Taylor Bright Swot Template Revised 2021 2 1

ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions
Name: Semester:
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
- Many teachers are - Students have access to - Teachers are not
- Teachers and students using technology as a 1:1 technology provided many training
in the upper grade substitute rather than including opportunities to learn
levels are using modification or Chromebooks and about the resources
technology daily to redefinition. tablets. available.
enhance the learning - Technology is not - Teachers have access to - BLaST leader is not
experience. being utilized to its research bases tools being used to coach
- Teachers use fullest potential in the and resources that have teachers needing extra
technology to collect younger grades. been thoroughly vetted help in technology use.
and analyze student by the district's
data. technology department.
- A BLaST leader
dedicated to assist with
blended learning or
technology needs.
Summary of Results/Conclusions:
World Language Academy has an abundance of technology resources and support. Many teachers in the building strive to provide a
technology rich environment that encourages students to critically think and solve problems. Students in upper grades are
encouraged to participate in the production of the morning announcements and other various videography opportunities. Teachers
use technology to assess and collect data. Programs like MAP and Beacon are used three times a year as a benchmark assessment.
Other programs used throughout the school are Learning A-Z, which collects reading data as well as Moby Max, which is used to
assess ELA and Math standards. Through observations it is determined that lower grade levels are not using technology as much
and when it is being used it is in more of a substitution for an activity that can be done on paper. This is due to a lack of training
opportunities for teachers. While the school has, a designated BLaST leader that should be focused on providing PL opportunities
the role is often taken up by assisting with technology issues or simply not given the opportunity to provide the training needed. The
thought is that technology should be focused on the students but the teachers are not given the proper training to allow for this.
Teachers first need to be trained and then the focus can be on how the students are using technology. The school is 1:1 ratio when it
comes to Chromebooks and the library has several class sets of tablets available for checkout. While this is a great resource teachers
have voiced their frustration with not having enough training especially for younger grade levels.
Recommendations from Analysis:
ITSE standard 4.2 states “Established share goals with educators, reflect on success, and continually improve coaching and teaching
practice.” The way that we could increase technology usage is by conducting more coaching opportunities. Jim Knight (2017) says
“Instructional coaches (ICs) partner with teachers to help them improve teaching and learning so students become more successful”
We can conduct these coaching sessions in small groups or by grade level either during planning period or afterschool. I know that
this would be another meeting that teachers would have to attend but if we could just replace one of the already existing meetings
for that time then it shouldn’t be an extra load. In addition, we have to make sure that teachers are properly trained on how to
integrate technology. At our school not much has been said other than use technology. For some teachers this has been them
uploading a worksheet into Kami and calling it a day. We need to give teachers more opportunities to observe and learn how to
properly use the blended model in a classroom. Each month we have PLC meetings centered around specific content like math,
ELA, SLA and BLaST. two to three members of the BLaST committee can come in during one of these meetings and conduct a
lesson on how to integrate technology into that specific content area.
Supporting Sources:
1. Knight, J. (2018). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching.
Corwin, A Sage Company.
2. ISTE Standards for coaches. retrieved from https://www.iste.org/standards/iste-standards-for-coaches
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?
- A strong technology - There is no technology - Work based learning - Teachers do not get
department takes the framework currently opportunities geared input on the technology
time to research and being used by the toward technology are resources being
make sure the districts. becoming more readily purchased by the
programs being - While a technology available in the high county.
purchased are of high goal of using research school setting. - Depends on the
quality. based technology is - At our school we host a school’s administration
- Each teacher is stated in the district's technology showcase as to how technology
provided with a Canvas plan it is not as widely where 6-7 students per rich they would like the
blueprint course with known among teachers grade level get a chance school to be.
preloaded lessons and staff. to showcase - Some teachers are not
geared towards the use outstanding technology as open to using

