Swot Template Revised 2017 1

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Mary Sandra Stacey Semester: Spring 2017
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
All classroom use promethean Some teachers do not use the Our offers Promethean and Building /infrastructure
boards in daily instruction Promethean Board tools and Active Expression training limitations the open Pod
All teachers use Active Expressions because opportunities every summer for threatens the use of
ActiveExpression for they have not received relevant teachers. Promethean Board Active
presentation and interaction or adequate training on the Expressions. With 125 students
technology. in an open area and no doors,
noise level is a consideration.
Each teacher has a personal Active learning and movement
laptop that can be taken off must be carefully considered
campus. with other classrooms
In-house Professional involved.
Each classroom has a document Document cameras are development training is held
camera and used to record live underutilized because many during pre-planning. PLC
feed and still pictures used for teachers do not know how to Thursday meetings can address
instruction use them in their instruction. this need on a on a department
level.
All teachers and students use Many students do not know New re-alignment of Georgia
Microsoft Office 365 for how to use email features of Utilize the computer Performance Standards create
communication and electronic MS 365. connections class to teach uncertainty and may lead some
submission and collaboration. student basic computer skills teachers to feel vulnerable
and how to email using MS365
Administrators, teachers, Teachers frustrated by inability Grants and SPLOST funds may SLO tests Ga Milestone
students, and parents use to gain access to laptops. provide devices for instruction. Testing are high stakes testing
Infinite Campus electronic 24 for teachers teachers fear
hour access to grade book Teachers using not using Personal and relevant changing too much at one time.
technology for engaging, Professional development and
Teachers/admin use Infinite authentic learning technology training for BYOT- teachers having to
Campus platform for student opportunities. teachers using technology in monitor student use and
data. their curriculum aligned with inappropriate use of devices.
their standards. Creates distractions to learning
Desktop computers in every Lack of ebooks environment, headaches and
classroom, 2 IPad lab mobile Create protocol for helpdesk many after-hour reports and
carts of 30 devices available for Time lapse when technologies requests through media conferences with parents. In
teacher instructional use; 10 need repair and/or access to personnel some cases students lose
mobile laptop carts with 30 technology is sought. internet privileges and have
laptops issued to each grade been suspended.
level and special ed. Team.
BYOT-policy instituted for 7th

and 8th grade students in
classrooms upon teacher
discretion.
Using LMS
Schoology to provide resources
for teachers.
Odyssey Learning platform used

by teachers for remediation and
differentiation
Increased Bandwidth and

internet capability
CHMS Currently uses*

Microsoft Office 365
products
Promethean Boards
Active Expressions
Lady bug document
Cameras
Foreign Language
Listening Lab-
(FL small grp
collaboration/instruction
)
Teacher Laptops-lesson
planning collaboration,
gradebook,
communication
Wacom Graphic design
art tablets-real world
digital art experiences
Summary of Results/Conclusions:
Chapel Hill Middle School has encouraged the use of technology using a conservative and planned approach. Teachers are
comfortable using instructional technologies in many formats and are open to learning how to implement as part of successful
technology integration. District investment and local SPLOST initiatives have increased the needed funding to support the schools
technology needs and goals. Bandwidth increased capability has maximized internet capability and access for students and teachers.
Communication between stakeholders has increased and students are gaining real world application of skills using technologies.
BYOT policy has created the opportunity for more students to use devices in the classroom and access resources outside of the
classroom.
For many teachers, technology integration as an instructional strategy is intimidating. Perhaps some teachers feel overly burdened by
new initiatives mandated by the district and deem learning how to effectively integrate technology into the classroom is not worth the
time and effort.
BYOT access is a double-edged sword; although it may provide more students access to technology during the day, it also has created
an opportunity to misuse and inappropriate use among students. In addition, teachers are accountable for the conduct of students in the
classroom and for their use of devices and technology. Many teachers have not opened their classrooms to BYOT policies and others
that had once been BYOT classrooms, have now opted out.
Recommendations from Gap Analysis:

