ITEC 7410/EDL 7105 SWOT Analysis Template For Assessment of Eight ISTE Essential Conditions

ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions
Name: Janet Brewer 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
Classroom teachers use Only a few teachers are The teachers that are using Some teachers within the
interactive boards in lessons. implementing technology technology to promote building are afraid to use
beyond centers and practice. problem solving and higher technology. They are afraid
School uses email and Class order thinking could mentor they will break something.
Dojo to communicate with Many teachers are not utilizing struggling teachers.
parents. the interactive boards to their Many teachers do not
fullest ability. They are mostly The school has recently understand how technology is
Fourth and fifth grade teachers using them as digital created a technology more than just drill and
use Synergy to communicate whiteboards for them to write committee. practice or merely for
grades with parents. on. entertainment purposes.
Teams could work together
All staff uses Outlook to Consistent and effective during weekly collaboration Many teachers in the school
communicate via email. technology use in the times to incorporate have been teaching for a long
classroom is sporadic technology into the lessons. time and are hesitant to change
Staff and students have Office throughout the school. from what they are used to
365 accounts to use in the doing.
classroom and at home.
Kindergarten and first grade

students use Phonics Initiative
software in the classroom.
Staff writes lesson plans on

OneNote and saves documents
on Sharepoint and OneDrive.
Special Education teachers

utilize specialized software for
IEPs and data.
Students use programs within

the classroom for remediation
and practice purposes, such as
Prodigy, Read 180, Systems
44.
Teachers are beginning to

utilize Zearn online for math
instruction.
Summary of Results/Conclusions:
The use of technology at the school is sporadic amongst the staff. Some of the teachers are using it every day and in every lesson.
Some others are using it as centers within their classroom. In these classes, the students are using technology for math, reading, or
phonics practice or to type papers. A portion of the classrooms in the school do not use much technology at all. The teachers do not
feel they have adequate training and are therefore scared to use anything new. They feel the way they’ve always taught is fine.
Technology use is encouraged by administration through the purchasing and recommendations of different websites and programs.
It is only passively encouraged, however, because the school improvement plan does not mention much about technology.
Recommendations from Analysis:

In looking at the ISTE diagnostic results, student centered learning is in the beginning stages. We as a staff need to work to
incorporate more meaningful technology integration. Since some classroom teachers are embracing technology integration
throughout the day, they could partner with teachers on their team who are not as proficient. The teams of teachers could
collaborate on best practices that incorporate technology to create student centered learning in all the classrooms.
Supporting Sources: interview with principal and classroom teachers, ISTE Lead and Transform Diagnostic Tool, SIP
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?
Some teachers have a strong The principal has a vague The teachers who have a Some of the older teachers will
vision for how technology can vision of technology use in the vision for technology use be resistant to a school wide
be used to enhance learning. classroom, but it has not been could come together to create a shared vision for technology
This has mainly come from communicated with the staff, shared vision. They could be use.
discussions with the TTIS for parents, or students. the ones on the technology
our school. committee and create a vision There is no mention of
No strategies have been to take to the administrators technology in the School
The Technology Department deployed by the administrators for the school. Improvement Plan for how it
for Cobb County schools has a for a shared vision for can be used to meet the
technology plan in place that technology. The school could start with the academic goals.
has a shared vision for all technology standards provided
schools in the county. Technology is not mentioned by the county to create a
in the school’s vision or shared vision.
mission.
The shared vision portion of the ISTE diagnostic report is one of the lowest portions. The county has a vision for all of the schools
in the county, but we do not have one specific for our school. Upon interviewing the principal, she has a vague vision where she
wants all teachers to integrate technology in their lessons. She has not developed the vision further than that and it is not mentioned
in our School Improvement Plan or in our school’s mission and vision.

