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: Lindsey Gooden Semester: Spring 2022
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
Teachers use technology to Students are not using Teachers attend weekly Teachers do not think the data
enhance lessons every day. technology in ways that allow Professional Learning collected via iReady is useful,
for creativity or that challenges Communities to review data accurate, and only partly
English Language Learners them to engage in higher order online. This could also be a aligned to content standards.
use Imagine Learning, a thinking. time used as professional
research-based program to development relating to Teachers do not feel that they
help improve reading skills All teachers do not have the technology best practices. have been trained on the best
and develop vocabulary. knowledge of ISTE standards practices for technology
or best practices for We have two teachers at our implementation and they do
All students use iReady for technology integration. school who are members of not have the time to do it on
personalized math instruction. Vanguard. Vanguard is a group their own.
There is no position for an of educators within Fulton
Administrators, teachers, and instructional technology coach County Schools that coach and
students utilize technology or a technology teacher at our support instructional
daily for productivity, school. There are people at the technology use. They could
communication, and research. county level, but no one at the provide training sessions.
school level for teachers to
Teachers and administrators easily access. The gifted teacher at our
use technology weekly to school does not have classes
collect and assess data aligned There are no opportunities for on Thursdays. She could use
to the Georgia Standards of students to work on tasks that day to provide a
Excellence. aligned to the ISTE student technology Special for students
standards. in which students work on

tasks aligned to the ISTE
student standards.
Summary of Results/Conclusions:
Technology usage is strong at Mimosa Elementary School in the regard that it is being used daily for productivity, communication,
and research. Emails are used to communicate and send resources between administrators and colleagues. Teachers use technology
to enhance their daily lessons. Students are assessed using the iReady Diagnostic for both math and reading on student devices.
Teachers and administrators use technology multiple times weekly to collect and assess data aligned to the GSE. They review this
data in professional learning communities on Tuesdays. According to personal conversations, one of the biggest threats at Mimosa
related to technology use is the lack of time. Teachers do not feel that they have been trained on the best practices for technology
integration and there is not allocated time for this to occur. Teachers also have trouble ensuring students get the required time on the
required iReady online lessons. The teachers do not think the data collected is very useful, accurate, and/or that it is not aligned to
all content standards.
Recommendations from Analysis:
In a study conducted by Indiana University-Purdue University (2016), the conclusion showed that there was evidence that teacher
use of higher order thinking skills increases both academic achievement and English proficiency. Even though students are
accessing technology daily, many are not provided with assignments that require them to use higher order language skills or allow
them to be creative. As a school that is 80% Hispanic, 63% English Language Learners, and 100% creative students, we need to
provide students the opportunity to create using technology and push them to use higher level thinking skills. The school does not
have a technology expert in the building to help teachers or work with students on tasks aligned with ISTE standards for students.
This could be addressed by having the gifted teacher provide a technology Special for students and allowing them to work on tasks
aligned to the ISTE student standards. The majority of staff do not have knowledge of ISTE standards. The lack of teachers
knowing the ISTE standards could be addressed by allowing the two Vanguard members to provide training sessions or by teachers
allocating time during PLC to learn about and explore. According to the ISTE Educator standards, educators should continually
improve their practice by learning and exploring practices that leverage technology to improve student learning. I believe this would
include learning about the ISTE standards.
Supporting Sources:
International Society for Technology in Education (ISTE). (2017). ISTE Standards for Educators | ISTE. Www.iste.org.
https://www.iste.org/standards/iste-standards-for-teachers
Teemant, A., Hausman, C., & Chamwada Kigamwa, J. (2016). The effects of higher order thinking on student achievement
and English proficiency [Review of The effects of higher order thinking on student achievement and English proficiency].
ITJ, 13(1). https://journals.iupui.edu/index.php/intesol/article/download/21254/20640/30682
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?
There are 4 people involved in There is no documented Due to there not being a Teachers do not think
the Instructional Technology official vision for technology documented shared vision, one technology is critical for
Department for the county. use in the school or district. could be created by getting a improving student
group of willing teachers, achievement of student content
Teachers and students have Teachers are not parents, and community standards.
access to an Office 365 knowledgeable of the ISTE members together to make a
account though the school to standards for students or draft. Teachers feel stressed trying to
support digital age learning. educators. get students to meet the district
A technology club could be requirements for specific
Teachers understand the created for students after technology programs, and do
importance of technology and school once a week to enhance not desire to use devices for
believe that students should digital literacy skills, learn anything else.
have opportunities to become about programs, and practice
digitally literate. typing skills.
Teachers need professional

