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

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Kimberly 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
All homeroom classes grades The kind of technology All grade levels have periodic Many teachers are still
3-5 became 1:1 with implementation varies widely (usually monthly) extended uncomfortable trying new
Chromebooks in January 2018. from teacher to teacher. planning time to work on tools and technology
lesson plans and assessments. strategies.
Calhoun City Schools has an Daily lessons and technology
instructional technology team use do not always focus on Grade level technology leads Some teachers still feel that the
who sends out weekly real-world applications. have been identified for technology tools and programs
newsletters with tools, tips, teachers to go to with are something extra they have
and tricks. They also conduct Alignment of technology and technology questions as well to do instead of something
professional development with content standards is sometimes as to share new ideas learned they can align with their
everyone periodically and considered as an afterthought at trainings. standards.
offer individual and small instead of during the lesson
group professional and unit planning process. There are some teachers, not
development on request. always the technology leads,
Technology use and even daily who are already utilizing
Technology is used daily in all instructions are not always technology in great ways.
classrooms for productivity aligned to research-based best These teachers’ classrooms
and assessment through the practices. could be identified as model
Google tools as well as classrooms for technology
programs such as IXL, integration.
TenMarks, and Readworks and
the Canvas learning Students go to the computer
management system. lab once during each activity
rotation. This class could be
All students take the MAP used to enhance and
assessment for benchmarks supplement what they are
three times per year. doing in their content classes.
Summary of Results/Conclusions:
Calhoun Elementary School scored in the beginning category for student-centered learning. Based on survey results, observations,
and conversations with teachers and administrators, lessons that incorporate real-world applications happen in most classrooms, but
they are not consistent. Technology is used daily in pretty much all classroom since the 1:1 rollout in January of 2018, and it is
mostly used for skill practice on programs such as IXL and Readworks or typing documents through Google Docs. Many teachers
use Google Forms or Canvas for assessments to determine students’ needs. The degree to which technology is used for higher-order
thinking activities varies from class to class, mostly based on teacher comfort level and willingness to take risks. Now that each
class is 1:1, more teachers are willing to try tools and strategies that are presented through professional learning. Many teachers feel
that incorporating technology is something additional to add to their already full schedules or are not comfortable enough
themselves to try implementing it with their students. However, there are other teachers that are already incorporating technology to
support content standards who could be used to support more reluctant teachers.
Recommendations from Gap Analysis:

Teachers meet weekly with their grade level and content area for professional learning communities (PLC), and they are often given
time, usually monthly, for half-day extended planning. Some of this time should be used to aligning content standards to technology
standards as well as identifying technology tools that can support the content objectives. Another recommendation is to utilize
teachers who are already using technology in ways that promote real-world applications and higher-order thinking skills to serve as
model classrooms. These teachers can share strategies with other teachers as well as allow teachers to observe their classrooms.
There also needs to be more specific expectations from administrators as to what they are looking for with technology integration
when conducting the TKES observations. The Georgia Standards for Excellence call for students to learn content standards in ways
that require high level thinking skills. The ISTE Standards for Students (2016) support these skills by calling for students to become
knowledge constructors, innovative designers, and global collaborators, among other skills.
Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
ISTE Standards for Students (2016)
Shared Vision Survey results from teachers and administrators
Teacher and Administrator 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:
 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?
The instructional technology Few stakeholders are aware of Calhoun City Schools has a Some teachers still feel
team that was formed for this the shared vision for strong Partners in Education technology can be and is
school year has developed a technology. program with local businesses overused at the elementary
three-year plan for Calhoun that can be utilized to level and that students already
City Schools. There is little alignment determine skills local use technology too much at
between the vision for employers value. home.
Most teachers see the technology and the School
importance of technology Improvement Plan. Surveys and committees could Some teachers and even
integration and are willing to be used in order to include all administrators have
try new things. Not all stakeholders were stakeholders in the misunderstandings about the
included in the creation of the development of a shared vision necessary technology skills for
The technology team worked technology plan. for technology. the workforce and think simply
with grade level teachers to
determine what skills students Many teachers have expressed teaching students how to use
should have at each grade the need to teach students Google tools is enough.
level. technology skills that they will
need for the future workforce.
Calhoun Elementary School

has a parent resource center
which could be utilized for
parental input.
Overall, this is an area of weakness for Calhoun Elementary School. Technology has been loosely addressed in years past, but this
is the first year we have had an actual team devoted to instructional technology. They have adapted a previously created plan to
incorporate instructional technology components to create a three-year plan for Calhoun City Schools. During one of the technology
professional learning sessions, the team worked with teachers at each grade level to determine the skills they wanted students to
have before they left that grade level. However, that was pretty much the end of that discussion as there has been no follow-up to
determine progress made toward meeting these goals. The technology plan that is in place now is being adapted along the way as
the technology team progresses in their new roles. One area of improvement is to involve all stakeholders in the creation of the
shared vision as well as making sure all stakeholders are aware.

