Hclark Swot Final

SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

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

All classrooms are equipped
with Promethean boards and
access to Promethean Planet.

Promethean Planet organizes
flipcharts based on Georgia
Performance Standards for
specific content areas.

Each teacher has a laptop
issued to them.

Active Vote devices allow
instruction to be guided
through student responses.

Not all teachers effectively
trained on Promethean Boards
or use of Promethean Planet.

Inequitable access of internet
outside of the school.

Wireless internet not available
in all classrooms.

90% of classrooms only have a
teacher laptop consistently
available. Rare consistent
student use of computers.
MyPDC offers course for
teachers to enhance their
technology integration.
Teachers can take classes on
how to effectively utilize
technology in the classroom to
engage students. Often these
classes offer a stipend.
Budget cuts have hindered our
ability to fix broken hardware
or renew memberships to web
based tools.

Many teachers report fear in
allowing student use of
computers in the classroom.

Summary/Gap Analysis:
A buddy system can be arranged so teachers with little or no experience can be paired up with teachers who have experience
effectively integrating technology into the classroom. Teachers will be encouraged to sign up for PD360 technology integration
classes and have subs readily available to take their classes. Hold professional development sessions within the school to help
teachers who wish to increase their technology integration education.

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 see 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?
NMHS supports the integration
of technology in instructional
practices as stated in the shared
vision.

Use Thinkgate software to
separate assessments by
standard and organize
assessment data.

NMHS participated in the
Wayfind Survey that identified
perceived proficiency levels for
technology usage.

Technology is part of our
School Improvement Plan.
Many teachers do not know
how to locate the current school
improvement plan.

The results of the Wayfind
assessment showed a lack of an
educational foundation
amongst our teachers.

During faculty meetings, the
staff can consistently discuss
the school improvement plan
and track our progress towards
specific goals. Teachers can
offer advice and help to others
in an open discussion format.

Many technology proficient
teachers willing to offer
assistance and advice for
teachers.
Teachers often do not want to
invest the time into learning
new technology to help their
students. Often they do not
understand how to effectively
incorporate technology or
understand the benefits.
Have teachers input in the school improvement plan from year to year. This will help the teachers become invested in the
improvement plans success. Those teachers who are comfortable with technology should take the initiative to help and support other
teachers who struggle in targeted areas.
Within faculty meetings, the school improvement plan and shared vision should be consistently reference to help teachers stay focused
on targeted goals. Administrative support through professional development opportunities should be outlined made available to
teachers.


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?

New Manchester HS
participated in the Wayfind
Teacher Assessment which
gauged 21
st
century skills. The
skills assessed were
organized in the following
modules:
Facilitate and Inspire
Student Learning and
Creativity
Design and Develop
Digital-Age Learning
Experiences and
Assessments
Model Digital-Age
Work and Learning
Promote and Model
Digital Citizenship and
Responsibility
Engage in Professional
Growth and Leadership
Increase technology integration
as a result of these findings are
part of the school improvement
plan.

Little follow up support was
offered on a school level to
improve our 21
st
century
technology skills.

Administration does not
support taking time off of
school for MyPDC classes;
instead preferring teachers to
take classes in the summer.
Now that our strengths and
weaknesses as a faculty are
known, targeted professional
development and individual
assistance can be offered.

Teachers can take MyPDC
classes in the summer to help
strengthen the areas deemed
lacking by the Wayfind
assessment.

Teachers may attend or join the
Technology Committee at our
county to help plan future
technology integration.
Lack of time. Some teachers
scored very low on the
Wayfind assessment. How
much additional time would be
required to have all the staff at
the same technology level?
Teachers who scored low on the Wayfind should take the initiative to improve their technology practices to help support the school
improvement plan and engage their students to promote student achievement. Teachers could choose another, proficient teacher to
help them reach their targeted level of performance. Teachers who are proficient could take classes or attend professional
development to enhance their extended use of technology.

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?
Each department has a class set
of netbooks available for
student use.

Media center has netbooks
available for student check out.

School wide access to the
Cloud.

As a BYOT school, students
may bring their own device to
assist with instruction.

Bridges and CHAPMS
programs offer extended hours
in the media center and
computer labs.
Not all classed have wireless
access to internet within the
classroom.

Insufficient computer labs for
core classes to utilize.

Teachers do not have access to
computer labs. The computer
labs at our school are reserved
for Business and Technology
classes only.
NMHS could promote local
business that offer reduced
internet prices for economically
disadvantage families.