development to learn about
research-based best practices
for technology integration.
Developing a shared vision is extremely important for all stakeholders involved. Unfortunately, there has not been a distract wide
technology plan since 2015. The head of the Instructional Technology Department stated that there is no current plan and that
everything they do is aligned with the district's strategic plan, however the strategic plan does not mention technology. There are 4
people that work for the Instructional Technology Department for the entire county. A strength is that teachers understand the
importance of technology and believe that students should have opportunities to become digitally literate. Educators at Mimosa
Elementary are aware of the need for students to know how to use and create digital technology not only for their success in school,
but in college and future professions as well. Another strength is that teachers and students have access to an Office 365 account
through the district to support digital age learning. This allows for communication through email, creation of word documents,
presentation software, and more. A weakness is that teachers are not knowledgeable of the ISTE standards for students or educators.
Many teachers did not even know what the standards were related to. It is not surprising that teachers do not think technology is
critical for improving student achievement of content standards, since there has been so little professional development in this area.
Teachers are also feeling stressed by district requirements for specific technology programs, and don’t think they have time for
anything else. Students are required to receive 60 minutes on iReady for Math, and an additional 60 minutes on Imagine Learning
(if beginning ESOL) or 60 minutes on iReady Reading. With the added complication of a shortage of shared devices and the
challenge of doing this with elementary aged children, teachers have developed a disdain for technology.

Teachers at Mimosa Elementary School believe that students should have the opportunity to become digitally literate. Some
benefits of digital literacy skills include making connections, increased safety, closing the digital divide, digital citizenship, and
lifelong learning to name a few (2017). Teachers not being knowledgeable of the ISTE standards for students or educators is an
opportunity for professional development. In-house professional development is an option since we have two Vanguard members
that could lead this work. They can also cover research-based best practices for technology integration. Since there is not a
documented shared vision for technology use, one could be created by getting a group of willing teachers, parents, and community
members together to make a draft. A survey could be posted on the school website and information could be collected from all
stakeholders on what they value to be important and included in the draft. Once the draft is complete the committee could send it to
the principal to approve. The conclusion of a study on the importance of inspiring a shared vision found that having a shared vision
provides meaning for everyone involved and helps them to focus energy into the transformation of practice (Martin et al., 2014).
Hopefully, with a clear understanding of expectations teachers can get excited about learning new digital skills and activities and
change the negative feelings about technology. Another threat that must be addressed is that teachers do not think technology is
critical for improving student achievement of content standards. By having the professional development suggested above and the
implementation of a shared vision/technology plan, this will additionally be adjusted. A technology club would be a great
opportunity for students after school once a week to enhance digital literacy skills, learn about programs, and practice typing skills.
Supporting Sources:
Importance of Digital Literacy: 13 Ways It Can Improve Lives. (2017, November 21). TechBoomers.com.
https://techboomers.com/importance-of-digital-literacy
‌Martin, J., Mccormack, B., Fitzsimons, D., & Spirig, R. (2014). The importance of inspiring a shared vision. International Practice
Development Journal, 4(2). https://www.fons.org/Resources/Documents/Journal/Vol4No2/IPDJ_0402_04.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.
Students have access to 2 There is not a district level Teachers attend weekly Teachers are overwhelmed by
computer labs, have 3 desktop technology plan in place. Professional Learning the requirements for
computers in each classroom, There has not been one since Communities to review data technology programs and have
and share a mobile device cart 2015. online. This could also be a negative views about them.
on each grade level. time used for technology
There are not enough student planning. Teachers do not have time
There are district devices (laptops or tablets) in allocated to make culturally
requirements/a plan for the school for students to have A technology plan could be relevant digital content.
technology programs. 60 individual access. integrated into the SIP, since
minutes each week in iReady there is not one at the district
Reading, iReady Math, and Some of the devices at the level.
Imagine Learning (beginning school are outdated and cannot
ESOL students only). be updated, meaning they Technology grants or Donors

