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

Name: Elizabeth Record Huffaker Semester: Spring 2020
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
Stakeholders use technology In some classrooms, student Teachers could use the SAMR Hardware availability and
daily. Administrators and technology use is limited to model to heighten critical support can potentially impede
teachers use technology 100% lower depth of knowledge thinking through technology the rigorous use of technology.
of the school day. Students activities. use.
use technology almost as The use of technology in a way
much. Best technology practices are Day to day instruction could that does not support deep
implemented less than 75% of be modified to include understanding.
Teachers use technology to the time. research based best technology
communicate, plan, implement practices. This could be
and evaluate content standards. Inconsistent and inadequate developed and planned in the
use of technology within biweekly professional learning
Administrators use technology assessments especially committees.
for communication, teacher concerning higher order
evaluation, student discipline thinking skills. Utilizing the instruction
and planning. technology coach to
demonstrate student centered
Some teachers use technology learning experiences.
where students are responsible
for their own learning. Modify current lessons to
increase student
personalization and problem
solving.
Summary of Results/Conclusions: Creekland Middle School is successfully utilizing technology in the implementation planning
category. Administrators and teachers plan and carry out instruction 84% of the time according to the ISTE diagnostic tool. The
Georgia Standards of Excellence are included in the planning stages and the content taught is aligned to them. The strongest area of
weakness within instructional technology use is in student centered learning which is approaching with a 64%. Teachers are
approaching this standard but could be implementing more best practices to provide student personalized learning.
Recommendations from Gap Analysis: Using the results from the ISTE diagnostic tool and the suggestions for best practices
according to Knight, the recommendation in this category would be to improve student centered learning using technology.
Specifically, the recommendation would be to implement student centered best practices in daily instruction. Such practices could
include, but are not limited to connecting concepts to real world applications, collaborating with stakeholders in the learning
process, advanced personalization of instruction and individualized learning, opportunities for students to curate and utilize digital
tools, creation components within assessments and differentiation within instruction and the learning process.
Supporting Sources:
ISTE Standards for Teachers. (2019). Retrieved from .https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Knight, J. (2007) Instructional Coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Responses to Survey Questions
Teacher Communication
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?
Cherokee County School Teachers, students and parents The plan is available but could Some parents’ visions do not
District Three Year should have a stronger vision be advertised more frequently align with other stakeholders
Technology Plan that is collectively for how and effectively through as they want to reduce screen
aligned to the ISTE standards. technology can be used to “multiple vehicles” (ISTE, time for students.
enhance student learning. 2019).
Administrators have a strong Some teachers do not
vision for how technology can Effective communication to all A portion of educators view embraces a technology vision
be used to enhance student stakeholders of the plan. technology as critical, this at all.
learning. This vision was should be widened to include
designed over a long period of all stakeholders within the Although the technology
time with members county. vision is technically a shared
representing each stakeholder vision, it is exclusive of some
group. Motivating digital-age learners community members’ vision
for tomorrow’s workforce
needs to be a goal for all
educators; not just some.
The shared vision is written to