CHMS must continue to provide professional learning opportunities for teachers through collaboration planning days and department
meetings. Using electronic surveys to obtain honest and confidential information among the faculty and administrators can provide
feedback to the leadership and technology teams.
Training on document camera integration can be revisited if necessary through the vendor, or individual, online tutorials are available
and can be provided in-house through the shared drive folder.
BYOT policy must be revisited and reinforced; teachers and stakeholders must be consistent and understand the seriousness of the
policy. During open-house, this could be addressed with parents and it could be sent out through all call reminders, in an effort to
minimize the in school and out of school suspensions, as well as the revocation of technology privileges.
Over the next few years, the district will continue to discuss the replacement of textbooks with ebooks and determine the cost
effectiveness over time. This along with 1:1 ratio of technology to student will continue to be a major topic of concern.
Data Sources:Technology Plan, SIP, Principal Interview-SWOTANAYLYSIS

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
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?
DCSS has technology vision Very few community members District initiatives are being Engrade has been purchased by
for district. or teachers are aware of the targeted to specific schools and the district and been mandated
CHMS as a shared vision for districts technology plan individuals to provide by the district as the new LMS.
technology meaningful professional Other teachers in the district
CHMS Currently uses development and training for have been using Schoology and
LCD Projectors Teachers in the school are teachers. other LMS. Teachers were not
Microsoft Office 365 uninterested or do not want to consulted.
products be involved on the technology CHMS tech team and
Promethean Boards planning committee. Leadership team members are GA Performance Standards are
inviting other teachers to sit-in changing as well as state and
Active Expressions
ITSE standards are seldom on meetings. EOG testing. There is an air of
Lady bug document mentioned; most teachers do uncertainty in the curriculum.
Cameras not know about such standards. days are used for
Foreign Language professional development
Listening Lab Most parents do not know opportunities.
Teacher Laptops about technology vision of
Wacom Graphic design district or school Dress down and leave
art tablets early passes are used as an
AR Little if any incentive to incentive and given to teachers
Renaissance Learning integrate effective technology- caught using a new technology
Software Some teachers do not see need in the classroom during a
Technologies used on a regular for technology integration surprise administrative walk
basis by students and through.
teachers. Technologies support
all middle school curriculum Webpage updates are used to
areas. showcase to parents and
Vision encompasses the whole stakeholders how CHMS is
child and curriculum using technology in the
classroom and for the
Professional learning is offered community.
by district and school include
technology training/focus.
School technology committee

formed and meets regularly to
discuss district and school
technology needs.
Membership open to any

teacher in school-meetings
conveniently held before
school.
CHMS has a detailed technology plan and shared vision in place through a strong team of teachers and administrators that carry
out the plan and carefully aligned to its goals and standards. The technologies used in the school are thoughtfully researched and
carefully monitored in the process of being a useful instructional technology. Most of the stakeholders are not aware of the
specifics involved in the shared vision of the district and schools technology plan. CHMS is uniquely at the forefront in the
district, as a school with a technology plan concurrent with but separate from the districts technology plan.

CHMS could garner more faculty attention to technology shared vision through regular collaboration meetings and through Monday
memo reminders. In addition, as teachers are evaluated on TKES platforms, administrators could use this opportunity to discuss the
SIP plan and technology plan as it pertains to professional growth and development. Updates to online webpages and automated roll-
out calls can provide the community and stakeholders information and opportunities to see how SPLOST funds are used. In addition,
local news reporters should be welcome to visit the school to see the good days and the critical needs of the everyday operation of
schools. In keeping stakeholders informed, schools can minimize the negativity associated with a possibility of an extension of
SPLOST to meet the budget that technology will demand.
Data Sources: Principal Interview, SIP, Technology Plan-CHMS
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.
CHMS has a separate and There is a lack of TKES mandates teachers use New student enrollment in
detailed technology plan communication between the technology in instruction school
technology team members and
A technology team has been other staff members Leadership team and
formed and consists of teachers collaboration meetings can Technology decisions made at
and administrators Many teachers are not aware of serve as sources for distributing district level regardless of or
CHMS Technology Plan Tech Plan without teacher input
The current Tech plan
addresses equity and access in Some teachers do not see need Put Tech Plan on shared drive District administrators demand
school for technology plan or team teachers use technology
Willing and committed purchased but do not provide
administration to obtain adequate time for training or
funding and/or technology provide no training.
resources requested by faculty
SPLOST funds decrease
Chapel Hill Middle School developed a technology plan specific to meet the needs of the school and to address the needs of the
immediate future. The comprehensive plan provides technology resources for academic and elective course work in accordance to
address diversity among the population of learners. Strong unity and school culture among the faculty can be used to bring more
awareness to the technology plan to ensure importance of technology to meeting the future goals.
District initiatives may put unnecessary pressure on teachers to use technology. This can potentially create tension between district
administrators and teachers and undermine the integrity of the school system. Furthermore, critical instruction technologies that
require purchase options board approval should consider and seek approval of the teachers using technologies, to avoid a conflict of
interest.