The school needs a shared vision for technology use. This must come from the top and trickle down for teachers to embrace the
vision. The newly formed technology committee could work with the principal and other administrators to create a shared vision to
take to the staff. Before creating the shared vision, the committee members could get feedback from their teams on ideas for the
vision. This would ensure all staff members would feel involved in the creation of the shared vision for technology use for the
school.
Supporting Sources: principal interview, technology committee notes, SIP

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.
Cobb County has a detailed Hollydale has no technology The technology committee There is no mention of
technology plan. plan in place. could work to form a technology in the School
technology plan for the school. Improvement Plan for how it
The school has a newly created The technology committee can be used to meet the
technology committee that does not, as of yet, have any The technology committee academic goals.
consists of a teacher from each direction on what they should could work with administrators
grade level. be working on. to provide professional Most of the staff is unaware of
development to the staff on the existence of the county
The principal’s vision for new and engaging technologies level technology plan.
technology use in the school to use in the classroom.
has not been formulated into a Many teachers within the
plan. school will not change their
current levels of technology
integration without being given
a plan that lays out their
guidelines and expectations.
The school scored very low in this area on the ISTE diagnostic tool. This is evident because the school has no technology plan.
Nothing is mentioned in the school improvement plan. The closest thing the school has to a technology plan is the one set forth by
the county, but it lacks plans on how to integrate effectively within a classroom.
Based on the woeful lack of any kind of technology plan, the teachers at Hollydale do not have any guidance as to the expectations
for technology use or how to use it effectively.

The technology committee should work with the administrators to form a technology plan for the school. The committee members
could use the input they gained during the shared vision phase to create a plan that is beneficial to all levels in the school.
Supporting Sources: SIP, CCSD Instructional Technology Plan, technology committee
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?
The one area on the ISTE Many of the laptops are older The principal met recently Many students do not have
Diagnostic report that was models that can run slow. with the other administrators, internet ready devices to use in
listed as “meeting.” the TTIS, and the school media the classroom.
The fifth grade cart of iPads specialist to discuss new
Each classroom has an need numerous replacements technologies to purchase. The BYOD network can be
interactive panel and three to due to an air conditioning temperamental. The student
four desktop computers. malfunction several years ago. Create a time for the devices sometimes have a hard
Every teacher has a county Many of the iPads on that cart computers in the media center time staying online.
issued laptop. are held together with Gorilla and writing lab to be used
tape. before or after school for
Each grade level has access to families with limited access at
a grade level laptop cart Most students do not have home.
housing 24-30 laptops. reliable internet access at
home. Train more teachers on how to
Fourth and fifth grades each successfully run a BYOD
have an iPad cart with thirty Media center and writing lab classroom.
iPads on each for the computers are not available
classrooms to share. during testing windows.
Kindergarten through third

grade have access to three iPad
carts with thirty iPads on each.
The media center has 25

desktop computers.
There is a Writing Lab with

thirty desktop computers used
during Specials rotations.
We are doing the best with this area as a school. The majority of our students are on free or reduced lunch and do not have reliable
internet access at home. At school, they have access to computers in the classroom, computer labs, laptop carts, and iPad carts. All
of the technology at the school is available equally to the students, regardless of gender. The main issue the students have is in
access at home. I do not see this as being different from boys to girls. They either have a computer at home or they do not.

Based upon the lower SES of the students at Hollydale, they are in need of computer access outside of school. The computer lab
and media center have over 50 computers between the two locations. These would be great places for families to have access to
computers after school hours. The school would need to figure out a schedule for extra hours and find coverage from the staff. This
would require the school to pay the staff extra pay for working the later hours.
Supporting Sources: teacher interview, principal interview, inventory information from media specialist
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.)
The staff is proficient in the The TTIS is only at the school The technology committee or Many teachers do not believe
use of basic productivity items, twice a week because we share mentor teachers in the school they have the time to plan
such as attendance, email, her with two other schools. could provide professional technology rich lessons.
grades, etc development on days when the
Many teachers do not have the TTIS is not available. Many teachers also do not feel
The TTIS is at the school twice necessary training or skills to they have the time to “fool
a week for additional support, successfully plan lessons that Teacher could be surveyed to with” using technology with
with additional times teachers integrate technology. find out their current the students on a regular basis.
can schedule personal time to knowledge so differentiated
meet with her. trainings could be offered to Teachers are unwilling to give
the staff. up more time during planning
All teachers use the staff or after school to learn about

OneNote to post lesson plans integrating technology.
The whole staff is working on

utilizing Microsoft Teams
more as a group.
According to the ISTE diagnostic tool, this is one of our lower areas. The staff is split into two groups. There is the group of
teachers who embrace technology and implement it every chance they get. These teachers seek out training to increase their skill
levels. Then there are the teachers who have been teaching forever, many have been at Hollydale the whole time. They are resistant
to change. They have the basic computer skills they have been forced to learn over the years, but they do not want to learn more
unless they are forced to learn. They are the teachers who do not like their planning time being taken up for some new technology
they see as going out of date next week.