There are several ways to address the gaps in the shared vision. First, surveys should be conducted with all stakeholders to
determine their opinions on how technology should be used by students. This includes teachers, support staff, administrators,
parents, and even students. According to the ISTE Essential Conditions (2018), a shared vision is the driving force for a successful
organization. All stakeholders need to understand how technology impacts them as well as their role in the shared vision. Many
teachers are still apprehensive about heavy use of technology at the elementary level. Including them in the development of a shared
vision would hopefully increase willingness to incorporate more technology. There is a strong effort at the high school to produce
workers that can work in our local businesses and industries. The Partners in Education should be utilized as part of the shared
vision to determine what technology skills students will need in order to join the work force. Teachers in Kindergarten through 12th
grade along with the technology team and administrators should develop a vertical continuum to start developing these skills in
kindergarten. This would also help students develop higher levels of skills to help meet content and technology standards as they
progress through upper elementary school. The technology plan and School Improvement Plans should align. Teachers already have
a lot to do to ensure they teach all of the content standards. It is an added stress to many teachers to add another set of goals and
standards. It should be a seamless inclusion of technology standards within content standards. In the School Improvement Plan,
specific technology tools and strategies need to be incorporated to help meet the school improvement goals.
Data Sources:
Calhoun City Schools Three-Year Technology Plan 2017-2020
Calhoun Elementary School Improvement Plan 2017-2018
International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved April 8, 2018,
from http://www.iste.org/standards/essential-conditions.
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion
of ICT and digital learning resources.
Guiding Questions:
 Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into
SIP?)
 What should be done to strengthen planning?
 In what ways does your school address the needs of diverse populations in the school or district to include how race,
gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12
students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software,
knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy
acquisition.
A team of representatives from There were no representatives There are three identified Many of the teachers who are
the schools and district from Calhoun Elementary technology leads at Calhoun great users of technology are
leadership collaborated to School on the team that Elementary School but many also on other committees or
determine current and future developed the technology plan. more teachers could serve in have other responsibilities at
needs when developing the this capacity. A technology school so a technology
three-year technology plan. Technology goals are not committee within the school committee may be difficult to
explicitly stated in the school could be formed to support form.
A three-year plan has been improvement plan. instructional technology within
developed which focuses on the school.
helping students be college and There is no specific protocol Some teachers still do not buy
career ready. The vision for ensuring access for Since the instructional in to the importance of
students who do not have technology team is new this instructional technology or are
A parent resource center is internet at home. year, they are revising the plan afraid to take risks unless they
available for parents who do as they identify needs and have guidance and are required
not have internet access at concerns. to implement something.
home.
There can be closer alignment Sometimes parents do not fully
There is an instructional between the technology plan understand how technology is
technology team who and what is actually happening used in schools and do not
constantly works to make in the school and classrooms. support students using it for
improvements to the plan and A plan can be put into place to instructional purposes at home.
support teachers. guarantee access outside of
school, possibly through grants
Professional learning or other programs for low-
opportunities are provided to income households.
all teachers which focus on
tools and strategies to use in
the classroom.
Implementation planning is another area of weakness for Calhoun Elementary School, although we have made great strides this
year with the new instructional technology team. The team has updated the system-level three-year plan for technology and offers
more high quality professional learning opportunities than have been provided in previous years. However, there is still not enough
strategic planning for technology use. There is a big discrepancy between what is documented on paper in the plan and what is
actually happening in classrooms. Because technology has not been strategically planned or communicated, many teachers still do
not fully buy in to using technology in the elementary classroom. There is also lack of communication regarding how technology is
used at school which means some parents do not support the initiatives at home.