It is recommended that the leadership team use the platform to promote and solicit interest in technology team membership. Using the
Monday Memo, department team meetings, grade level and team level meetings, teachers can discuss the importance of technology
and the technology plan to CHMS to SIP and professional improvement goals. As SPLOST funds cycle ends, it is important to keep
the community stakeholders abreast of technology needs in the school to insure community support should SPLOST funds be voted to
be continued. Community members are willing to support programs that are beneficial to the community. Using the school website,
newsletter, ro-bo calls and, social networks, (Twitter, Facebook) can enhance the awareness of how the school is effectively using
technology.
s
Data Sources: Tech Plan, SIP, Interview with Principal
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?
CHMS Currently uses You Tube some websites in Teachers introduce School uses computers to
LCD Projectors accessible for students must technologies to parents at Open practice state tests creating
Microsoft Office 365 get technology override. House and through website. many instructional days
products without laptops (up to 20 days)
Promethean Boards Technology helpdesk requests Some teachers offer blended
instruction model classroom Inappropriate use of student
Active Expressions
Must sign up for laptop cart for students. technology /network
Lady bug document days in advance
Cameras Professional learning New students enrolling to
Foreign Language Students forget passwords/ communities provides CHMS
Listening Lab interested teachers information
Teacher Laptops Home room is hectic requires and training on flipped Changes in district /state
Wacom Graphic design careful monitoring of laptop classroom models. budgets
art tablets cart
AR Teachers may sign up to
Renaissance Learning Students that have internet receive training in special
Software access misuse equity accessible education technologies and
Hearing Impaired policy and use laptops during assistive technologies.
homeroom instead of
Program
completing assignment at After School Program supports
Assistive Technologies used
home. students access to technology
SWLD
after school
Students use devices/network
BYOT Policy
inappropriately
Laptop carts for every pod Limited access /use of

technology
Ipad labs
Desk top lab
95% students have internet

access
Desk top in every class
Policy for computer access

afterhours in place
CHMS has a plethora of technological resources to use throughout the curriculum and has made plans to provide for its needs for
the next five years. The careful attention to details and diversity among the student body is evident as the school makes provisions
for the use of technology and digital resources in each subject. Teachers are aware and consistent in using the technologies for
student learning and professional development. The school has successfully researched and implemented a BYOT to meet the
current demands of equity. Teachers are finding creative solutions to integrate technology for effective instruction.
Although the BYOT policy has been successfully implemented, it has not come without cause for concern. Teachers and
administrators are concerned by the growing number of students not using technology appropriately and/or by the revocation of
student technology privileges. In addition, computers are used for district and statewide testing which takes precedence over any
type of instruction use of technology. Another concern among teachers is the schools insistence on checking the computers for
updates several weeks before statewide testing. This creates almost a month of instruction free from technology. Students new to
the school must become familiar with the strict guidelines of the technology policy and BYOT.