cannot be used any longer. Choose could help fund for
The district provides hotspots new/updated devices.
to qualifying families to ensure There is a lack of
high-speed internet access at knowledgeable technology
home. mentors.
The school donated desktop

computers to 30 families in
need.
There are several strengths related to technology planning. The biggest one is the district requirements for students using
personalized learning programs iReady and Imagine Learning K-5 in reading and math. Students should be getting at least 60
minutes of instruction/usage each week and passing lessons with a 75% or higher. The data that we collect from the diagnostics of
these programs are used to select students for EIP, support services, and remediation. At Mimosa Elementary school there are 2
computer labs, 3 desktop computers in each classroom, and each grade level share a set of mobile devices. Unfortunately, the
computer labs are not set up for daily use. Things there are missing/broken, and there isn’t anyone to assist when you schedule a
time to go. The handheld device carts are share amongst an entire grade level, and each class is lucky to get 6 working devices.
There are not enough devices for students to have individual access. Some devices in the school are outdated and are no longer
useful. Though this opens the opportunity to do a technology grant to get new devices. There is a lack of knowledgeable technology
mentors as well. Teachers are overwhelmed by the requirements for technology programs and have negative views about them.
Teachers also lack time allocated to make digital content, which would better meet the needs of the diverse learners than videos on
YouTube.

Due to there not being a district technology plan, a school-wide technology plan can be integrated into the SIP. The leadership team
can work on drafting a plan that will fit in the existing SIP and give the staff direction on expectations. The lack of student devices
(laptops or tablets) in the school, the outdated devices, and the lack of technology mentors can be addressed by finding technology
grants or Donors Choose to help fund for new/updated devices and/or a technology specialist. Teachers are overwhelmed by the
requirements for technology programs and have negative views about them. This can be addressed by showing teachers how
students can self-check their online requirement time and take ownership of that piece. Teacher would then have to make sure each
student knows how to self-check and review the requirements. It would be best if this information was somewhere accessible by
students. In a study conducted about changing attitudes towards educational technology usage in the classroom, their findings
support that after teachers attended professional development their attitudes changed more towards the use of technology (Tatlı et
al., 2019). Teachers do not have time allocated currently, to make culturally relevant digital content. Teachers attend weekly
Professional Learning Communities to review data online. This could also be a time used for technology planning and digital
content creation.
Supporting Sources:
DonorsChoose: Support a classroom. Build a future. (2019). DonorsChoose. https://www.donorschoose.org/
Tatlı, Z., İpek Akbulut, H., & Altınışık, D. (2019). CHANGING ATTITUDES TOWARDS EDUCATIONAL
TECHNOLOGY USAGE IN CLASSROOM: WEB 2.0 TOOLS. Malaysian Online Journal of Educational
Technology, 7(2), 1–19. https://doi.org/10.17220/mojet.2019.02.001
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?
Parents have access to Some parents do not know The school could host a parent Students that do not utilize
Classlink at home (our LMS) how to access Classlink or do workshop at the beginning and technology at home are at risk
and can access all FCS not know how to get login middle of each schoolyear to for lagging behind their peers.
approved programs including information for their student. show parents how to access
iReady and Imagine Learning Classlink at home. Girls tend to use technology
from home. Computers in the computer lab less during free time, due to
are rarely set up and ready for A school-wide survey could be lack of interest.
Teachers and students are student learning, which deters sent out to collect data on how
assigned an Office 365 teachers from scheduling a many students have a
account. time to use them. technology device and internet
access at home.
The school district has Many parents and students do
provided technology devices not have access to computers An after-school club can be
and hotspots to families in and/or internet at home. started to get girls interested in
need. technology use.
Technology is available in two Another after-school club can

