can cultivate a skilled staff by modeling technology use themselves,
providing access to resources that help keep skills current, and implementing hiring practices and policies that reflect the
significance of technology skills. Therefore, as the leadership team wants teachers and other staff members to expand their
technological knowledge, they must continue to expand theirs as well. These changes will help improve the climate of technology
integration at PDW.
Supporting Sources:
Corwin Press.
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?
 Teachers participate in  Majority of the  PDW will plan movie  Not enough trainings
a 1 hour professional sessions are per level, sessions for all content provide teachers
learning session twice so vertical area teachers to allow individual support they
weekly. collaboration is very more vertical may need.
 One session is whole limited. collaboration.  Some teachers
group with all teachers  Whole group  Teachers will continue inconsistently attend
in each grade, and the professional learning to share tools and weekly sessions and
other session is with sessions doesn’t allow resources that are they miss important
each teacher to get the
teachers in the same individual support they working effectively in information from
content area. may need to ensure their classrooms. trainings.
 Teachers work with they fully walk away  Sessions aren’t long
their Instructional with the needed skills enough to provide all
Coach to lesson plan and knowledge. the teachers support
and discuss resources  Content specific during Professional
and activities that will trainings don’t occur learning sessions.
be incorporated into often within the district  Teachers aren’t always
instruction. and this limits training willing to adapt with
 Teachers share digital teachers on content new strategies that are
tools that will be used relevant resources and presented during
in their lessons. After tools. professional learning
the lessons and sessions.
resources have been
used, the effectiveness
of the tools is
discussed.
 The Administrative
team is present at all
sessions and actively
engaged in the
meetings.
 The county provides
trainings on specific
technology resources
used for teachers at all
schools during
Professional Learning
days.
According to the diagnostic tool, PDW is still in the “beginning” level of this area. This year PDW has added professional learning
to the school improvement plan in an initiative to help teachers plan better and use common technological resources in each content
area. Although these efforts have proven to be somewhat effective, many teachers feel that having two sessions per week limits
their independent planning time. One session during the week is for all teachers per grade level, and the other session is for
Instructional Coaches and content area teachers. All the sessions do incorporate technology integration; however, none of which is
greatly detailed, thorough, or specifically geared towards technology use. One of the two sessions are work sessions, and teachers
collaboratively work with their Instructional Coaches and content area teachers to plan and share resources. According to the ISTE
(2008), professional learning should provide opportunities based on educators needs and realities and focus on both learning to use
technology and using technology to learn. Furthermore, PDW has a long way to go with finding ways to effectively met the
individual needs of teachers during professional learning sessions. It is imperative to ensure that whole group sessions fully
maximize time to support all teachers, and PDW professional learning sessions sometimes wastes teachers time because they may
or may not already be familiar with the content.
PDW is in the “beginning” level of ongoing professional learning, and there is much growth needed in this area. The main
recommendation is to further train teachers, Instructional Coaches, and support staff on how to work together to continue sharing
ideas and growing from and with each other. Many of the teachers still lack the skills and knowledge necessary to effectively
integrate technology into their instructional practices, and they do not feel that their knowledge is increasing greatly from weekly
professional learning sessions. There are two mandatory sessions per week for all teachers; one is a working session for same
content area teachers in each grade level and their Instructional Coach, and the other session is for all teachers in the grade level.
Many times, not all teachers attend the meetings because they have other obligations to attend too, and they don’t feel like the
sessions are beneficial. This creates an issue of teachers missing out on important information and updates that they may need to
know. Instructional Coaches and all members of the leadership team need to plan properly for weekly sessions to ensure that all
teachers are engaged, learning, and improving their skills from the content presented. The content also needs to be relevant for all
teachers because if teachers don’t feel they are gaining knowledge that is beneficial for their professional growth, they will continue
to show a lack of engagement and interest during sessions or not attend them at all. In addition to improving weekly professional
learning sessions at PDW, teachers should be more informed of trainings within the district and allowed to attend. This will allow
them to collaborate with teachers and staff members of other schools to gain more knowledge of technology resources and tools that
may be working in their schools. Lastly, to eliminate some of the other threats that relate to ongoing professional learning the
Administrative team should begin setting aside funds to send teachers to technology conferences and trainings that take place in
other states. Last year, two teachers attended the Model School Conference in Orlando, FL, and they expressed that they learned so
much from attending; however, teachers will only grow from these opportunities if they are able to share and model what they
learned with all the other teachers of PDW. These efforts will greatly impact professional learning for the teachers at PDW, and this
will help successful technology integration because teachers, Instructional Coaches, and other support staff members will feel more
competent.
Supporting Sources:
Corwin Press.
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?
 1:1 devices available  There is only one  The technical support  A lack of technical
for all students technology specialist team will be expanded support staff within
 Ipad and laptop carts available at PDW daily, by allowing teachers PDW makes the
available for teacher and teachers must put and students to assist troubleshooting
check out in a ticket to the help with troubleshooting turnaround time very
 A Technology desk for technical issues that occur long.
Specialist is available support when needed. throughout the school.  Many resources are
to assist with technical  There is no  The technology unavailable or either
issues teachers may Instructional leadership and don’t work properly
experience throughout Technology Coach at technology committee (i.e. printers, copiers,
the week, and media PDW. The Academic will receive training to loaner laptops, etc.), so
