Thomason M-Swot Template Revised 2018

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

Name: Mark Thomason Semester: Spring 2019
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
Multiple types of technology Not all teachers use technology Provide training on how to Lack of planning time based
are being used daily by in day to day lesson planning. successfully use these on West Hall High School’s
students, teachers, and faculty technologies to target new modified block schedule.
for productivity and learning. Not all teachers are on board achievement gaps in the
with the use of technology in Georgia Standards. Some teachers view
Most classes use Canvas for the classroom. technology as a distraction in
daily activities. A BLAST Team was created the classroom.
to help other teachers with
Higher order thinking skills are technology.
promoted through the use of
online discussion boards, Teachers are provided time
Google Slides, and project- during PLCs to plan in their
based tasks. content where they can talk
about technology.
Summary of Results/Conclusions: West Hall High School is strong in using technology daily for productivity and learning.
Technology tools such as Canvas are also used in most classrooms. One large area of weakness is that there are not enough teachers
using technology day to day in their classroom activities. Teachers not including technology in daily lesson planning as a result of a
lack of technology. An issue that has become a problem at West Hall this year is the new Modified Block Schedule. Teachers only
have planning three days a week and some feel overwhelmed to plan on these days. Other teachers view technology as a distraction.
The BLAST Team offers opportunities to train a teacher or help teachers with new applications or tools they may need help within
their classrooms.
Recommendations from Gap Analysis: Profesional development in the best practices that are most likely to support student
engagement is a much needed growth area with many teachers at West Hall they would like to see a change in. According to the
ISTE Standards for Educators (2018), “Educators continually improve their practice by learning from and with others and exploring
proven and promising practices that leverage technology to improve student learning.” It is important at West Hall that professional
growth and development be centered on the best practices available. Teachers must also stay current with the latest research that
supports learning outcomes. Sheninger stated (2014), “It is essential for principals and school leaders to develop professional
learning both within and beyond their local organization.” Through professional development, teachers will be able to learn the best
practices they can implement in their classrooms with technologies. Follow up meetings after training will be conducted with the
BLAST TEAM to meet teachers’ needs implementing strategies or helping with newly learned technologies. Teachers will also
model best practices with time in PLC groups to share technology success stories during content meetings. These strategies should
help overcome some of the issues with the lack of planning time felt by teachers not fully onboard with the use of technology in the
classroom and the teachers that feel that technology is a distraction.
Supporting Sources:
ISTE Standards for Teachers. (2018). Retrieved from: https://www.iste.org/standards/for-educators
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin.
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?
Our school currently has a West Hall does not have a A technology plan will be Some parents are not well
shared vision plan. separate technology plan. created. connected to the school and
may not have input.
We have a good core of active The vision is not known to the A new researched-based
stakeholders between teachers, staff at West Hall High School. school vision will be written. Some teachers may be
parents, community leaders, resistant to a new shared vision
and administration. All stakeholders were not All stakeholders will be given for the school.
directly involved with creating a chance to be a part in some
the vision. form in the formation of the
new vision.
Summary of Results/Conclusions: A shared vision is an area that many teachers felt was our biggest weakness. Hall County has a
very specific technology plan, although hard to find, over the next three to five years, but at the school level, West Hall does not
have one. There is no mention of technology in the current school improvement plan. One area of strength we have at West Hall is
an active group of stakeholders from the administration, parents, community leaders, and teachers that all care about our school. It
is very important that the school creates and implements a vision for technology. This vision must include all stakeholders.
Recommendations from Gap Analysis: A technology shared vision plan must be created at the school level. This would allow all
teachers, administrators, and students to know how technology should be used in the classroom and inside of West Hall High
School. It is important that all stakeholders have some part in this process of creating a technology shared vision plan. According to
Morgan, “Having a clear vision can give a team direction and inspiration and be the foundation for goal setting and action
planning.” This will help ensure that it is the focus on daily activities. According to ISTE (2018), “education stakeholders, including
teachers and support staff, school and district administrators, teacher educators, students, parents, and the community.” For the plan
to be complete all stakeholders must have some type of involvement in the formation of the new plan.
Supporting Sources:
Morgan, N (N.D.) Ellevate. 11 Steps to Creating A Shared Vision for Your Team. Retrieved from:
https://www.ellevatenetwork.com/articles/7542-11-steps-to-creating-a-shared-vision-for-your-team
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.
There is not a technology plan The opportunity to stop “one-
The Administration and the at West Hall High School. shot” training courses based on Teachers do not want to give
district level are clearly research-based strategies and up planning time, rather use
supportive of using technology There are no specific follow up with teachers after for classroom planning.
to increase student guidelines on how to training.
achievement. implement new technologies in Monthly meetings require
the classroom. Create a technology plan based more time from already busy
Teachers have common on school needs. teachers.
planning times once a month No plan for students with
with their content areas to socioeconomic needs and how Purchase Wi-Fi for busses so
ensure collaboration is taking they will access Internet access students can use on their way
place. at home. home and to school.
West Hall High School has a No Tech Coach at West Hall. Expand the role of BLAST
technology leadership team. The Media Specialist serves Team to help ease
both roles currently. responsibilities of Tech Coach
There is a clear district plan for (media specialist).
technology.
Summary of Results/Conclusions:
At West Hall High School the administration is new but is clearly supportive of using technology to increase student achievement.
There is also a technology leadership team in place according to the school improvement plan. There is a specific plan at West Hall
for how technology should be used on a daily basis. While most teachers believe it is an important part of their classroom, they do
not want to give up time during planning for meetings of professional development. The staff currently meets once a month during
content PLCs and discusses how they are using technology in their classrooms. This requires time away from classroom instruction
and paying for substitute teachers. There is also no current plan for how to help students with socioeconomic needs access the
internet from home. Lastly, the media specialist at West Hall has to two handle jobs such as being media clerk and the school’s
technology coach.
Recommendations from Gap Analysis:

It is recommended that West Hall create a new shared vision. Inside of this shared vision, it is very important to create a technology
vision plan for the school. According to ISTE (2018), “Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems.” Collaboration is important and providing teachers
with professional development that has a clear direction when it comes to technology is needed. Teachers must have a follow-up on
these professional development training courses and this is where the BLAST Team can help ease the burden of the Media
specialist. The BLAST Team has several members with instructional technology degrees. To help students from lower SES that do
not have access to Wi-Fi at home, it is recommended school busses be equipped with Wi-Fi. This will allow students to have access
to the Internet to and from school.
Supporting Sources:
West Hall High School Improvement Plan 2018
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?
Each classroom has ten Some students do not have Providing all students with a Funding to buy the necessary
Chromebooks, a teacher Internet at home. Chromebook. Chromebooks to achieve 1-to-
laptop, a projector, and a 1 ratio with the students.
Promethean Board.
Access to devices is not Female students tend to resist
Each Teacher and student has a guaranteed from class to class technology and apps more than
Google Applications account because of class size and male students.
where the information they demand.
create is stored in the cloud
drive. Not all teachers promote
proven research-based lessons
All students have access to with technology.
devices at some point during
the school day.
Summary of Results/Conclusions: According to the teacher survey, access to computers and digital resources is an area that is
considered as being met. Every classroom has Chromebooks, a teacher laptop, a projector, and a Promethean Board. There is
currently a VR computer lab under construction as well. Each student and teacher has access to Google apps where they can create
and store information in the cloud drive. While these are good steps to equitable access, not every student has access to devices in
every class. Students are also not allowed to take school devices home even if they do not have a device at home they can use.
According to ISTE (2018), “All students, teachers, staff and school leaders have robust and reliable connectivity and access to
current and emerging technologies and digital resources.” West Hall is making good steps toward all but still, some students do not
have access and connectivity outside of the school building. No matter how much technology is offered, there will be some teachers
that will still resist change. There is a BLAST Team to help promote the use of new technologies and research-based lessons in
place.
Recommendations from Gap Analysis:

One area that needs to be addressed is equity. West Hall needs to move toward a 1-to-1 ratio of Chromebooks to students. This was
expressed as a high need in the teacher interviews. To address the need for internet access at home, it will be proposed to the BOE
to make all busses in Hall County Wi-Fi compatible. This will close the digital equity gap for West Hall’s lower SES student
population. Female students’ technology usage will continue to be an area of focus. West Hall will create a club called GLTech
(Girls Leading Technology) to promote females to use and lead through technology. The issue with having more Chromebooks and
adding Wifi hubs to busses becomes the significant amount of funding. The technology leadership team will be instrumental in
securing funding for these projects.
Supporting Sources:
Responses from the Survey Instrument (in Appendix) created by M. Thomason
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.)
Media specialist (Tech Coach) Teachers fear planning Allow teachers to go into Lack of planning time.
and Blast are always available technology lessons, because of fellow teachers’ classrooms
to provide help to those that not having enough that are using technology Fear of unknown.
need it. Chromebooks for their properly for modeling
classrooms, or because tools or observation.
The administration has apps are not working properly.
increased the technology- The BLAST Team will reach
driven professional learning Some teachers need basic out to teachers that need small
offered on campus. technology training in a small group help or one-on-one help
group or a one-on-one setting. to target areas of need.
Most of the teachers surveyed
say their students are using During faculty meetings, the
technology for instruction at administration will promote
least once a day. one app or tool that is being
effectively used in the
classroom setting.
Summary of Results/Conclusions: At West Hall High School many expressed during the teachers' interviews that a strength of
their school was the media specialist and BLAST Team were always available to provide help to those that need it. Another
strength included that the new administration has increased the technology-driven professional learning offered on campus. Despite
the fact the focus on technology PL, many teachers fear planning technology lessons because of not having enough Chromebooks
for their classrooms or because tools or apps are not working properly. There is also a problem that some teachers lack basic
technology skills.
Recommendations from Gap Analysis: According to ISTE (2018), “Educators continually improve their practice by learning from
and with others and exploring proven and promising practices that leverage technology to improve student learning.” Educators
continually grow from the experience. Allowing teachers to model observe other teachers happens when you allow teachers to go
into fellow teachers’ classrooms that are using technology properly to observe. Observations combined with help from the BLAST
team reaching out to individual teachers that need help in a small group setting or one-on-one will help most teachers overcome
their fear of the unknown with technology. The administration can also help with modeling for the entire faculty successful uses of
technology during monthly faculty meetings. Seeing the administration use technology could possibly change the atmosphere at
West Hall High School by possibly convincing the final members of the staff that are not using technology because of time
constraints into giving it a try.
Supporting 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?
Many educators share apps, The SunShine Club is an Educators feel forced to be a
Professional learning is tools, or strategies but little do organization at West Hall for part of Professional Learning.
constantly happening around these carry over into classroom teachers. This organization
the building and based proven application. could be used to give special
research methods with a strong recognition once a month to
emphasis on technology. teachers using technology
successfully.
Teachers are members of
content specific Professional Accountability could also be
Learning Content groups used.
where they share successful
monthly.
All staff attends.
All PL opportunities meet

national standards for PL and
state standards.
Summary of Results/Conclusions: Professional learning is an area that West Hall High School rated high on. Thanks to the focus
of the district on Canvas. Professional Learning this year has been technology driven and well attended by all teachers. Each
content area also meets once a month to discuss many different matters inside of the school, classroom, and department. While
teachers are in PLCs each month, one teacher is chosen to share a successful technology tool or application they are currently using
in the classroom. There has been a big emphasis put on technology and it’s importance in the classroom but the carry over into
classroom application hasn't transpired as much as expected. Some of the teachers feel they were forced to go to these PL sessions
which is leading to a gap of application in the classroom setting.
Recommendations from Gap Analysis: According to Aubusson, “Career-long professional learning is essential for teachers
operating in today's complex world due to the rapid pace of change in knowledge.” West Hall High School is doing a good job of
helping teachers meet this rate of rapid growth of technology inside of their very own classrooms since the majority of all meetings
are required and are tracked by sign-in sheets. The major gap seen now is in classroom implementation. The recommendation is for
the SunShine committee to give a special “prize” or recognition to one teacher a month selected by their peers that are using
technology effectively inside the classroom. The other recommendation is for the administration to use TKES or Teacher Keys to
show teachers areas they need to improve on in technology. The teachers that need help could be paired with a BLAST Team
member for extra help.
Supporting Sources: Responses from the Survey Instrument (in Appendix) created by M. Thomason
Aubusson, P (2009). Mobile learning for teacher professionallearning: benefits, obstacles and issues. Retrieved from:
https://www.tandfonline.com/doi/full/10.1080/09687760903247641
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?
Allocating funding for More devices need more
Our school has a technology There is not actually a purchasing devices and connectivity.
specialist assigned just to help Technology Coach position at connectivity.
with computer issues. our school. The media Teachers feel the IT repair
specialist serves both roles. The hiring of more teachers to process takes too long.
Our system also has a help allow for Technology Coach
desk where there is an online When a repair needs to be Position. Teachers feel they don’t have
help desk to assist teachers. made to a device you must the proper resources to plan a
enter a ticket and wait for tech Expansion of the BLAST technology-based lesson.
New Wi-Fi Hubs were put into support. Team role.The BLAST Team
place around the school this will be included in an email to
summer. There are not enough devices see if they can do some basic
for every child. troubleshooting before a work
The school has a technology order ticket is created to IT.
leadership team.
Summary of Results/Conclusions:
West Hall High School has a technology specialist that is not a teacher on campus just to help with computer problems and issues.
Our school also has a technology leadership team in place. This group helped determine new Wi-Fi Hubs where needed around the
school to improve connectivity. Hall County also provides teachers with an online help desk where they can submit questions about
technology to be answered by a specialist. One issue reported by the diagnostic tool was not enough technology in each classroom.
This prevents teachers from planning a technology-based lesson. West Hall also lacks a Technology Coach position in the school.
The media specialist works in this position, and there is a county IT person in the school to help with device issues or simple fixes.
Many teachers at West Hall will not put in a repair ticket to IT on the county level because they feel the process takes too long to
resolve.
Recommendations from Gap Analysis: Funding is going to be needed to purchase new Chromebooks, connectivity, and hire a
Technology Coach. According to ISTE (2018) Consistent and Adequate Funding is defined as, “Ongoing funding supports
technology infrastructure, personnel, digital resources, and staff development.” Technology infrastructure, personnel, and digital
resources are exactly what West Hall High School needs. Buying more Chromebooks means we will need better connectivity, so we
will need better Wi-Fi Hubs. We will also need a full-time Tech Coach to help train teachers to maximize technology in their
classrooms. We will also expand the role of the BLAST Team. The BLAST Team will be included in an email before the ticket is
created to IT. This way the BLAST team can see if they can help teachers at our school with basic troubleshooting with their
devices.
Supporting 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?
Some teachers are using the Many teachers do not know Make parents, community, and Lack of knowledge about these
ISTE Standards and have them about ISTE Standards for teachers aware of the standards makes teachers feel
posted in their classrooms. students or educators. standards. these standards are not
important.
The ISTE Standards are Parents are not aware of the Use social media to get the
aligned to state standards. ISTE Standards for technology word out about ISTE standards Parents are not supportive of
education. for Technology Education. using technology in schools.
Digital resources are not being