computer labs and shared be offered to students,
handheld device carts between regardless of their gender, that
grade levels. are interested in building their
digital literacy.
A shared vision to support
students learning is shared
between students, parents, and
the community.
Parents, teachers, students, and

stakeholders have access to
school and district information
through their websites.
Adaptive technology is
provided to students with
specific needs both inside and
outside of school.
There are many strengths regarding equitable access in the school and district. Students have many resources and opportunities to
be connected digitally at home, more than ever before. Once, on our district website, parents and students have access to our county
LMS (Classlink). Students can use all the FCS approved programs and school/district websites. All can be accessed from Classlink
for home learning. Students in grades 3-5 are assigned laptops that they can also take home. Technology is available in two
computer labs and shared handheld device carts between grade levels. The computers in the computer lab are rarely set up and
ready for student learning though. They do not get used often because loss of instructional time is spent trying to get them turned on
and students logged in. Teachers and students are provided with an Office 365 account to access important productivity programs
and are assigned a district email address. Unfortunately, there are still many parents and students who do not have access to
computers and/or the internet at home. Students that do not have technology at home are at risk for falling behind their peers that do
and widening the digital divide. The school could host a parent workshop at the beginning and middle of each school year to show
parents how to access Classlink at home.

Equitable access to technology and digital resources is an essential condition. Parents that do not know how to access Classlink or
do not know how to get login information for their student need that information delivered. An opportunity to grow here is that the
school could host a parent workshop at the beginning and middle of each school year to show parents how to access Classlink at
home. Screencast videos could be made to model and show how the sign in process works, and it can be posted on the school
website. All homeroom teachers can include a card with student Classlink account number and password in their daily blue school
folder. This will give more parents and students the chance to engage in home learning. Another challenge that teachers face is that
computers in the computer lab are rarely set up and ready for student learning, which deters teachers from scheduling a time to use
them. Teachers on a particular grade level can be assigned to set up the computer labs each morning and set them up for student
use. Many parents and students do not have access to computers and/or internet at home. To start addressing this a school-wide
survey could be sent out to collect data on how many students have a technology device and internet access at home. Then
information about how to request a device and hotspot from the district can be sent out to families in need. We can tackle threats to
equitable access if we start up some after-school technology clubs. Since girls tend to have a lack of interest in technology, we can
create a club to get girls interested in technology use. A free program like Girls Who Code would be great for girl in grades 3-5.
Another after-school club can be offered to students, regardless of their gender, for students that are interested in building their
digital literacy. Both clubs will also give students a chance to use technology in a creative way, access technology after school
hours, and potentially close gaps due to digital divide. A blog post from GoGuardian suggested starting a digital literacy program
and letting students practice the basic computer skills they require (GoGuardian Team, 2020).
Supporting Sources:
Clubs. (n.d.). Girls Who Code. Retrieved March 16, 2022, from https://girlswhocode.com/programs/clubs-program
‌GoGuardian Team. (2020, September 2). What It Means to Have Equitable Access to Technology for Today’s Students &
Educators [Review of What It Means to Have Equitable Access to Technology for Today’s Students &
Educators]. GoGuardian. https://www.goguardian.com/blog/equitable-access-to-technology#:~:text=Equitable%20access
%20to%20technology%20refers,ability%2C%20or%20any%20other%20quality.
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.)
Most teachers use technology Teachers have not been trained The school METI could lead a Teachers do not have time to
daily in their classrooms. on the Technology Thursday once a learn new technology skills or
technology/programs/apps month to share new ideas, and learn about programs.
Teachers utilize technology for available within the district. technology resources with the
lesson planning, assessment, staff. Teachers need to be trained on
email, announcements, and to Learning sessions are offered how to teach students about
find or create resources to sometimes for FCS approved The Vanguard members at our specific programs, resources,
support student learning. technology programs by the school could host mini and skills.
district Vanguard, but it is professional development
Teachers received training on always after school hours. sessions during monthly
Microsoft Teams in faculty meetings.
Spring/Fall 2020. Teachers are so discouraged by
the district requirements for
technology programs that they
do not want to do anything else
involving technology.
Having skilled personnel is important anywhere, and especially in education. Some strengths that we have at Mimosa Elementary
are that most teachers are using technology daily in their classrooms. The announcements in the morning are on Microsoft Teams.
The district wide social/emotional learning is accessed through an app on our LMS among many other things used often. Teachers
upload their lesson plans to Planbook.com, send emails, and research resources to support student learning multiple times a week.
Though it was a few years ago, teachers did receive training on Microsoft Teams in the Spring and Fall of 2020. This year teachers
have not had the opportunity to be trained on the technology/programs/or apps available within the district. Another weakness is
that there are some technology learning sessions offered from the district Vanguard team, but they are always after school hours.
Many teachers have other obligations and cannot put in time after work. When discussing technology with other teachers,
comments regularly circle around to how stressed and discouraged teachers are due to the requirements for personalized
learning/technology programs. Teachers feel they do not have the luxury of time to do anything else involving technology in the
classroom. There are opportunities to have knowledgeable staff share resources and professional development with everyone.