of technology that have work they have technology.
been created by the completed.
district’s content
specialist.
Overall the district has a strong technology team that focuses on providing the most up to date, researched based resources. While it
is in the district plan that teachers will use researched based technology there isn’t much else said. I think it is just expected and
implied but not really discussed much. How technology is used throughout the school also depends a lot on how the administration
views technology. If the administration wants a school with a strong technology force then it becomes a priority. At WLA our
admin has begun to become more open about technology use and is opening up to suggestions. At this time the shift is too much
towards how the students are using technology and little on if teachers are trained on the resources. The teachers first need to
participate in PL and then the focus can be on how the students are using it. Too many teachers are using it as a substitute just
because they haven’t been trained on a true blended learning model.
The first thing that needs to be addressed is a clear shared vision. Like mentioned above the message has been to use technology in
the classroom. This has been interpreted in many different ways and that vision is not clear. To help establish a shared vision the
BLaST leader and committee can sit down together and develop a vision on how technology will be used. According to the ITSE
standard 4.3 “Coaches establish productive relationships with educators in order to improve instructional practice and learning
outcomes.” By sitting down with teachers from each grade level the BLaST leader is collaboratively working and creating those
strong relationships that are important when it comes to implementing various things in the future. The county should also work
towards adopting a strong framework to provide teachers with some guidance on how to integrate technology. For example if the
county adopts the SAMR framework teachers can then begin to look for resources that support this model. The article A Powerful
Model for Understanding Good Tech Integration gives wonderful resources including videos and examples of how to integrate the
SAMR framework into the classroom. As of right now many teachers don’t even know that these technology frameworks exist and
don’t have any guidance towards integrating technology.
Supporting Sources:
ISTE Standards for coaches. retrieved from https://www.iste.org/standards/iste-standards-for-coaches
Terada, Y. (202–05-04). A Powerful Model for Understanding Good Tech Integration. Edutopia.
https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
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.
- Every student is - Not all students have - Provide WIFI hotspots - Teachers are feeling
assigned a personal access to the internet at are available for overwhelmed by the
device at the beginning home. families to use. workload and the
of the school year to - Students often leave - Provided monthly amount of meetings.
use at school and home their computers at training opportunities They are not wanting
to complete activities. school instead of taking for parents to learn more meetings.
- Students and teachers them home or vice about the various
have access to Google versa. technologies available
Suite programs through from the county.
their county email.
Each school has a BLaST leader that is in charge of relaying all technology information to the staff and creating PLs that help with
blended learning. At our school we have a BLaST committee which consists of one person from each grade level who is good with
integrating technology. Each month we meet to discuss new resources or ways to address the needs of the teachers. The BLaST
committee has attempted to create PL time for teachers to come and ask questions and get support with technology but teachers
have not been participating due to already being overloaded with meetings. Teachers want to use technology; we just have to find a
way to do it without adding more to their plates. Our district has done a wonderful job trying to make sure all students have access
to technology devices. Students are able to take these devices home if need be to work on any assignments or for extra help. I think
we have a strong base and some wonderful opportunities but they just need to be executed more effectively. It is also beneficial to
hold training for the parents to allow them to see the technology that is used in the school as well as learn how to navigate the
programs.

While the district does not have a strong technology goal set in place it is an area mentioned in the strategic plan as a goal to
improve on. The goal states “5.1 Evaluate and utilize the most effective instructional models and learning supports (i.e. digital,
blended, competency, virtual, etc.) implemented by school districts. 5.2 Ensure full integration of current technology and training
into the classroom.” To accomplish this goal it is vital that the school BLaST leaders not only collaborate with teachers from their
school but as well with other BLaST leaders from around the district. At the moment WLA does not have a specific goal tied to
technology. According to the SIP we are at an operational level when it comes to using researched based technology. While
operational is a decent score it could be exemplary with the proper PLs and making sure to specifically plan for technology in the
classroom.
To make the goals above achievable we need to make sure that students have the proper technology and devices. While the district
has done a wonderful job at providing students with technology devices the issue now is making sure all students have access to the
internet at home. Highspeedinternet.com list several different programs and companies that will provide low cost internet to certain
socio-economic groups. It is important to know these programs and companies and help the parents of our students are connected to
the internet.
Supporting Sources:
1. https://www.hallco.org/web/wp-content/uploads/2018/03/HCSD-Strategic-Plan.pdf
2. World Language Academy SIP
3. Hall County SIP