support best strategies and
student-centered learning. The
parents need to be more aware
of the goals and subsequently
do what they can to support.
Summary of Results/Conclusions: The Cherokee County Three Year Technology Plan is excellent. It is all inclusive with clear
and timely goals and evaluation in place. The time frame is realistic and the suggested implementations are attainable. The biggest
component that negatively affects the plan is that the shared vision is not completely supported by all stakeholders, namely parents.
The shared vision category was labeled “approaching” in the ISTE diagnostic tool. Although the stakeholders at the county and
administrative level are informed and utilizing the plan, stakeholders at the educator, student and parent level are not consistently
aware of and implementing the plan.
Recommendations from Gap Analysis: According to the ISTE diagnostic tool results and Knight’s suggestions, the
recommendation for essential condition two would be to widen the and strengthen the communication of the technology plan to all
stakeholders. Currently, the plan is available for viewing on the county website. Additionally, administrators refer to the vision
and goals through tools such as weekly newsletters and emails. To reach more stakeholders, the shared vision could be something
that is redistributed yearly (since it is a three year goal, 2017-2020, after the original distribution, it has not been shared county wide
again outside of the link on the website). Some stakeholders utilize social media to advertise our tech usage and plan, but many
more could encourage this practice. Identifying and targeting weak links within the stakeholder population could also be a potential
solution.
Supporting Sources:
Cherokee County School District Three Year Technology Plan. (2017). Retrieved from https://www.cherokeek12.net/userfiles/wp-
uploads/2016/06/2017-2020-Three-Year-Technology-Plan.pdf
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.
Cherokee County Three Year Creekland Middle School SIP, Incorporate details of the The CMS SIP focal point is
Technology Plan. lacking specific technology CCSD Three Year Plan into test scores.
Technology Skills are included vision for the needs of the the SIP instead of just referring Diverse populations are not
in the School Vision diverse populations. to it. specifically identified to
Statement. include race, gender or
Diverse population digital Specify how the needs digital geographic diversity.
Diverse population digital need is identified in the county of diverse populations are
need is identified in the county plan, but the solutions are being addressed.
plan. weak and lacking.
Summary of Results/Conclusions: Creekland Middle School does not have a specific technology guide in place that is unique to
the school. Instead, they support and implement the county wide three-year technology plan, based upon policies and guidelines
outlined in the technology section of the county website, within the local school SIP. The county plan is comprehensive of the
identification of need within populations, but the solutions are weak, at best. The solution is to offer Kajeets to students in need of
home internet access. The Kajeets are rarely used and not well advertised at Creekland Middle School. Another solution offered is
the BYLD (Bring Your Own Learning Device) initiative. The thought behind this is that if the students use their own device at
school then it will transcend into school related home use of the device. There is a gap here, however, where not all teachers are
supporting BYLD in the classroom.
Recommendations from Gap Analysis: The recommendation for essential condition three is to provide research on specific
populations within “diverse populations” and then provide personalized solutions for each subgroup. The overall solution of
Kajeets does not address the individual needs of specific subgroups such as race and gender, but it is a good start. Once an
evaluation can be performed to identify need, then a solution can be developed to include in the SIP. If the evaluation indicates that
identified populations are needing technology mentoring, then a technology mentoring program could be established. This program
could be a combination of identified students and staff that are performing at a high technological level. If the evaluation indicates
a discrepancy in digital learning resources for a specific gender (likely girls), then a Girls Technology Club could be established.
The club could also work within the mentoring program.
Supporting Sources:
(April, 2018). Student Access to Digital Learning Resources Outside of the Classroom. National Center for Education Statistics.
Retrieved from https://nces.ed.gov/pubs2017/2017098/index.asp
Cherokee County School District Three Year Technology Plan (2017). Retrieved from https://www.cherokeek12.net/userfiles/wp-
uploads/2016/06/2017-2020-Three-Year-Technology-Plan.pdf.
Creekland Middle School School Improvement Plan (2018). Retrieved from
https://www.cherokeek12.net/userfiles/23/my%20files/creekland%20ms%20sip%20executive%20summary%202018-
19.pdf?id=6657
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 teacher has Not every student has a device Continued awareness to parents Lack of parent support for
five desktops. all day, every day. communicating the importance BYLD.
of students bringing learning
The school has two dedicated Laptop carts are not evenly devices to school.
computer labs and at least three distributed.
dedicated laptop carts per grade Evaluate and identify needs of
level (6-8). Low SES and gender groups’ gender equity and low SES.
There is a dedicated 3-D lab digital needs are not
space. specifically addressed.
BYLD (Bring Your Learning Utilization of the Kajeet home

Device) initiative is strong. hot spot devices.
Kajeet home hot spot devices.