Professional development and training for staff on technology skills and programs is a must. According to ISTE skilled personnel
should know how to use digital tools to both increase productivity and enhance learning. They should also keep those skills up to
date (Skilled personnel | ISTE, n.d.). The school METI could lead a Technology Thursday once a month to share new ideas, and
technology resources with the staff. Other teachers may be willing to help with this as well, to create deliverables for staff members
to use as a reference so that they can apply the new skills with success and ease. The Vanguard members at our school could also
host mini professional development sessions during monthly faculty meetings to help teachers with programs and apps available to
us in FCS. This would be especially beneficial to the new teachers that missed the Microsoft Teams training we had a few years
ago. A teacher I know always says “The best PD you can get is from the teacher next door”. I think by sharing information with
other knowledgeable educators about technology would help the staff greatly. This can be done in PLC, staff meetings, or during
grade level planning meetings. In the ISTE standards for educators, teachers should collaborate and co-learn with students to
discover digital resources and solve technology issues (International Society for Technology in Education (ISTE), 2017). Therefore,
after the training teacher must ensure students are part of the process as well.
Supporting Sources:
Skilled personnel | ISTE. (n.d.). Www.iste.org. https://www.iste.org/standards/essential-conditions/skilled-personnel
International Society for Technology in Education (ISTE). (2017). ISTE Standards for Educators | ISTE. Www.iste.org.
https://www.iste.org/standards/iste-standards-for-teachers
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?

Teachers are required to attend PLCs are typically led by the Teachers should be encouraged Teachers do not like to feel
Professional Learning same person, not giving others to lead PLC and have that micromanaged and not treated
Communities (PLCs) every the opportunity to lead opportunity on a regular basis. as professional educators. The
Tuesday to review data, professional development. amount of required meeting
curriculum, and instruction. It Recreation of PLC norms and time contributes to these
is well attended. PLC meetings are not always expectations as a PLC, to cut feelings.
useful due to “rabbit hole” back on wasted time due to off
Teachers are required to attend conversations and teacher not topic conversation. Teachers do not want to have
planning meetings on attending to their assigned professional development that
Tuesdays and Thursdays with roles. Share learning with families they cannot implement right
the math coach and reading through a Twitter class page. away, as then it seems
coach to plan for instruction. Our school Assistant Principal Families should know the unimportant and like a waste
It is well attended. left in December, and we have content being taught to of time.
a vacancy. There is a trickle- reinforce learning in
The district has required full- down effect in those conversations at home in Teachers would love
day and half-day professional duties/professional English or their native professional development that
learning days scheduled development tasks not having language. is differentiated to their needs
throughout the year for the appropriate leader in place. for their personal learning, but
LETRS (language Essentials it is all assigned by the district.
for Teachers of Reading and
Spelling) training. It is well
attended.
PLCs are divided by grade

