Jasondasingerswotfinal

Jason Dasinger SWOT Analysis
What is the current reality in our school?

Name: ITEC 7410, 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,
QCCs)?
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? (See Creighton Chapters 5, 7)
Strengths Weaknesses Opportunities Threats

Teachers are required to
use Typepad to inform
their students and
parents on daily/weekly
activities at Pope
Teachers are using
Synergy to update
grades and attendance
daily
Based on a school wide
survey I conducted,
over 75% of the staff
uses multimedia
elements in their class
on a daily basis.
In our SIP survey, 93%
of our teachers said they
use research based best
practices in their daily
Only 2 departments
have an assigned
computer lab.
In my department
consisting of 12
teachers, we only have
2 laptop carts.
Students are not
exposed to online
collaboration or
learning on a daily basis
According to a survey I
conducted, only 15
percent of responders
used a blog to create an
online discussion
outside of the classroom
Only 10% of responders
used a website like
twitter to connect with
We have implemented a
Bring Your Own
Device program.
According to our SIP
survey, 93 percent (of
the parents who
responded) said their
students have access to
the internet and
computers at home
A highly active PTSA
which gives technology
grants yearly.
Students are vocalizing
their want for more
online opportunities to
increase learning.
44% of our teachers
have been at our school
longer than 13 years,
according to my survey,
most of these teachers
do not value
instructional technology
Lack of training in
technology leads
teachers to dismiss its
worth.
Some teachers still have
a no cell phone in class
policy, which hinders
our BYOD program
Lack of funds to
provide all teachers
technology like a smart
board. (all science
teachers were given one

lesson plans

Teachers use email on a
daily basis to connect
with all
stakeholders.(sometime
s too much)

Built in 90 minute
collaboration time on a
weekly basis.

students while away
from the school house.
Our school does not
require nor provide
enough instructional
training to
accommodate our
teachers

but many English,
social studies, business,
and math teachers are
without.)
Students constantly
complain about broken
laptops or slow servers.
Summary/Gap Analysis:

While teachers are starting to use technology more and more in the classroom, we are still only hitting on lower LoTi levels.
According to my personal survey and our schools SIP, most teachers use technology on a daily basis. However, teachers use this
technology to collaborate through emails, update grades through synergy, accumulate data for analysis, give PowerPoint, or show
video clips in the classroom. While some teachers really integrate technology into their lesson plans to create constructivist learners,
most teachers use technology as a way of delivering lectures and compiling data. Some of this is due to a lack appropriate technology
available during the instructional day. However, based on our schools SIP survey results, our students have access to technology
outside of the classroom. Most of these students are bringing their technology to school with them in the form of a laptop or cell
phone. If our school can provide adequate training to teachers who are not technologically advanced, our BYOD program can help
teachers create lesson plans fully aligned with ISTE standards on a daily basis.

Because of our strong community support, our school is situated to use our school resources and community resources to create fully
integrated classrooms. We need encourage community involvement outside of the classroom while focusing on instructing our own
faculty on the extremely beneficial uses of technology. Based on our schools and communities resources, the only reason we cannot
achieve a technology integration would be our mindset.
Data Sources: Coach Dasinger online survey, School SI P, School Strategic Plan


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/QCCs? To preparing
tomorrows 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?
Our school follows the
Cobb County Districts
official vision for
technology
Our school also created
a short term and long
term vision.
Our vision is located on
our schools home page
for all stakeholders to
see.
Our shared vision is
geared towards being a
STEM school. Because
of this we are actively
working to incorporate
Most teachers are not
aware of our Countys
or schools vision for
technology.
Technology is not seen
as an imperative
teaching resource in our
school. Instead it is
looked at as a
supplemental tool for
students.
While we want to
improve technology use
in the classroom, we
offer few training
programs for students.
We hired a media
specialist who
specializes in
instructional
technology.
Our PTSA provides
grants for technology
use (Ipads,
Smartboards, or
projectors) for teacher
use.
survey, over a majority
of our students see the
benefits in technology
in the classroom.
Misuse of funds and
training for mandatory
hardware and software
from the county.
A culture of teachers
who see technology use
as a fad and not a
relevant tool in the
classroom.
Many differing visions
on the role technology
will play in the future
from different
stakeholders in our
environment.


learning which aligns
with ITEC, GPS, and
QCCs
We want to use new
technology to
implement and support
new plans and/or
programs that focus on
student centered
learning, higher-order
thinking, and problem
solving in the
classroom.