Summary of Results/Conclusions: According to the ISTE diagnostic school, CMS is performing at a high equitable access rate.
The classroom teachers and students have access to devices 73% of the time. The BYLD county initiative is effective, but still in
the developing stages. Specific subpopulations are not addressed within equitable access. Also, the results for engaged
communities on the ISTE diagnostic tool represents the lack of support for BYLD.
Recommendations from Gap Analysis: The recommendation of essential condition four would be to adopt a policy evaluating and
addressing gender and race digital equity. Once an evaluation is complete, suggestions for solutions could be, but are not limited
to: assigning school owned devices to students in need (race and/or gender), providing individualized parent contact and a
collaboratively developed plan for home use to students in need (race and/or gender), establishing a plan to provide additional
access within the school day to identified students, and/or partnering with local businesses to secure discounts or additional devices
dedicated to students in need. Finally, if the evaluation indicates a race gap, then the recommendation would be to ear mark a fund
in the school/county financial plan to directly provide devices for students who qualify within this demographic. As a county with
little diversity, this fund would be a reasonable solution.
Supporting Sources:
19.pdf?id=6657
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.)
Teachers are skilled in the basic Teacher knowledge and skill Gain skill and knowledge for Teacher reluctancy to shifting
use of technology, specifically set of full capacity of provided programs, including into technology based
Microsoft Office and Canvas Microsoft Office within but not limited to Microsoft pedagogy mindset.
LMS. Canvas is limited. Office, Canvas and Nearpod.
Teachers blaming hardware
Teachers are knowledgeable The knowledge and skills to Utilize the technology team problems for lack of digital
and skilled in the basic utilize and differentiate more effectively. knowledge and skill.
functions of computers and between computer types and
devices. programs is weak. Establishing a technology rich
culture.
Technology specialists within The technology coach is split
the county are robust in their between five elementary
knowledge and skills. schools, one middle school and
one high school providing
Technology skills are taught limiting time for training,
and monitored by the modeling and guidance.
technology coach every other
week. Technology team in place, but
not utilized efficiently.
Summary of Results/Conclusions: The ISTE diagnostic tools suggests that the staff is approaching meeting this standard at a 50%
success rate. The overall data from the teacher survey suggests that teachers feel adequate in their basic technology skills.
Teachers consistently said that overall function of devices and programs usage is inadequate. Although asked about knowledge and
skill, it was a trend for teachers to continually refer to hardware problems. The school’s technology coach works hard, but is
limited in his time at CMS. There is an established technology team, but they are inefficient due to lack of direction from
administration. Although in the process of becoming technology rich, the current culture is not considered to be.
Recommendations from Gap Analysis: The recommendation for essential condition five would be to provide a detailed analysis of
topics for the technology team to implement, possibly specifically including the Microsoft Office Suite within Canvas. Although it
is not technically within the knowledge and skills of teachers, providing consistent and reliable equipment could eliminate the
blame on hardware. Additionally, providing a time and place for teachers who are exemplifying a technology rich culture in their
classroom to share and model for teachers who are not. Finally, provide continual training from the instructional coach with
possible additional employment in the area within the county to alleviate the amount of schools each coach has. Ultimately, these
recommendations would create a variety of skilled personnel throughout the school building to serve as resources.
Supporting Sources:
19.pdf?id=6657
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?
Strong county leaders. Teacher and student created Restructure “Bear Walks” Opposing/outdated/reluctant
solutions and suggestions for teachers.
Risk taking administrative professional development. Utilizing teacher strengths
team. within the building to model
Informal learning for others.
Shared vision. opportunities within the school
building.
Short and long term technology
professional development goals “Bear Walks” see explanation
in place.
Ongoing professional
development.
Participation in international
and local technology
conferences.
Summary of Results/Conclusions: Professional learning opportunities are available within Cherokee County regularly. The
opportunities are various and all inclusive of content and pedagogies, with a particular focus on technology. The programs are a
combined effort of hired professionals and in house educators who excel in specific fields. Overall, professional development si
strong in the system. Within our school, “Bear Walks” were established by the administration to provide the opportunity for
teachers to observe and learn from one another. With little follow through, this informal training was ineffective.
Recommendations from Gap Analysis: The recommendation for essential condition six would be to utilize the strengths of the
educators in CMS. The “Bear Walks” can be adjusted so teachers do not have to use their planning periods to observe one another.
Additionally, a schedule could be set up for which teachers are available to be observed at all times to relieve any stress on the
teachers being observed. Additionally, the recommendation would be to continue with bi weekly in house professional
development from the technology coach, continued voluntary opportunities at the county level (specifically regarding Canvas and
Microsoft Office) and scheduled mandatory professional developments delivered in pre and post planning. Finally, ensuring that
funds are secured each year to continue to provide the opportunity for educators to attend the ISTE conference and GaETC
conference.
Supporting Sources:
19.pdf?id=6657
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?
Brand new teacher laptops. Teacher usage of help desk. Provide training for teachers Inadequate skill for provided
on how to use the help desk digital tools.
SmartBoard access in every Access and acquisition to apps function. Clarify realistic time
classroom. and digital content. frame expectations. Teacher usage of copy
machines.
21 teacher issued i-pads
In-house technology support