level, but ESOL teachers and
Special Education teachers are
assigned a grade level to join
and share/give input.
PLCs are well attended.
There are several professional learning opportunities available to educators that happen monthly or even weekly. Teachers are
required to attend PLCs on Tuesdays to review data, curriculum, and instruction. PLCs are well attended. They are split by grade
level, and other staff that are not on a particular grade level have been assigned to attend a PLC they work with. PLCs are typically
led by the same person which does not give others the opportunity to lead professional development. Some of these meetings seem
wasted when conversations go astray and stay that way. The LETRS professional learning days required by the county are also a
strength. We are preparing to implement a new curriculum next year as a district and this training will last 2 years. Some thing we
are learning, we are told to hold off on implementing and that is frustrating to some teachers. A recent edition to the professional
development at school are the two planning days with the reading and math instructional coaches. This occurs Tuesdays and
Thursdays during our scheduled planning time. We were instructed to add these days by the district. Many teachers are upset to
make a change in March and feel micromanaged. Overall morale is not high now and part of this is due to the vacancy of an
assistant principal position. There are many duties as an assistant principal and those as well as professional development delivery
have been affects by this void. Overall, professional learning is definitely taking place at Mimosa Elementary. This learning is
assigned however, and not differentiated based on teacher’s wants or needs.

When reading about the NSDC Standards, leadership stuck out as a weakness for the school considering we have such an important
administration position vacant. No one is in that position to guide us in continuous instructional improvement (NSDC Standards
and Tools 2007). Interviews should take place soon and we have the opportunity to have someone new step in and step up ready to
help us make a difference each day. We have the opportunity to make PLCs stronger and more purposeful by restablishing norms
and expectations as a PLC. That means taking the time to discuss the purpose and direction we want the meeting to go in. It means
holding each other responsible for the roles we choose so that we can get the most out of meeting to support student learning and
instruction. There is a Collaborative Teams Toolkit Self-Assessment from AchieveNJ we can fill out to help develop our PLC
(Collaborative Teams Toolkit Self-Assessment, n.d.). Grade level lead teachers should rotate leading PLCs at least once a month to
give all team members the opportunity to lead. The NSDC Standards also mention family involvement should be done and that it
can be improved by staff development. This opens the opportunity for learning with families. It could be done by a class newsletter
or through a Twitter class page. Families should know the content being taught. Parents and siblings can reinforce content learned
in conversations at home in English or their native language. Teachers do not like to feel micromanaged and not treated as
professional educators. The amount of required meeting time contributes to these feelings. The district is requiring teachers to
complete 2 years of professional development on LETRS. We will begin implementing pieces next year. Teachers do not want to
have professional development that they cannot implement right away, as then it seems unimportant and like a waste of time.
Teachers would love professional development that is differentiated to their needs for their personal learning, but it is all assigned
by the district. Both of these views could be improved by giving teachers a voice and choice in their professional learning.
Technology related professional development is separate from other professional learning opportunities.
Supporting Sources:
NSDC Standards and Tools Help Strengthen Professional Development - SEDL Letter, Developing a Staff of Learners,
Volume XIX, Number 1, April 2007. (n.d.). Sedl.org. https://sedl.org/pubs/sedl-letter/v19n01/nsdc-standards-tools.html
Collaborative Teams Toolkit Self-Assessment. (n.d.). Retrieved March 17, 2022, from
https://www.nj.gov/education/AchieveNJ/teams/SelfAssessment.pdf
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?