specialist help to assist Coaches and Media help fix various issues teachers don’t plan
with student technical Specialist assist with in a more timely lessons that many
issues. the technology manner. require use of much
responsibilities. technology.
Based on the diagnostic analysis tool, PDW is “approaching” in the area of technical support. Although there is limited technical
support personnel, the current Technology Specialist and Media Specialists work hard to resolve technical issues that occur as
effective as possible. The Academic Coaches also help assist with various technological responsibilities within the school, but they
have expressed the issue of feeling overwhelmed trying to take on additional responsibilities other than their own. According to
ISTE (2008), consistent and reliable technical support removes barriers and make it possible for educators to better leverage their
use of technology as an effective teaching and learning tool. A technical support committee will help to minimize the time and
energy that our current Technology Specialist must spend on troubleshooting and problem solving. This team will also help
eliminate many of the current weaknesses and threats that teachers and students experience due to a lack of effective technical
support.
While PDW is currently implementing a 1:1 device initiative, it is imperative that more technical support be available to support
various issues and needs that arise. One Technology Specialist is not enough to support this effort, and PDW has a lot of work to do
to ensure that technical support is improved. The main recommendation for this area is to create a technical committee of staff and
students that are interested and able to provide technical support. A part of this process will be providing proper training to this
team to ensure they have the proper skills and knowledge necessary to troubleshoot various technical issues that occur. This team
will also be able to fix resources such as printers, copiers, loaner laptops, laminating machine, etc., that are viewed as threats and
hindrances to successful technology integration when they don’t work as intended. According to ISTE (2008), technology opens
doors for learning, but students can’t walk through them if the technology is unstable or disruptive to the learning and teaching
process. Therefore, these recommendations to improve technical support at PDW are necessary for technology integration to
improve the climate of learning and teaching at PDW.
Supporting Sources:
Corwin Press.
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?
 Instructional Coaches  Most students,  PDW will educate  Teachers will feel
provide teachers with teachers, and parents teachers, parents, and overwhelmed by
digital curriculum are unaware of the students on the ISTE having to adapt to
resources that help ISTE Standards for Standards for Students another set of
integrate technology Students. as a part of the digital standards.
into the content  Student technology citizenship effort.  Parents aren’t always
standards. literacy isn’t assessed  Teachers will receive supportive or educated
 ISTE Standards are unless they take the training that is on the importance of
already aligned to state business class that is embedded in their technology integration
content standards to offered as an elective. weekly sessions to needed for their child’s
ensure teachers educate them on the success.
integrate technology ISTE Standards to
skills in their daily properly integrate them
instruction. into their lessons.
 Some educators are  More teachers will
aware of student attend more trainings
technology standards offered by the district
(ISTE Standards for and other trainings that
Students). target technology
integration within the
United States when
funds are available.
According to the ISTE diagnostic tool, PDW scored in the “beginning” level for curriculum framework. PDW currently applies
technology as an add-in in the existing curriculum. However, according to ISTE (2008), to maximize the potential benefits such as
the development of higher order thinking skills, educators must weave it into the curriculum in such a way that the tool matches the
desired learning outcome. Many teachers are unaware of the ISTE standards all together and this creates an issue of them not
having knowledge of how technology should be integrated. The lack of technology plan at PDW makes it harder for teachers to
have a clear idea of how technology literacy should be implemented. There are many digital resources available for PDW teachers
and students to utilize; therefore, it is imperative that a concrete plan of what technology resources are to be used and how they
should be integrated is necessary.
PDW is currently in the “beginning” level in this area, based on the results of the diagnostic tool. Therefore, it is imperative that the
shared vision and plan of action that is developed, clearly outline how technology integration will align with the curriculum
framework. All stakeholders should first understand the ISTE Standards and Essential Conditions. This is important because in
order to understand the effectiveness of technology integration, all stakeholders should understand the intended goals. Once
teachers and Instructional Coaches have a common understanding of all the standards related to technology, it will be easier to
develop a plan of action that aligns to the curriculum standards. The first recommendation is educating all involved stakeholders to
make sure that all parties have a shared vision. The next recommendation is to develop the plan of action that will clearly define the
main goal of how technology is to be integrated into instruction, clearly define what digital resources are acceptable to achieve
high-order thinking for student-centered learning, and clearly define all stakeholder’s roles and responsibilities in the process.
According to ISTE (2008), technology use becomes part of the learning objective itself rather than simply a means of achieving it.
Once PDW makes these necessary adjustments, they will continue to improve in ensuring technology integration aligns with the
curriculum framework.
Supporting Sources:
Corwin Press.
References
Essential Conditions. (2008). Retrieved April 7, 2019, from https://www.iste.org/standards/essential-
conditions
ISTE Standards. (2008) Retrieved April 7, 2019, https://www.iste.org/standards
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand

Oaks, CA: Corwin Press.
Appendices
Appendix A: Results from ISTE Lead and Transform Diagnostic Tool


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ITEC 7410 Analysis for Technology Planning Needs Assessment

What is the current reality in our school?

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

ESSENTIAL CONDITION FIVE: Skilled Personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Essential Conditions. (2008). Retrieved April 7, 2019, from https://www.iste.org/standards/essential-

ISTE Standards. (2008) Retrieved April 7, 2019, https://www.iste.org/standards

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand

Appendix A: Results from ISTE Lead and Transform Diagnostic Tool

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