Calhoun Elementary School would also benefit from a dedicated technology committee with representatives from each grade level
who are proficient technology users. This would allow a support system for more reluctant teachers. This committee could also take
the lead with planning for technology integration into lessons and units. Teachers need to be made aware of the system-level plan
and a system needs to be in place to monitor progress made toward meeting these goals. The School Improvement Plan and the
system technology plan need to be more closely aligned. The curriculum goals can be supported by the technology goals.
Data Sources:
Calhoun City Schools Three-Year Technology Plan 2017-2020
Calhoun Elementary School Improvement Plan 2017-2018
ISTE Standards for Educators (2017)
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?
All teachers have an iMac Even though every class is 1:1, Determine if there are local or There are not enough people
desktop computer, projector, many teachers are not using state programs available to making decisions regarding
interactive white board, and technology beyond online help with internet access for technology devices or
document camera. practice and Google Docs. low income families. programs for the size of the
school.
All students have access to a Not all students have access to Make sure parents are aware
Chromebook for use at school. technology or the internet that the local library has Some of the decision makers
They take the Chromebooks outside of school. computers and internet access. (e.g., the administrators) do not
with them to their other classes know enough about available
such as their computer class or There is no plan in place to Teachers can utilize the technology or its uses to make
resource and intervention provide access to students who technology team individually informed decisions.
classes. do not have devices or internet or in groups when planning
at home. lessons and units. Many teachers do not know
Most parents have devices and how to use technology in the
internet at home. The parent resource center classroom to bridge the gap for
could be expanded to allow students who do not have
Calhoun Elementary School access before or after school access or certain experiences
offers a parent resource center for parents to learn about the outside the classroom.
for parents who do not have tools or for parents and
internet access at home to students to use the tools for
check their child’s grades educational purposes.
through Parent Portal.
Accounts have been created
Calhoun Elementary School for all students on code.org
offers accounts for teachers which will allow all students
and students to Google Apps access to coding skills.
for Education, Canvas learning
management system, IXL,
Map assessments
The network was upgraded this

year to ensure faster more
reliable Wi-Fi for teachers and
students.
Equal opportunity for boys and

girls to participate in computer
classes.
This area was considered approaching on the ISTE Lead and Transform Diagnostic Tool. Since most teachers do not require work
outside of the classroom, there are few issues with equitable access. However, if more work is expected to be done outside the
classroom, more issues may arise. Calhoun Elementary School became fully 1:1 in January of 2018 which has opened up many
more opportunities for students and teachers regarding technology integration. The network was upgraded this year as well to
ensure faster, more reliable Wi-Fi. Although most families at Calhoun Elementary School have devices and internet access, there is
still a large number of families that do not. There is currently no plan in place for these cases except the parent resource center in
which parents can check their children’s grades on Parent Portal.

In order to get the most benefit from instructional technology, we must ensure equitable access. To help families that do not have
access to technology and internet access at home, the school must raise awareness of programs for discounted rates for internet
access for low-income families such as the Access program from AT&T. The parent resource center also needs to be expanded to
be a better resource for parents. The parent resource center could be opened before or after school on certain days which would
allow teachers or other technology experts to offer support and training to parents. By seeing how students are using technology,
parents may be more likely to support technology use. The other major discrepancy in equitable access is student access to teachers
who provide high-quality technology integration. Teachers who do not provide high-quality technology integration may be keeping
students from future opportunities without realizing it. These teachers need to be identified by administrators and work with the
technology team to develop a plan for increasing technology use. All students will begin working through modules on code.org in
computer classes which will allow both boys and girls to practice coding skills. Starting at the elementary level will hopefully help
close the gender gap in STEM fields.
Data Sources:
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.)
Calhoun Elementary School Many teachers do not use There are many strong teachers Teacher preparation programs
employs highly qualified technology beyond skill who incorporate instructional do not always prepare new
educators. practice such as IXL. technology at higher levels. teachers with the skills needed
These teachers could provide with regards to instructional
Professional development is Administrators are not always model classrooms. technology.
offered to help teachers familiar with the tools and
become more skilled in strategies that are best Administrators can be Teachers often do not feel
providing high-quality lessons. practices when doing involved in the professional confident about trying new
observations. learning in order to learn about technology tools or programs.
Most teachers are proficient the tools and strategies they
with how to use Microsoft Few teachers try to find new should look for during Many teachers feel
Office and basic uses of the technology on their own and observations. overwhelmed at the number of
interactive white board. depend on someone showing tools and programs available
them something new to try. Teachers need specific and end up not trying anything
Most teachers use technology examples of how tools and instead of trying to find
daily in their classrooms. Administrators tend to still rely programs can support their something that meets their
on paper-pencil options when lessons. Specific time can be needs.
Many teachers have started technology could be used (e.g., allotted for technology
using technology more for sign-in sheets, documentation, integration with the support of
formative assessment and etc.). the technology team.
differentiation since becoming
1:1. Paraprofessionals do not
receive all of the technology
The technology plan includes professional development
focusing on technology use offered to certified teachers.
when administrators are doing
TKES observations.
The two main members of the

