1.

2 Strategic Planning-facilitate the design, development, implementation, communication, and

evaluation

The S.W.O.T analysis was completed in order to evaluate the Strengths, Weaknesses,

Opportunities, and Threats (S.W.O.T) of the current technology use at Warner Robins Middle

School (WRMS). While completing the S.W.O.T analysis, I had to determine the effectiveness

of four conditions, or areas of effective technology usage, in our school. The four conditions

were: effective uses of technology embedded into student-centered learning, shared vision,

planning for technology, and equitable access. To evaluate the areas of strengths and weaknesses

within each condition, I conducted research to determine the best practices for our school’s

population. This required me to evaluate our current technology usages, the needs of our

students, the current technology competence of our staff, and utilize our school’s opportunities to

strategically create a plan for developing technology-infused instruction. To determine areas of

threats and opportunities, I communicated closely with our staff and administrators to determine

where our school was struggling to implement technology and what were we already doing

(opportunities) that could aid us in becoming more efficient in our technology-based instructions.

This was an individual class assignment; however, due to the nature of the strategic planning

process, I collaborated with teachers and administration at my school when gathering

information for the S.W.O.T analysis. The goal of the S.W.O.T analysis was to determine areas

of strengths and weaknesses of technology use at WRMS and use that information to guide

technology implementation at the school.

Standard 1.2, Strategic Planning, determines our ability to facilitate the design,

development, implementation, communication, and evaluation of technology-infused strategic

plans. This artifact demonstrates my ability to evaluate areas of strength and weaknesses of

technology-based instruction in a school, develop the best research-based practices to aid in the

technology implementation process, and strategically plan and communicate steps to utilize

technology in instruction.

When beginning the S.O.W.T analysis, I first evaluated the technology use at WRMS. I

determined that Warner Robins Middle School’s areas of strength and opportunities centered

around were its daily use of technology throughout the entire school. Teachers frequently use

technology to collect data, access students and collaborate with one another and students. I noted

that because technology is frequently used by students, they are proficient with a variety of

resources and basic computer skills. Determining WRMS’s areas of strength was an integral part

of developing recommendations for more effective technology usage in the school. Once I

determined WRMS’ level of comfortability and current use of technology, I was able to better

plan instruction that would be appropriate for the school. However, before I could facilitate a

plan or carry out recommendations, I had to evaluate the school’s areas of weaknesses and

potential threats that could hinder technology-based instruction.

In order to determine the areas of weakness, I communicated closely with teachers,

students, and administration at our school. Through the close communication, I was able to

determine that WRMS’ areas of weaknesses and potential threats were centered around the way

technology is used in the classroom. Through the S.W.O.T analysis, I determined that WRMS

needs to develop a technology plan that incorporates researched-based practices, is aligned with

both GPS and ISTE standards, and that all stakeholders have a hand in creating. I worked closely

with administrators to facilitate a plan to begin implementing these standards across all content

areas.
 While completing the S.W.O.T analysis, my biggest take away was the importance of

determining potential threats and areas of weakness that can interfere with a well-developed

plan. In the past, I would create plans based on the best-case scenario. However, as any teacher

can attest to, the best-case scenario rarely happens in the education field. I learned that when

developing a strong plan, it is important to identify and plan for threats and weaknesses and

incorporate potential solutions for both.

In the future, I would make sure to send out surveys for students, teachers, and

administration to respond to that would help me determine more specific areas of weaknesses

and strengths. When completing the S.W.O.T I mostly spoke with team leaders and

administrators. I realize I left out connection teachers, support staff, and students in developing a

technology plan. Those are key stakeholders who need to be considered when developing a plan

that affects them.

Using the suggestions, I created in the S.W.O.T analysis, will take WRMS’ current use of

daily use of technology from surface level routine work to more engaging work that allows for a

deep understanding of content, and transfer of knowledge. While gathering information for the

analysis, I brought this point up to my administration. Since then, I have been working with them

to to develop a plan to incorporate ISTE standards to our content instruction. So far, we have

seen an increase in the quality of work our preexisting technology is bringing to academic

lessons. This can be assessed through quality of student work and student engagement.