Wi-Fi is accessible throughout Technology support requires The Vanguard members are Some of the devices at the
the entire school. teachers to put in a ticket via willing to help support teachers school are outdated and cannot
the technology help desk. It with basic troubleshooting be updated, meaning they
Our school has an IT specialist may take days before issues issues. cannot be used any longer. The
for technical support. Each are resolved. lack of funds to replace these
school has someone assigned. Either Vanguard members or has created more of a demand
Our IT specialist is shared with staff interested in instructional for quality, working devices.
Technology is available in two another school, decreasing the technology are available to
computer labs and shared amount of time in the school help with instructional issues. Teachers may have to wait for
handheld device carts between building. a tech ticket to be filled from
grade levels. the help desk for several days.
We lack an instructional
Each classroom has 3 desktop technology staff member to
computers. help teachers with instructional
issues.
The FCS technology help desk
is available by phone or email.
There are lots of ways for students to access online instruction within the school. We provide highspeed internet and a few devices
are available in each classroom. We also have the 2 computer labs, shared device carts on each grade level K-2 and assigned laptops
for every student in grades 3-5. Our school has been lucky to have the same IT Specialist for the past 10 years, however he is now
splitting time with another assigned school. With less time in the building, teachers at both schools may have to wait for tech tickets
to be filled. The process for filling a tech ticket seems daunting at first, but once you get the hang of it, it isn’t that bad. The IT
Specialist is a great help for when technology devices stop working, but we do not have an instructional technology staff member to
help teachers with instructional issues and coaching. I think that the district should hire additional instructional technology staff for
this reason. They may need to do some funding adjustments to make this happen. They should also fund replacing all devices that
are out of date, since they are useless for our students.

The school has a fantastic, reliable IT Specialist to help with technical support, but he is not available daily as he is assigned to
another school as well. For teachers that need help with basic troubleshooting, our Vanguard members are willing to help support
those teachers. In addition to Vanguard members, other staff with a passion for instructional technology are available to help other
teachers with instructional issues wince we lack a position for that. The ISTE standards for a technology coach states that as change
agents coaches should connect leaders, teachers, instructional support, technical support, domain experts and solution providers to
reach the greatest potential of technology for learning (ISTE Standards for Coaches | ISTE, n.d.). An instructional technology coach
should purposefully use tools and methods to meet the needs of diverse learners and deepen their understanding of the content being
learned. Vanguard members or other staff filling this role must ensure this is done. There are many benefits as to why schools
should be equipped with an instructional technology coach on staff including training staff on instructional tools and coaching (You
Need an Instructional Technology Specialist- HertzFurniture.com, n.d.) This supports the idea of the district hiring additional staff
for the instructional technology department. This is the missing piece.
Supporting Sources:
ISTE Standards for Coaches | ISTE. (n.d.). Www.iste.org. https://www.iste.org/standards/iste-standards-for-coaches
You Need an Instructional Technology Specialist- HertzFurniture.com. (n.d.). Www.hertzfurniture.com. Retrieved March 17, 2022,
from https://www.hertzfurniture.com/buying-guide/education-resources/instructional-technology-specialists.html
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?
Online resources available to The county does not have any ISTE Standards for Students The lack of devices makes it
students are aligned to the technology standards. can be shared via the school difficult for teacher to
content standards and are Twitter, Facebook, and website implement and integrate
research-based. Parents, students, and teachers to inform parents, teachers, and technology into daily lessons.
are unfamiliar with the ISTE students.
Teachers, students, and parents standards. The district usage
can access a variety of digital The school can host a requirements take importance
resources through the district There is not access to digital technology night once every 9 over integrated technology
and school websites. All resources at home for all weeks to provide families with lessons.
digital curriculum resources students. Some are lacking a chance to explore digital
are aligned to content. devices and others internet, or resources together. We can
both. also host a live Kahoot! with
questions about basic
Student technology literacy is technology literacy.
not assessed.
Our strengths include the vast variety of online resources accessible through the district LMS that are content aligned, and research
based. Digital curriculum resources are also available. For parents, teacher, and students these resources can provide support to
instruction and deepen student learning. The county and the school have not adopted any specific technology standards, therefore
there is an opportunity to establish and adopt the ISTE Standards for Students. We can share the standards with stakeholders
through Mimosa’s Twitter, Facebook, and the website. ISTE Standards for Students can be shared with examples of how students
can meet them. PLCs can take one standard, dissect it, and be responsible for that information. Once complied, the document can be
shared with parents, teachers, and students though those mediums as well. This will not only build an understanding of the ISTE
Standards for Students but develop them, make them familiar, and grow the school and community in a shared vision about
technology and the purpose it serves. Currently, student technology literacy is not assessed and this needs to change. If technology
devices are not an issue, then teachers should attempt to integrate technology into their lessons. For example, I have been successful
for the past month securing individual devices for my students at the end of the day Friday. Students use them for about 30 minutes
playing a Kahoot! that reviews what we’ve learned that week. It is formative assessment data for the teacher and engaging and fun
for students. I cannot do this daily, nor would that be appropriate, but I am starting my technology integration journey slowly and
consistently.