utilized.
Summary of Results/Conclusions: West Hall High School has some teachers that are leaders in technology. According to ISTE
(2018), “Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and
learning.” There are educators around our building leading through technology making others aware of the ISTE standards of
technology for student technology education because these standards are aligned with state standards. Many teachers, however, do
not know about ISTE Standards for students or educators and many parents are not aware of the ISTE Standards for technology
education. The digital resources at our school are not being used to help get the word out about these standards.
Recommendations from Gap Analysis: It is very important that we make parents, the community, and teachers aware of these
technology standards. We will use the school’s social media account Twitter to tweet out links and information about ISTE
technology standards. The school’s website will also be used to get out information to the community and students. Teachers will
be informed of the standards during one of their monthly faculty meetings. Many of these standards are currently being taught in
daily lessons throughout the school and raising awareness will help teachers see they do some of these every day. Raising
awareness is the major step that we must first overcome.
Supporting Sources:
References
Aubusson, P (2009). Mobile learning for teacher professionallearning: benefits, obstacles and issues. Retrieved from:
https://www.tandfonline.com/doi/full/10.1080/09687760903247641
Morgan, N (N.D.) Ellevate. 11 Steps to Creating A Shared Vision for Your Team. Retrieved from:
https://www.ellevatenetwork.com/articles/7542-11-steps-to-creating-a-shared-vision-for-your-team
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin.
West Hall High School Improvement Plan 2018

Appendices
Appendix A:
Appendix B:
Survey instrument:
Shared Vision
Does West Hall High School have a clear vision for technology usage and implementation? (short answer)
Were you involved in the creation of the vision? (yes or no)
Consistent and Adequate Funding
Rate the technology available for teacher or student use? (1 minimum, 5 maximum)
Equitable Access
Do you feel that you have acceptable access to connectivity, technology, or devices when needed? (1 strongly disagree, 5 strongly
agree)
Skilled Personnel
Do you feel confident in implementing technology tools and devices? (1 strongly disagree, 5 strongly agree)
Ongoing Professional Learning
In what areas of technology professional development have worked well? (short answer)
In what areas of technology professional development do we need to revisit or work on? (short answer)
Technical Support
Do you have access to technical support when needed you need it? (1 strongly disagree, 5 strongly agree)
Assessment and Evaluation
Do you feel that technology tools and devices are used at West Hall to assess curriculum standards? (1 strongly disagree, 5 strongly
agree)

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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,

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

All staff attends.

All PL opportunities meet

ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Content standards and related digital curriculum resources.

Digital resources are not being

ISTE Standards for Teachers. (2018). Retrieved from: https://www.iste.org/standards/for-educators

Responses from the Survey Instrument (in Appendix) created by M. Thomason

West Hall High School Improvement Plan 2018

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