personnel.
Help Desk platform for needs.

Summary of Results/Conclusions: Technical support is high functioning at Creekland Middle School as is represented in the ISTE
diagnostic tool (82%). The assigned technology support personnel, Mrs. Baker, is exceptional. In addition, teachers are equipped
with state-of-the-art technology that is consistently updated and managed. The biggest problem is teachers gaining access to apps
and websites followed by how teachers utilize the technology support and the equipment.
Recommendations from Gap Analysis: The recommendation here would be to phase out paper instruction and allow the
technology support personnel to dedicate their time to more modern equipment. In addition, identifying teachers who do not use
the help desk correctly or effectively and providing adequate training for how to do so. In addition, with the adoption of brand new
laptops, providing some optional training support would be ideal. At this time, the county has essentially put a freeze on adding
applications to devices due to safety hazards. The recommendation would be to develop a team within the technology department
at the county level to test the safety of teacher requested apps and push them onto devices in a timely manner.
Supporting Sources:
Teacher Interviews
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?
62% of teachers are aware of 48% of teachers are unaware Incorporate teaching Teachers feel overwhelmed
ISTE standards and attempting of ISTE standards and how to technology skills while fitting in the necessary content
to design lessons to support implement them. simultaneously teaching in the amount of time given
them. content. already. Some feel that they
100% of teachers follow the Technology skills are being Provide a technology literacy cannot also implement the
Georgia Standards of taught separate from content. assessment. ISTE standards.
Excellence
Summary of Results/Conclusions: According to the ISTE diagnostic tool, CMS is approaching the curriculum framework standard
at a 62%. There are a strong network of teachers who are aware of and who are implementing the ISTE standards. There is also a
large population of teachers who are not. There seems to be two ends of the spectrum. The teachers who are not, generally say that
they are overwhelmed and/or do not have the knowledge of ISTE or skills to implement the standards.
Recommendations from Gap Analysis: The recommendation for the essential standard eight would be to provide access to premade
lessons that include both subject content and technology skills. Additionally, providing modeling of these lessons by the
technology coach or proficient teachers to developing teachers. Finally, develop a literacy assessment to evaluate student
technology progress.
Supporting Sources:
References

https://www.cherokeek12.net/userfiles/23/my%20files/creekland%20ms%20sip%20executive%20summary%202018-19.pdf?id=6657
Appendices
Appendix A: Results from the ISTE Lead and Transform Diagnostic Tool. Results for Creekland Middle School March,
2019.
Appendix B: Questions and Results from Teacher Survey

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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

The shared vision is written to

ESSENTIAL CONDITION THREE: Planning for Technology

BYLD (Bring Your Learning Utilization of the Kajeet home

Kajeet home hot spot devices.

ESSENTIAL CONDITION FIVE: Skilled Personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ESSENTIAL CONDITION SEVEN: Technical Support

In-house technology support

Help Desk platform for needs.

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Creekland Middle School School Improvement Plan (2018). Retrieved from

ISTE Standards for Teachers. (2019). Retrieved from .https://www.iste.org/standards/for-educators

Responses to Survey Questions

Appendix B: Questions and Results from Teacher Survey

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