Parents could attend the
Technology Committee
Meetings which help support
and promote at home
technology use.
Increased use of devices with
our limited bandwidth can slow
down connections and make
processes slower or freeze.
Computer availability at home is limited. Transportation to public libraries for free use of computers and internet is limited.
Available internet access is limited. Our economically disadvantaged population does not have the same opportunities as other
schools in our district. Our school does work with local organizations to get reduced rates for internet access at home. However, a lot
of families are not aware of this program. Our Bridges grant and CHAMPS program offers extended hours; however, enrollment is
low.


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.
Douglas County has its own
technology coach.

Each teacher participated in
INTEL training on how to
support the use of technology
in the classroom.

Each INTEL session had an
trained INTEL expert. A
member of our staff to guide us
through the training.

INTEL training included use of
wikis and blogs in education,
activating strategies using
technology, web2.0 tools.
Teachers not consistently
incorporating INTEL training
into their lessons.

Teachers offered a wide range
of INTEL support software
packages and membership
information which access to
lesson plans that will help
teachers use technology in the
classroom more consistently.

Access to Learning Focused
tools through mandatory
professional development.
Unskilled, or under skilled,
professionals run the risk of not
utilizing technology effectively
in the classroom or using
technology for the sake of
using technology. This could
lead to the use of tools and
software that do not support
GPS standards or promote
student achievement.
Each teacher was trained with INTELs educational training software and 8 teachers within the school were deemed INTEL
professionals which could offer advice and follow support. However, teachers do not consistently utilize the professionals or te
training packages offered. Overuse of technology seems to be a problem as well. Teachers using technology that does not with within
GPS standards or confuses the students is common.

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?

MyPDC offers regular
professional development on
technology related issues.

School administrators
frequently poll teachers to
assess technology needs and
offer professional development
for needed areas.

New teachers to the profession
and to the county are paired up
with a veteran teacher in a
mentoring program.

Moodle promotes collaboration
among teachers.
Most professional development
courses do not offer ongoing,
continuous support.

Few collaborative opportunities
for professional development.
Most are lecture style
presentations.

Limited opportunities to play
with tools introduced with a
professional to troubleshoot
issues.

Professional development
through PD360 offers a stipend.

INTEL professionals are
available within the school for
technical support.

Access to Learning Focused
education.

Opportunity to attend the
Technology Committee
meetings to discuss technology
tools
Teachers lack the time or
initiative to enrich their
technology education
knowledge. Optional
professional development is
poorly attended.
Professional development sessions should be collaborative in nature, allowing the teachers to play with the new technology. A
professional should be available to troubleshoot ideas. An online wiki should be available for teachers to post ideas and follow up
questions.

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?
NMHS has a technology
support technician on site to
ensure proper working order of
devices

Teachers can e-mail specific
questions or concerns to our
Help Desk.
Warranties of devices running
out, devices beginning to break
down.

1 educational technology
specialist for all of Douglas
County.
Media specialist can assist in
many technology support areas.
Budget cuts prevent fixing or
replacing broken devices.

Technology is constantly
changing, difficult to be
consistently up to date.

Response time for repairs depends on the nature of the issue. One that our in house technology specialist can fix can be done the
same day a request is put it. If county or outside help is required, the response time can lag from days to weeks. Our projectors and
other devices are beginning to fail as warranties begin to run out and due to budget cuts, we do not have the money to repair them. In
order for us to maintain our 21 century technology school status, we need consistent access to an educational technology expert. The
one we have for the county is not sufficient.

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?

Teachers are aware of GPS
technology standards.

Professional development
webinars are available.

Teachers have access and
recourses to research NETS-S
standards.

Technology and CTAE classes
reinforce technology standards
daily.
Our county scored basic on
the 21
st
century skills
assessment given to all 8
th

graders.
Teachers can utilize NETS-S
standards the way they use GPS
standards consistently
reference the standards in their
lessons.

Seek out the assistance of the
Median Specialist for
assistance in technology
standards if county technology
specialist is not available.
Not all teachers aware of how
to incorporate NETS-S
standards into their lessons.

Not all teachers aware of
resources available to them.
Although the technology and CTAE classes reference and reinforce NETS-S standards, all teachers should consistently do so as well.
Teachers at NMHS have access to a wide range of technology resources such as netbooks, wireless internet within the classrooms,
Promethean Boards, and Active Vote devices. Teachers need to make classes more student centered and have students utilize
technology on a regular basis in the classroom.

Hclark Swot Final

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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