The teachers need more training and professional development on technology use. However, this would need to be made a priority
in the school first. The school currently employs an academic coach to assist teachers and teams with reading and writing. If the
school hired a technology coach, he or she could assist teachers and teams with technology integration. This would allow teachers
to get help faster than they can from the TTIS. It would also allow teachers to differentiate their own learning. They would be able
to acquire skills faster and in a shorter amount of time.
Supporting Sources: teacher interview, media specialist

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?
The TTIS provides monthly Teachers feel they need more Teachers can attend the Cobb Teachers do not like to spend
trainings on using different time to learn new technologies InTech conference in June to their planning time or stay
aspects of the Cobb County before being asked to learn from other teachers after school for voluntary
website, particularly CTLS. implement them. around the county. professional development.
The county provides training Aside from the monthly TTIS Appointments can be made County level trainings tend to
days at the beginning, middle sessions, technology training is with the TTIS for individual or be surface level and
and end of the year that not mandatory, so many group training sessions. introductory only. They do not
focuses on a different subject. teachers do not seek it out. delve into how to use it to
Each subject has independent Teachers may participate in the create lessons with higher
technology sessions. The school does not have a weekly Twitter Chats hosted order thinking skills.
technology coach in place to by the instructional technology
The county offers various assist with learning, planning, department.
technology focused trainings and implementing technology
throughout the year at different integrated lessons.
locations.
The county also offers MIE

certification classes, along
with online certifications in
BYOD, digital citizenship, and
SMART lab.
According to the ISTE Diagnostic report, Hollydale is approaching in this area. It is one of the higher ones on the list. This makes
sense because being a Title I school, the teachers are used to lots of professional development. The TTIS at the school does a great
job at meeting with groups to provide them what they need. The county also provides different technology trainings throughout the
year. The need is for a more differentiated approach to the professional development. The staff does not like having yet another
meeting that is not beneficial. They need to be able to attend a training that will give them information and ideas based on where
they are in integrating technology in their classroom.

The teachers need more focused training. The TTIS is a great start, but to create effective technology rich lessons that are based on
best practices, the teachers need access to someone more than once or twice a week. A dedicated technology coach for the school
would make a world of difference. Along with a technology coach specifically helping teachers integrate technology, the mentor
teachers already doing that could also be used. They could help struggling teachers learn how to use technology to make their lifes
easier while also giving the students what they want and need.
Supporting Sources: ISTE diagnostic report, TTIS interview

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?
The tech support person The media specialist is not Teachers can receive timely Teachers do not always put
assigned to our school is onsite very tech savvy and must feedback from both the online support tickets in in a timely
at least twice a week. He is frequently get advice on how support tickets and by calling fashion. Tech support cannot
extremely knowledgeable and to solve a problem that was the Help Desk. fix what they do not know is
answers tech support tickets brought to her. broken.
quickly.
Many of the laptops are older The technology support team
The other areas of tech support and require frequent tech in the county is quite small,
beyond our main person are support tickets put in. with the tech support members
also quick to respond. each servicing multiple
schools.
There are tech savvy teachers
in the building who are always
willing to assist in any way
they can.
Tech support fixes the

problems and the TTIS helps
with instructional issues.
Hollydale is lucky in that it has a highly knowledgeable tech support guy who is very helpful. Even with that, he is only on campus
once or twice a week. He serves three different schools. The media specialist does her best, but she is more librarian and less tech
savvy media. There are teachers throughout the building that sometimes function as tech support, but they cannot fix many of the
tech problems because it always needs an admin password. Overall, though, Hollydale rates higher in tech support than much of the
rest of the ISTE Diagnostic report.