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?
- All teachers and - Many parents do not - A parent session is held - Language barriers
students are provided own a technology at the beginning of the between teacher and
with technology device outside of a cell year to bring in parents students.
devices. phone. and help them learn - The use of technology
- All classrooms - Many parents do not about the specific is determined by each
including special know how to navigate technology tools used individual teaching and
classrooms are the technology devices. by the specific grade the admin is pushing to
equipped with a level. Maybe more can have a balance and not
smartboard device. be held throughout the having students on
year to continue and technology all day.
encourage.
- Each school has
business partners they
work with to provide
various needs for the
school. These
businesses could
provide technology
devices to families.
- Start a Girls Who Code
group to encourage
more girls to participate
in technology.
I think our district and school does a wonderful job trying to give everyone equitable access. Several years ago we went 1:1 with
technology with a class set of Chromebooks in each room. When COVID hit the district knew they had to do something a bit
different. Last year each student was assigned a Chromebook and the students take it with them as they go to each class as well as
take it home. This has allowed students who did not have a device at home to now have one. Now the issue we face is internet
access at home. During COVID the district set up bus hotspots but that has since quit. Each school attempts to work with families
on an individual basis to get them access. The hardest part is making sure the parents understand how to use the technology and
access each of the resources we use. Remind is a tool we use to communicate with parents and we have noticed that many parents
find it difficult to get connected. At the beginning of the year we hold a session to help get parents logged in and connected to
various resources like Remind and Infinite Campus. Language barriers have also been a struggle. We try to use Google translate but
some things do not translate so well. I have not observed boys using computers more than girls. Everyone is given an equal
opportunity. After talking with a peer from the KSU program I have talked with my administration about starting a Girls Who Code
afterschool group. I think this would be an amazing way to get more girls involved with technology and opening them up to various
opportunities.
ISTE standard 4.1b states that teachers “facilitate equitable use of digital learning tools and content that meet the needs of each
learner.” As educators we are agents of change and it is our responsibility to make sure students have or can get access to the tools
they need to be successful in class. After surveying teachers it was determined that many teachers don’t know the resources
available to allow students equitable access. We need to create some sort of document that provides this information that teachers
have easy access to when needed. Getting the parents involved is important as well. At the beginning of the year teachers can hold
an informational session specifically for their class. In our school a teacher’s Canvas course may look different from another and
it’s important for the parents to know how to access certain things for their child. Also being mindful of girls participating in
technology is important when thinking about equitable access. Plan International says “The first step towards improving women’s
and girls’ access to technology and digital spaces is to push digital technology education and actively support and promote girls’
participation in related subjects” Making sure to have programs like Girls Who Code make sure their are steps in place to give girls
the opportunities to participate in technology.
Supporting Sources:
2. 4 steps to advance digital equality for girls. (2017, April 17). Plan International. https://plan-international.org/education/4-
steps-digital-equality-girls
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 who have a - Teachers are not - Create a private Twitter - Teachers do not feel
strength in technology utilizing others in the page that allows they are prepared to
are encouraged to building for support. teachers to share the teach a true blended
become members of - Certain features of the various ways they are learning model.
the school’s BLaST classroom smart boards using technology in the - Teachers feel
committee. are not being utilized classroom. overwhelmed by the
- Teachers are using because there has been - Designate one person amount of resources
technology in some no proper training. per grade level to be provided so they don’t
form or another daily. the technology expert know where to begin.
and focus on
encouraging the use of
technology.
As the BLaST leader for our school this year I have really been focusing on the best ways to help teachers. While attending the
GaETC conference I sat through a session focused on coaching. During that session I learned about creating a private Twitter
account where teachers from our school can share what they are doing in their classroom with hopes that it will encourage other
teachers to want to integrate technology more. Some teachers have shared some things they are doing but unfortunately it has been
the same teachers consistently posting and not many others have participated. As a committee we are trying to figure out some kind
of incentive to encourage teachers to post more. After talking with many teachers in the building trying to gauge interest in a PL
session, teachers are expressing that they are overwhelmed and that another meeting would only add to the workload. We are
thinking about BLaST members per grade level specifically focusing on their grade level and helping the teachers in their grade
level integrate technology.
The Technology, Coaching and Community ITSE Whitepaper (2011) explains that “Just giving a teacher a technology tool and
expecting him or her to maximize its learning potential is a strategy destined for failure.” We need to be intentional on how we are
training our teachers and it starts with using whom we have in the building. We have many skilled educators in the building who do
incredible things with technology every day. We need to find a way to showcase this and encourage others to participate. I suggest a
private Twitter account that will allow teachers to post what they are doing in class as well as retweet others. We need to find a way
for this to be more fun and interactive and not just another thing on the to-do list. Each month during PL the district technology
content specialist can come in and provide PL. This would make it to where the meetings are not anything extra, it’s just during
regular PL time. Those of use in the building need to encourage others who may not be as open to change. Sheninger says the
reasoning behind change is “fear, lack of initiative, unwillingness to change, or not knowing where to begin.” (pg.6) Having the
time where those teachers can come observe in a classroom that has a technology rich environment would help show them were to
begin and ideas.
Supporting Sources:
1. Sheninger, Eric C.. Digital Leadership. SAGE Publications. Kindle Edition.