instructional technology team
are both former classroom
teachers.
This was the lowest area on the ISTE tool. Teachers are strong in their content knowledge due to professional development in that
area, but most teachers only integrate technology at a basic level. The two members of the instructional technology team are former
classroom teachers, so they are able to relate to the challenges teachers face with technology integration. Administrators, however,
are sometimes more uncomfortable and reluctant than teachers with regards to utilizing technology. This can unintentionally send
the message that technology is not important or necessary. Many classrooms utilize paraprofessionals to help meet students’
learning needs. Paraprofessionals also fill the roles of computer, STEM, and art activity classes. These paraprofessionals interact
with students just as much as classroom teachers but do not receive the same training, and, therefore, they may not be able to help
meet their needs. While many tools and strategies have been presented to teachers, some teachers are so overwhelmed by the sheer
number of available options that they end up not trying anything new.

According to the ISTE Essential Conditions, skilled personnel means that everyone involved is using technology in a way that
shows how important it is. This means administrators must continue to make the shift to using technology-based resources when
paper documentation is not necessary or better for the need. This also means offering more professional development to
paraprofessionals who interact with students just as much as classroom teachers. This might mean looking at schedules for
paraprofessionals to make time in which they can attend professional learning sessions or have planning time with the teachers with
whom they work. No teachers are technology experts; some are just more willing to learn as they go. These teachers need to be
utilized to serve as model classrooms for other teachers. They also need to share their struggles and how they overcome them to
show more reluctant teachers that they will most likely face challenges but that it is not the end of the world. The technology team
and technology leads also need to be utilized during planning time in order to help incorporate technology into lesson plans.
Data Sources:
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?
Technology-specific Some teachers are not Differentiated professional The size of our school makes it
technology training is required receptive of the required learning opportunities could be difficult for different teachers
for all certified teachers trainings. offered for more than just and groups to collaborate.
approximately once per month. Canvas and Google tools.
The teachers who rank
The technology team offers themselves lowest on Professional learning could be
optional training periodically proficiency or comfort aligned between technology
after school. These trainings sometimes do not attend the and other areas such as ESOL
focus mostly on Canvas and optional trainings. to show teachers practical
Google tools and are offered at applications of technology to
different levels based on There is little follow-up after support other needs.
teacher knowledge and skills. professional learning.
The technology leads need
The technology team is Technology professional more opportunities to learn and
available for individual or learning is presented as an redeliver to their grade levels.
small group needs-based isolated topic.
assistance.
More teachers could attend the
The technology trainings have GaETC.
become more focused on
things teachers can implement
immediately.
Technology newsletters are

sent out weekly with resources
for teachers.
A few teachers attended the

GaETC this year and shared
something they learned
through the technology
newsletter.
This area was considered meeting on the ISTE Lead and Transform Diagnostic Tool. Calhoun Elementary School has made great
strides this year regarding technology related professional learning. Now that we have a dedicated instructional technology team,
teachers have access to higher quality required and optional professional learning. This allows teachers to have their needs met in a
way that is more comfortable to them. Weekly technology newsletters also provide resources teachers can use as they desire or have
time. Despite the higher quality professional learning, there is little follow-up to determine how or if teachers are using the tools and
strategies that were shared. Many teachers see technology as separate from content. This is how technology is presented in
professional development as well.

The Georgia Education Technology Conference (GaETC) offers great resources for instructional technology. Administrators need
to offer this opportunity to teachers who have the desire to go rather than simply choosing teachers. In order to help teachers see
that technology is not separate from content, departments need to collaborate. When professional learning is offered for math, for
example, the technology department could incorporate tools and strategies that could be used to meet the math objectives. This will
streamline the process for teachers. While more differentiated trainings have been offered this year for Canvas and Google tools,
this is an area that could use continued improvement. Many teachers are already utilizing Canvas and Google tools and would like
to take technology integration to the next level. There are also some teachers that are easily identified by administrators who need to
attend the optional training but do not choose to do so. Administrators need to work with these teachers and make the optional
trainings mandatory in order to provide equitable access to technology integration for all students. There are currently two
technology lead teachers at Calhoun Elementary School. Each grade level needs two technology leads to adequately serve the needs
of the twelve to fourteen teachers at their grade level.
Data Sources:
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?
Teachers are able to enter Some teachers enter More training on basic Some teachers get discouraged
support tickets for any technology support tickets for troubleshooting to avoid lost when something does not work
technology issues which are issues they could fix time. and give up on trying to use
usually addressed quickly. themselves. the tool or program.
Many classroom teachers can
Chromebooks and iMacs are There are only two offer support without having to
pretty new and work well with instructional technology enter support tickets.
few issues. support personnel for the
school system.
Teachers have extra
Chromebooks in their carts.
There are several members of