The school cannot change how many tech support individuals the county wants to hire. Instead, the school can focus on helping the
media specialist and her technology committee receive the necessary training to assist in being tech support throughout the school.
A technology coach would also be able to help with both hardware troubleshooting and instructional issues.
Supporting Sources: tech support interview, TTIS interview, principal interview
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?
Teachers, students, and parents Most teachers, staff, and TTIS can share the technology Before understanding how to
are aware of technology students are unaware of standards with the staff at one use the standards, the teachers
standards in the lower grades. technology standards of any of her monthly training must first know how to use the
They have standards based kind. sessions. She could then technology. Teachers who are
report cards and each nine explain the importance of them made nervous by technology
week period has a technology Teachers do not know how to to the teachers. are not going to be receptive to
standard listed. incorporate technology integrating the standards.
standards into their day to day Technology committee could
Teachers and students have lessons. work with the TTIS to create a
access to all digital textbooks short checklist for the different

through CTLS and through grade levels. The checklist
Clever. could show the teachers the
technology standards and
Many classrooms are starting expectations for their grade
to utilize Zearn as the math level.
curriculum.
According to the ISTE Diagnostic report, Hollydale is higher in curriculum framework than most other areas. I would agree with
this in that the teachers know how to find the digital resources provided by the county. They know how to find science and social
studies texts. They know what online reading resources the teams have agreed to use. When it comes to the technology standards
for each grade level, the teachers do not know. The teachers of the younger grades know of the technology standards listed on their
report card, but they are ignorant as to the depth of that standard or of any others.

The TTIS could provide a training at one of her monthly sessions on the technology standards and where to find them. The
technology committee could come up with a check list on grade level expectations for their specific standards. The TTIS or other
mentor teachers in the school could provide specific instruction to the different grade levels on their standards, how to understand
them, how to incorporate them into a lesson, and how to asses them.
Supporting Sources: TTIS, ISTE Diagnostic report, teacher interviews
References
2018-2020 CCSD Technology Plan. (2016). Retrieved February 17, 2020, from
http://www.cobbk12.org/centraloffice/InstructionalTechnology/TechPlan/InTech3Year2018.pdf
Hollydale School Improvement Plan 2019-2020 Action Plan. (2019, August 19). Retrieved February 17, 2020, from
http://www.cobbk12.org/hollydale/docs/FY20_Tilte_I_SIP.pdf
NETS-S. (2000). National Educational Technology Standards for Students. Retrieved from https://www.iste.org/docs/pdfs/20-
14_ISTE_Standards-S_PDF.pdf
Appendices
Appendix A: ISTE’s Lead and Transform Diagnostic Tool Results

ITEC 7410/EDL 7105 SWOT Analysis Template For Assessment of Eight ISTE Essential Conditions

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ITEC 7410/EDL 7105 SWOT Analysis Template For Assessment of Eight ISTE Essential Conditions

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ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

Name: Janet Brewer Semester: Spring 2020

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

Kindergarten and first grade

Staff writes lesson plans on

Special Education teachers

Students use programs within

Teachers are beginning to

Recommendations from Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Analysis:

Supporting Sources: principal interview, technology committee notes, SIP

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Analysis:

Supporting Sources: SIP, CCSD Instructional Technology Plan, technology committee

Kindergarten through third

The media center has 25

There is a Writing Lab with

Recommendations from Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

All teachers use the staff or after school to learn about

The whole staff is working on

Recommendations from Analysis:

Supporting Sources: teacher interview, media specialist

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

The county also offers MIE

Recommendations from Analysis:

Supporting Sources: ISTE diagnostic report, TTIS interview

ESSENTIAL CONDITION SEVEN: Technical Support

Tech support fixes the

Recommendations from Analysis:

Supporting Sources: tech support interview, TTIS interview, principal interview

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

access to all digital textbooks short checklist for the different

Recommendations from Analysis:

Supporting Sources: TTIS, ISTE Diagnostic report, teacher interviews

Appendix A: ISTE’s Lead and Transform Diagnostic Tool Results

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