2. Beglau, M., Hare, J.C., Foltos, L., Gann, K., et al (2011). Technology, coaching, and community: power partners for
improved professional development in primary and secondary education. ISTE.
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 county provides - The available PLs are - The school BLaST - Teachers do not attend
PL opportunities not widely known by leader is available to optional technology PL
throughout the year. many teachers unless provide one-on-one but get frustrated when
- Teachers are a part of they are looking for coaching or school the meetings become
two committees. One is them. wide PL. mandatory.
geared towards content - Meetings are not - Provide tutorial videos - Morale for continuing
while the other is always organized and and pre-recorded education is low
social. Each committee planned ahead. training and house because teachers feel
meets one a month to Sometimes teachers them in our WLA overwhelmed by the
discuss various ways to feel it to be a waste of Canvas course for regular workload this
improve the school. time and that we are teachers to view on year.
just checking off a box. their own time.
While the county has available PLs, they are not widely known or attended. I think it’s because it is not brought up much and there
is not a quick way to view the available PLs. There needs to be a system in place that will allow teachers quick access to these
courses. Monthly PLCs that are led by teachers are not always organized and planned out beforehand. This makes many teachers
feel that these meetings are a waste of time and they do not put in as much effort. The overall morale for wanting to attend more
PLs is down. This is usually because the teachers do not find them useful. If teachers were given more options on which PLs they
could attend would probably boost morale.

Making sure teachers are aware of the available PLs is important. While the PLs are available on the county website many teachers
don’t think to check. It would be better if when the weekly Toro Times goes out that the PL website is linked under resources. This
will encourage teachers to look at the available PLs and hopefully will attend more of them. The monthly PLC groups can also take
the time to go through the available PL courses and see which ones fit their focused content. Fairbanks (2021) mentions “Because
adult brains are different from children’s brains, it follows that their learning styles will differ.” This is described with the Adult
Learning Theory. In summary adults want to be able to have self-paced learning and the content they are learning to be ready to use.
If the BLaST committee takes the time to pre-record training or quick how-to videos then maybe this will encourage teachers to
take the time on their own time to learn. ITSE standard 2.1 states “Educators continually improve their practice by learning from
and with others and exploring proven and promising practices that leverage technology to improve student learning.” In conclusion
we all need to work together to find a way to conduct a more meaningful PL.
Supporting Sources:
1. Nelson, C. (2021, September 13). 7 adult learning theories and principles to enhance your education. University of
Phoenix. https://www.phoenix.edu/blog/adult-learning-theories-principles.html
2. ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators
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?
- Our media specialist is - Only the BLaST leader - Extra technology - Students are assigned a
extremely has access to the devices are available if Chromebook at the
knowledgeable and can technology Microsoft another device is beginning of the year
solve most technology Teams groups to ask broken and needs to take back and forth
issues. technology support repair. with them among
- For the issues the questions. Can cause a - A technology content classes and even home,
media specialist can’t delayed response when specialist is available as opposed to a class
solve, a technology because they are acting for additional training set being available in
team takes work orders as the middleman. and support. each room.
daily and responds to Chromebooks are
them in a timely breaking much more
manner. frequently.
- Our distinct technology
team attends the
GaETC each year to
stay up to date with the
latest technology.
Overall our district has a strong technical support team who make it their mission to be as helpful and responsive as possible. I
know I have sent in a work request for and within an hour someone was already at the school helping me. If the issue can’t be
resolved in that session then they take the device and will ship it off to the manufacturer to get fixed or replaced. The only issue
with this is that they do not provide you with another device. This often means we are forced to use one of the extra Chromebook in
our classroom. While this is not a huge issue with most of our things being in Google Suite it does have its issues the Chromebooks
do not function quite the same as our teacher laptops and it can cause productivity to slow. Having an extra teacher laptop in the
media center would be beneficial in these cases. While all teachers have access to the work order request if a device breaks only the
BLaST leader has access to the Microsoft Teams that assists with technology resources. This creates a middle-man situation and
can delay a response and the resolution of an issue. Another issue that has occurred this year is the introduction of the student
assigned Chromebooks. With this students are allowed to take their devices home which has caused them to break more easily
while in transport. While any of the issues I have had with broken Chromebooks has been resolved rather quickly it can still cause a
student to miss out on a lesson or assignment because they are in the media center getting their Chromebook fixed or replaced.
As our school’s BLaST leader I have tried my best to abide by the ISTE standard “Connect leaders, educators, instructional support,
technical support, domain experts and solution providers to maximize the potential of technology for learning.” I try to fix
technology issues I quickly as possible but sometimes a teacher will message me when I am in the middle of teaching and it cause a
delay in their issue getting resolved. I would like it if all teachers in the district had a place they could go to ask their technology
questions if they can’t get a quick response from me. I would also like to see extra devices available for teachers to use if theirs
needs to be taken to get fixed. On all of our laptops we have access to a P: Drive that allows teachers to share content with each
other over the schools server. While the P:drive is becoming obsolete with the introduction of Google Suite some teachers still use
it to access their older material. When their laptops are taken they no longer have access and it can sometimes take weeks to repair
their device.
Supporting Sources:
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
● To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students)
● Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day
instruction and not teach technology as a separate subject?
● To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/CCS as appropriate?
● How is student technology literacy assessed?
-A weekly memo is sent out by - Teachers are not aware - Lessons have also been - Students are not
the content specialists with of the ISTE standards. created and uploaded familiar with digital
articles and technology tools to - The district does not into our Canvas courses citizenship and it hasn’t
try out that are aligned with follow any specific that are aligned with been talked about
standards. technology framework the GPS and CCS. during meetings.
- Resources like Moby Max, and many teachers are - Teachers are not given
Reading A-Z, Mystery Science not aware of the the proper training on
and USA Test Prep are different types. how to create
available for use and aligned technology lessons
with GPS and CCS. aligned with the ISTE
standards.
After talking with one of the district technology leaders I learned that we do not follow any of the technology frameworks and the
ISTE standards are not integrated in with the standards we teach. Although we don’t follow a framework or focus on the ITSE
standards our technology leaders do make it a point to research new technology to make sure we have the best and most up to date
resources that are aligned with our GSP and CCS. The content specialist for elementary works to create premade technology lessons
and upload them into our Canvas courses. All a teacher has to do is publish the assignment and then they can use it in their class. I
have noticed that since these lessons have become available teachers are more willing to use technology and use those lessons to
guide them in how to integrate technology.