the technology team that work
more with device and network
issues.
The instructional technology

team is available for
instructional support as
needed. This can occur as
quickly as the same day as the
request.
Technical support was the highest area on the Lead and Transform Diagnostic Tool. The instructional technology team offers great
support to teachers through required training, optional training, and by allowing teachers to sign up for small group or individual
support. All teachers have at least three extra Chromebooks available to avoid down time in instruction due to issues with devices.
The technology team consists of many members, so technology support tickets are typically addressed the same day. However,
many teachers enter support tickets for issues that only require basic troubleshooting.

In order to prevent too many tickets being submitted for basic issues, the technology team needs to offer basic troubleshooting
resources for teachers. Since there are only two members of the instructional technology team for the entire system, they need to
have the ability to focus solely on instructional technology support rather than basic troubleshooting. More technology lead teachers
need to be identified as support for more reluctant teachers to encourage them to utilize more technology with students. According
to the ISTE Essential Conditions (2018), technology support needs to be consistent and reliable in order for students and teachers to
reap the full benefits. By offering multiple means of support through the technology team and other teachers, teachers who are more
hesitant due to fear of not being able to fix problems will feel more at ease to use technology.
Data Sources:
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?
The technology team worked Most teachers, administrators, Extended planning time could Teachers often feel like
with teachers to develop a list parents, and students are not be devoted to aligning technology is one more thing
of skills that students at each aware of the ISTE standards. technology tools and strategies they do not have time for and
grade level should be able to to lesson plans. may be overwhelmed by
do. There are many free digital another set of standards.
resources that many teachers ISTE standards could be
Teachers have access to some are not aware of. included in lesson plans. Some parents do not fully
digital resources. The media support technology use in
specialist uses feedback from Teachers and administrators school.
teachers to determine which need training on ISTE
standards.
digital subscriptions to Teachers are concerned about
purchase. A plan can be developed to how students using technology
assess students’ technology and not being able to monitor
literacy. them.
This area was approaching on the Lead and Transform Diagnostic Tool. Due to the professional learning opportunities presented to
teachers, technology integration is becoming more purposeful. However, many teachers still see technology as something additional
which makes many teachers hesitant to fully embrace technology integration. As a result, technology integration into the content
standards is not a strong as it could be. The technology team has worked closely with teachers to determine skills teachers feel are
necessary for students at each grade level; however, there has been no follow up on the progress teachers and students are making
toward meeting these goals. Many teachers do not take the initiative to find technology tools and resources which means they may
be missing out on valuable resources.

According to the results from the Shared Vision Teacher Survey, teachers would like to have time dedicated specifically to
technology integration. This can be accomplished during extended planning or weekly PLCs. It would be beneficial for a member
of the technology team or a technology lead teacher to be present in these meetings to support this planning. In order for this
planning to be most successful, teachers need to know and understand the ISTE standards for students and teachers. Since many
teachers feel they are already integrating technology, they are mostly just using it for online skill practice. Understanding the ISTE
standards will help teachers see what students should be expected to do with technology. In addition, administrators need to set the
expectation to not only see technology documented in lesson plans, but teachers also need to include the specific technology
standards in the lesson plans to ensure technology is being employed at high levels. Finally, just setting technology goals for
students is not enough. The technology team needs to develop a timeline and assessment to determine whether or not the goals are
being met. The technology team also needs to find a screen-monitoring program to help monitor students’ use of technology and
help alleviate teachers’ fears. This will also aid in assessing technology literacy and appropriate use.
Data Sources:
References
International Society for Technology in Education (ISTE). (2017). ISTE Standards for Students. Retrieved from
https://www.iste.org/standards/for-students.
International Society for Technology in Education (ISTE). (2016). ISTE Standards for Educators. Retrieved from
https://www.iste.org/standards/for-educators.
Appendices
Appendix A:
Appendix B:
Shared Vision Administrator Survey and Results
Appendix C:
Shared Vision Teacher Survey and Results

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ITEC 7410/EDL 7105 SWOT Analysis Template 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,

Recommendations from Gap Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Calhoun Elementary School

Recommendations from Gap Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

The network was upgraded this

Equal opportunity for boys and

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

The two main members of the

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Technology newsletters are

A few teachers attended the

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

There are several members of

The instructional technology

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

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