Our district and school
vision does not address
basic assumptions
teachers have about
using technology in the
classroom.
Our school incorporates
90 minutes of teacher
collaboration on a
weekly basis. This
could be used to share
the vision in our weekly
meetings.

We have a plan. However, we dont have many students or administrators buying into the plan. Hopefully with the push to
become stem certified, teachers and administrators will put a greater emphasis on technology implementation. Currently a
majority of our staff does not see technology as a necessity in the classroom. Unlike the national plan, our district and school plan
does not address the basic assumptions of our teachers. I f our plan spent time addressing the perceived faults of technology and
promoting the very real advantages of teaching, maybe our staff would buy into our vision.

Currently we have a vision for our school, but it is hardly shared. Our administrators need to do a better job selling their vision
and the benefits of technology in the classroom. We have the means and ability to create a fantastic school environment and
culture, but we currently do not have a shared vision within the staff.
Data Sources: Coach Dasinger online survey, School SI P, School Strategic Plan


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?

There is a district plan
to incorporate
technology in the
classroom.
We have most of the
resources for our school
to implement the district
plan
About 93% of our
students have access to
technology outside of
the classroom.

There is not a school
wide plan to incorporate
technology in the
classroom.
Aside from mandatory
training, we dont do
much to train our staff
in technology usage.

Built in teacher
collaboration; 90
minutes a week.
Implied use of
technology in our vision
for STEM certification.
Leadership with degrees
in Instructional
technology.

Perception that adding
technology to our
schools strategic plan
will create extra work
for teachers.
According to a survey I
took, only about 20% of
teachers use technology
to promote High LoTi
levels.


We dont have a concrete school plan that details how we should incorporate technology in the classroom. However, we have the
infrastructure to immediately implement a school wide plan. Our students currently get out of school at 2:15 every Wednesday;
this allows our staff to collaborate in their PLCs to create more research based instructional plans. We document our work on a
weekly basis. However, none of this documentation requires compliance with ISTE standards. Our school has the opportunity to
create a concrete plan on how to incorporate technology in the classroom. With our built in collaboration every week, we could

properly implement and monitor a new technology plan.

Data Sources:

ESSENTIAL CONDITION FOUR: Equitable Access

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?
Do students/parents/community need/have beyond school access to support the vision for learning?

survey, 93% of students
have access to
technology outside of
the classroom.
Media specialists which
open the Media Center
up an hour before and
after school.
Use of lunch periods to
work in the Media
Centers computer lab.
PTSA grants which
could be used to buy
more technology for
specific classrooms.

Teachers dont have
equal access to
emerging technologies
like IPads or smart
boards
Only two laptop carts
for each
department.(We have
up to 15 teachers in
each department).
Laptops carts are often
slow or do not work
properly.

Extremely active
community of involved
stakeholders.
Media Specialists using
their funds to support
technology in the
classroom.

Some of our teachers
dont use the provided
technology to support
standards-based student
learning.
Subject areas which
arent science or math
feel like they get left out
of the technology boom.