A weakness that needs to be addressed is that student literacy is not assessed and that all students do not have access to digital
resources. The ISTE Standards for Students state that students will understand the fundamental concepts of technology operations,
choose and trouble shoot technology, and be able to transfer knowledge to new technologies (ISTE, 2021). I believe that some of
this can be assessed in a live Kahoot! during a technology night. The school can host one every 9 weeks to assess technology
literacy and provide families with a chance to explore digital resources together. Devices and high-speed internet access are
available in the school. A blog called The Bark Blog suggests hosting a tech night for the school focusing on the need of your
community, using networking to get the community involved, and tips for how to get turnout. Zapal states that the entire
community stands to benefit from this event (Zapal, 2019). Threats that need to be addressed are the lack of devices and the usage
requirements that take importance over integrated technology lessons. These things are out of our control as they are pushed by the
district, but making your opinions known to the people in charge is never a bad idea when stated in a professional manner and
providing evidence.
Supporting Sources:
ISTE. (2021). ISTE Standards for Students | ISTE. Www.iste.org. https://www.iste.org/standards/iste-standards-for-students
Zapal, H. (2019, February 19). School Events Ideas: Host A Tech Night [Review of School Events Ideas: Host A Tech Night]. The
Bark Blog. https://www.bark.us/blog/host-tech-night-school/
References
ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches
ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators


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: Lindsey Gooden Semester: Spring 2022

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

standards. in which students work on

ESSENTIAL CONDITION TWO: Shared Vision

Teachers need professional

Recommendations from Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

ESOL students only). be updated, meaning they Technology grants or Donors

The school donated desktop

Recommendations from Analysis:

DonorsChoose: Support a classroom. Build a future. (2019). DonorsChoose. https://www.donorschoose.org/

TECHNOLOGY USAGE IN CLASSROOM: WEB 2.0 TOOLS. Malaysian Online Journal of Educational

Technology, 7(2), 1–19. https://doi.org/10.17220/mojet.2019.02.001

Technology is available in two Another after-school club can

Parents, teachers, students, and

Recommendations from Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Analysis:

Skilled personnel | ISTE. (n.d.). Www.iste.org. https://www.iste.org/standards/essential-conditions/skilled-personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Strengths Weaknesses Opportunities Threats

PLCs are divided by grade

Recommendations from Analysis:

Volume XIX, Number 1, April 2007. (n.d.). Sedl.org. https://sedl.org/pubs/sedl-letter/v19n01/nsdc-standards-tools.html

ESSENTIAL CONDITION SEVEN: Technical Support

technology in the classroom?

Recommendations from Analysis:

ISTE Standards for Coaches | ISTE. (n.d.). Www.iste.org. https://www.iste.org/standards/iste-standards-for-coaches

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Analysis:

ISTE. (2021). ISTE Standards for Students | ISTE. Www.iste.org. https://www.iste.org/standards/iste-standards-for-students

Bark Blog. https://www.bark.us/blog/host-tech-night-school/

ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches

ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators

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