Frameworks such as SAMR or TPACK are important to include with the curriculum these days. Much like standards, these
frameworks give us a place to start. I much prefer to use the SAMR framework because I like the way each level is broken down.
Terada says “ When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional
materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video
and making them available for asynchronous learning, for example.” (2020) I have seen this a lot at WLA and I don’t think that it
is initial. I think the issue comes from teachers not being provided the training on these frameworks and not understanding how to
properly integrate technology into the classroom. Before the pandemic technology was not as readily used in some classes. Once
COVID hit everyone was forced to do online and those teachers didn’t have an option. Unfortunately for them the integration of
technology was completely new and they were lost. This is why effective coaches come in and “Collaborate with educators to
develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate
their competency.” (ITSE) Luckily we have a strong district team that attends the GaETC each year and make sure that we are up to
date on the latest and most standard bases technology. Now we just need to develop PL and support to make sure they are being
used.
Supporting Sources:
1. Terada, Y. (202–05-04). A Powerful Model for Understanding Good Tech Integration. Edutopia.
References
● 4 steps to advance digital equality for girls. (2017, April 17). Plan International.
https://plan-international.org/education/4-steps-digital-equality-girls
● Beglau, M., Hare, J.C., Foltos, L., Gann, K., et al (2011). Technology, coaching, and community: power partners for improved
professional development in primary and secondary education. ISTE.
● Hall County SIP. Retrieved from https://www.hallco.org/web/wp-content/uploads/2018/03/HCSD-Strategic-Plan.pdf
● ISTE Standards for coaches. retrieved from https://www.iste.org/standards/iste-standards-for-coaches

● ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators
● Knight, J. (2018). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching.
Corwin, A Sage Company.
● Nelson, C. (2021, September 13). 7 adult learning theories and principles to enhance your education. University of Phoenix.
https://www.phoenix.edu/blog/adult-learning-theories-principles.html
● Sheninger, Eric C.. Digital Leadership. SAGE Publications. Kindle Edition.
● Terada, Y. (202–05-04). A Powerful Model for Understanding Good Tech Integration. Edutopia.
● World Language Academy SIP

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

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

Recommendations from Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

geared towards the use outstanding technology as open to using

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Analysis:

2. World Language Academy SIP

3. Hall County SIP

Recommendations from Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Analysis:

1. Sheninger, Eric C.. Digital Leadership. SAGE Publications. Kindle Edition.

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Analysis:

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

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Analysis:

1. ISTE Standards for coaches. retrieved from 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:

● Hall County SIP. Retrieved from https://www.hallco.org/web/wp-content/uploads/2018/03/HCSD-Strategic-Plan.pdf

● ISTE Standards for coaches. retrieved from https://www.iste.org/standards/iste-standards-for-coaches

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

● Sheninger, Eric C.. Digital Leadership. SAGE Publications. Kindle Edition.

● World Language Academy SIP

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