Overall, our school has access to emerging technologies and digital resources. We have a media center which is equipped with a
computer lab, laptop lab, and laptop cart. Each department has two laptop carts to be used in the classroom. Our science and
math teachers have access to I Pads and smart boards to incorporate in their teaching. We also have a supportive PTSA which
awards technology grants to teachers who wish to purchase emerging technologies and digital resources. The only weakness our
school has would be the under use of our emerging technologies and digital resources. Many teachers have never checked out the
laptop carts for student use. Comparatively speaking, our school has an abundance of technology, we just need our teachers to
utilize it on a daily basis.
Data Sources:

ESSENTIAL CONDITION FIVE: Skilled Personnel

ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
What do they currently know and are able to do?
What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional
learning. The essential conditions focus on personnel, which includes administrators, staff, technology specialists, and teachers.
However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address
the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.

Teachers are proficient
in using technology to
create powerpoints,
Most teachers lack the
required skills to use
technology to hit on
high LoTi levels.
Several teachers are
currently getting their
higher education
degrees in instructional
A misunderstanding of
what technology
implementation would
look like in the

check email, update and
record grades, take
attendance, show
videos, and record data.
Media specialists with
higher degrees in
instructional
technology.
Principal with a
background and love for
instructional technology

Lack of technology
training on a monthly or
yearly basis
Lack of motivation to
learn how to use
technology to engage
students in a meaningful
or engaging manner.
technology.
PTSA funds going to
specific technology
grants within the
school.
A school culture that
actively strives to
provide the best
opportunities for our
students.
classroom.
The assumption that
technology use would
completely change the
philosophy of a teacher.
The fear of the
unknown.
The fact that our school
is high successful
without an emphasis on
technology.
Our school has a staff which is proficient in entry level technology incorporation. We excel in achieving a low level of LoTi in the
classroom. However, many teachers do not have the proper skills to implement higher levels of LoTi in the classroom. This is due to
the fact we are not providing proper instruction on how to use technology. The success of the school also plays a factor in teachers
developing skills needed to fully incorporate technology. Many teachers look at our results and ask, Our students are some of the top
students in the entire state, why do we need to change our teaching methods?

The administration at our school, led by the principal, has the necessary skills to incorporate technology in the classroom. Our media
specialists hold higher education degrees in instructional technology and offer to help teachers on a regular basis. If our teachers
believe in the leadership of our school, more and more will begin using technology to promote student-based learning.

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)?
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?

90 minutes of
professional
collaboration on a
weekly basis.
Monthly lunch and
learns.
A concerted effort to
increase professional
learning from our
administration

We have not been
directed to focus on
technology integration
during our 90 minute
PLC time.
Very weak attendance
during our lunch and
learns.
Lack of interest from
the staff in attending
any lunch and learns.
Built in time during the
instructional day to
collaborate with our
colleagues.
Our media specialists
are taking the initiative
to create their own
lunch and learn with a
primary focus on
technology integration.
Lack of interest in any
type of professional
learning.
Not having a clearly
stated plan focusing on
technology integration.
Basic assumption that
professional learning is
just a box for
administration and
teachers to check off.

Professional learning must be narrowly focused on technology or teachers will not invest their time. Many teachers at our school see
professional learning as a hoop which needs to be jumped through as an educator. If our school can tailor professional learning to the
new ideas and concepts, like technology integration, I think more of our staff would show interest. In order to maximize professional
learning time, our administration needs to articulate the importance of instructional technology. Our media specialists are taking the

time to create their own programs, I would suggest administration mandate teachers attend at least one lunch and learn a month.
Currently we reward teachers by getting a PTSA member to sub in for them during lunch duty. I would suggest our administration ask
the PTSA to cover the lunch duty of teachers who attend the lunch and learn. This would provide an incentive, getting out of lunch
duty, for our teachers to attend a lunch and learn.

Data Sources:

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?

