1.

2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation
of technology-infused strategic plans.

This artifact is called a SWOT Analysis; SWOT stands for Strengths, Weaknesses,
Opportunities, and Threats. For this artifact, I was required to look at the school through the lens
of the ISTE essential conditions one through eight and developed suggestions on how to proceed
based on the information I collected. This artifact really helped me to guide the planning for
technology integration within my school because I had to look at my school in a very specific
way and take what I saw to recommend the change that should occur using research I conducted
and information created from my GAPS analysis.

I was able to demonstrate mastery of this standard with this artifact based on several
different elements. After I took stock of the school, I had to develop a plan to promote the
strengths and opportunities while simultaneously addressing the weaknesses and threats
association with each of the eight essential conditions. For example, for essential condition one,
“Effective Instructional Uses of Technology Embedded in Standards-Based, Student-Centered
Learning,” my suggestion based on the SWOT analysis was to design some professional
development sessions to bridge the gap between instructional technology and instructional
strategies. This plan allowed me to facilitate our teacher’s understanding of what it means to pair
instructional technology with the teaching strategies they already use. Furthermore, setting this
foundation allowed me to implement a plan for development that would allow teachers to safely
infuse instructional technology. This plan was somewhat inspired by the 2018 ISTE Policy Brief,
which states that, “Correct implementation of education technology is key […]. Effective
professional development for teacher in the integration of technology into instruction is
necessary to support student learning” (ISTE 2018). One of the challenges with this
implementation was teacher buy-in. Instructional technology must be used within the context of
effective teaching strategies (such as student-centered learning). If teachers are expected to use
research-based practices, then training and development must start there before they are likely to
adopt technology integration at the same time. Revere and Kovach (2011) suggests that
“Conventional wisdom suggests that engaged and relational learning is far more likely to grow
out of a learner-centered (rather than a teacher-centered) instructional environment.” Therefore,
if we start with the instructional strategy, we may be able to initiate more buy-in from reluctant
teachers. This artifact demonstrates my ability to communicate the technology infused plan
because I had to compile all of the information I had about the school and translate that into an
easy to understand SWOT analysis with research-based supports built in. The evaluation of this
approach comes in the form of teacher participation and classroom observations. I was able to
facilitate the evaluation of this approach with my administrators. I communicated to them what
the teachers learned and what they were tasked with. When we conducted observations of
teachers using instructional technology to support their teaching strategies, they knew exactly
what to look for because they were debriefed with the development that teachers were provided.
 During the creation of this artifact, I learned so much about what was going on in my
school building and the preparations that have to occur before you can ask teachers to buy in on
professional development. I learned about how teachers see professional development versus the
perspective of administrators. I think the main change that would make with this artifact would
be to spend more time on the SWOT elements. This would allow be to be more specific about
exactly what is going on in the building. I think I would also like to have conducted more
observations over an extended period so the information in each SWOT category would be more
comprehensive.
The work that went into creating this artifact contributed to the development of our
teachers. Teachers were able to learn about new tools and strategies that they had never used
before. Additionally, I was able to present this information to our administration and after doing
so they have been supportive of all of my technology initiatives. The impact of completing this
assignment can be evaluated through classroom observations. Typically, at my school, you
would see maybe 3 out of ten teachers utilizing instructional technology. Today, you could walk
into ten classrooms and see closer to five or six teachers using some kind of instructional
technology.
 References
Revere, L., & Kovach, J. V. (2011). ONLINE TECHNOLOGIES FOR ENGAGED LEARNING A

Meaningful Synthesis for Educators. Quarterly Review of Distance Education, 12(2),

113–124. Retrieved from http://proxygsu-

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