We have a great
technical support
worker on site at our
school.
We have a media staff
which addresses minor
Sometimes our laptop
cart has minor
malfunctions.
Sometimes our staff
does not properly
follow the rules about
Laptop cart usage.
Our computer labs are
PTSA provides grants
to increase our
technological footprint.
Our administration is
training certain staff
members to deal with
common technology
issues. This allows our
Teachers who do not
follow instructions and
render laptop carts
lacking power.

problems
We use emails to
collaborate and help
teachers incorporate
county wide systems.
(Like Synergy)
We have 3 functioning
computer labs
We have over twelve
laptop carts in our
school.
Our media staff just
bought our school an
IPad cart for teachers to
check out and use in the
classroom.

in high demand and
sometimes teachers are
not allowed access.
technology support to
use his expertise to
solve substantial
problems.
Our school has a great support staff ready to answer common and specialized problems in a timely manner. Our administration has
handled the technology problem by asking specific staff members to specialize in common technology problems. Staff members at
our school have created user guides to all of the mandatory district software which we are asked to implement. These staff members
also provide training programs during lunch and learn.

Our support staff is top notch. The turnaround for specific tech problems is less than a day because our support staff is located on
campus. . Not only does our school house specific technical support employees, but our district has a tech support line which any
employee can access. Wait times are very low and solutions are normally solved over the phone. According to our SIP survey, over
90% of our staff is content with the job of our technical support staff. The only complaints our staff made were about the inability of
their colleagues to follow instructions when shutting down the laptop carts.
Data 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? (QCCs/NET-S)
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/QCCs as appropriate?
How is student technology literacy assessed?

Cobb County has a list
of digital standards
which schools should
implement.
Teachers at my school
recognize our students
dependence on
technology in their
social life.
Most teachers realize
the significance of
technology in the
classroom and how it
can be related to the
GPS standards.
Our teachers
acknowledge students
will need to develop
technological skills to
Our school does not
have clear standards
that address technology
in the classroom.
Teachers dont see
technology standards as
their primary or
secondary focus in the
classroom.
We dont have a formal
way to assess student
technology literacy.
The majority of
students, parents, and
teachers are aware we
also have technology
standards in the
classroom.
Only 20% of teachers
use technology to meet
Our school has the
perfect culture to meet
or exceed the ISTE
standards.
Teachers can share their
incorporation of
technology standards in
their PLCs.

We dont have a way to
assess student
technology literacy. To
knowledge, we dont
have plans to
incorporate a way to
assess student
technology literacy.


be successful in the
future.

specific ISTE standards
in the classroom.
Most of the faculty at my school does not know there are technology standards in the classroom. I t is hard to meet standards you
dont know exist. Our administration does not speak to us about meeting technological standards on a daily basis. We have no
way to assess our technological standards. Our content standards and technological standards are not aligned at all. However, we
have strong teachers who strive to do the best they can inside and outside of the classroom. I think we will be surprised at how
many standards we are meeting, even if we never knew of them. Our staff consistently ranks in the top ten percent in the state in
all state and national test scores. Research based best practices are happening every day, we just need to implement a way to
measure our teachers performance.

Data Sources:
Appendix:

Teacher Technology Survey
Introduction
The purpose of this survey is to gain a better perspective of the technological skills and knowledge of our staff. After this survey we
will be able to address the strengths and weaknesses of our staff.


Curriculum Framework

1. From 1-5, how many days do you implement technology in your lesson plan?
a. In what ways do you implement technology in the classroom?
2. Does your department chair emphasize technology use in the classroom?
3. On a scale of 1-10, what impact does our technology training have on your lesson plans?
a. How can we better support your technology training?

Engaged Communities
1. Do you have enough time in your PLCs to address technology?
a. On a scale of 1-10, how much time do you use in your PLC on technology?
2. Do you feel like you have adequate knowledge to contribute to a technology PLC?
a. How can we help grow your knowledge on instructional technology?
3. Do you feel like you have enough resources to consistently incorporate technology in the classroom?
a. Have you ever applied for a technology grant from our PTSA?
Support Policies
1. On a scale of 1-10, where would you rank our schools support of technology in the classroom?
2. In what way could your school better support technology integration in the classroom?
3. On a scale of 1-10, how useful would a technology rubric be in assisting your lesson plans?

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Jason Dasinger SWOT Analysis

What is the current reality in our school?

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