Providing teachers and students access to instructional resources online is important for the classroom of the 21st Century. To
overcome the problems associated with the helpdesk demands and over-rides, it is suggested that a technology personnel staff member
on sight be trained to provide that information to teachers for instructional purposes. Teachers must understand and be accountable to
monitor their students in class. In addition, as new devices are purchased and received, the need for BYOT may decrease. Perhaps
offering parents and students a course in student safety and appropriate use of the internet should be part of a community outreach
program. Information about this topic could be made available to parents through social networking and through the school website.
Furthermore, enlisting the community stakeholders to speak up about appropriate uses of technology may provide the school and
teachers with the support needed to make a difference.
As teachers learn about pedagogical strategies to utilize technology in their curriculum for effective instruction, they will become
more interested in using blended classroom models for instruction. Continued professional development opportunities will encourage
teachers use these strategies with their students.
Data Sources: Technology Plan, SIP, Interview with Principal, interview with team leaders
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 receive initial training Training on Engrade is limited Technology coach could Budget limitations preclude the
on using Infinite Campus and in scope and teachers are address the needs for hiring of personnel in the
Engrade. expected to learn as you go. professional development school for technology coach
among the faculty. position.
All teachers have technology Instructional resources and web
skills to use word processing tools are not effectively used in Freedom and encouragement to Teachers unwilling to
tools, emails, make audio/video the classroom use technology in the incorporate a new technology
presentations, upload and classroom and strategy. They may feel that
download files, access Teachers use technology just their traditional way of
information, use instructional for the sake of saying they use Access to technology and teaching works and there is no
software in curriculum areas. technology resources reason to change.
6 teachers have advanced Professional development is Supportive administration to State mandates may change and
degrees in technology and 3 based on district initiatives not provide needed tech. resources class size may increase.
other teachers are currently on teacher instructional This could create changes in
enrolled in instructional technology needs. allotments.
technology programs.
Teachers reluctant to use
instructional technologies Some inconsistencies among
teachers using technologies
may lead to a gap in student
learning.
The faculty at CHMS has proficient skills of technology for everyday use. They use tools for communication and to perform their
duties of their job. However, there is a gap between effective/ advanced use of instructional technologies and limited use of
instructional technologies among the faculty. Many teachers are actively learning about instructional technologies and are integrating
them in their classrooms. They are providing their colleagues with support and lessons on using instructional technology in the
classroom via Thursday collaboration. However, there are many teachers that do not use technology in the classroom setting. This
could be problematic, if teachers do not see a need to refine their skills.

A technology coach as a permanent staff position should be under serious consideration for future technology plans. As allotment and
budget guidelines are made, allocation for a technology coach for the school will serve the schools best interest for increasing
technology integration among the staff effectively. This investment will have tremendous impact as a source for professional
development.
Data Sources: Technology Plan, teacher observations & interviews, interview with Principal
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?
District offers supplemental Professional development Easy access to sign-up and New technology and resources
training and professional offered by district is often attend Professional are not used because teachers
development on Promethean workshop delivery style development. are not adequately trained to
Board / Active Expressions in use them.
Summer.
Stakeholders reluctant to
Initial training on Engrade District often does not schedule District provides ongoing extend SLPOST tech funds.
LMS held during pre-planning adequate training and training for district
for 1 hour at CHMS all information on technology Technology initiatives.
teachers required to attend
Teachers sign-up for and attend Teachers are not confident in Supportive administration to
professional development the training and skills received allow teachers to travel for
instructional technology on in PD to use in instruction. Professional development.
teacher work days
Teachers who attend off No go to technology person Highly qualified staff picks up
campus Professional on sight to help with or consult the slack- steps up to fill the
development redeliver during about technology void of tech coach
collaboration Thursday
Teachers have a voice in what

type of professional
development they want
Professional development is provided for teachers during the summer and is ongoing on some technologies. It is relatively convenient
for teachers to sign up to attend professional development. Some teachers do not feel they receive adequate training on some of the
technologies and are not confident in their ability to maximize the potential of the resource. Teachers are supported by the
administration to attend off campus and out of district sites for professional development. A team mentality and cooperative
atmosphere and culture supports efforts to create professional development opportunities that teachers truly want and find meaningful
to their instruction.

CHMS could seek board and district approval for a Technology Coach to meet the growing demands of instructional technology in the
district and in the school. As teachers have assumed the role of technology coach while juggling the demands of teacher, burn-out
and resentment may result. Stakeholders in the community must be made aware of the need for a technology coach so that as SLPOST
funds and other initiatives that require public support are up for debate, schools can count on them for approval.
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?
Equipment and software needs No technology coach in Technical assistance is District technical assistance
that require technical assistance building to assist teachers. guaranteed team is small for amount of
are easily filled with Helpdesk requests
tickets accessible to teachers Email response from technical
assistance on service follow-up Repairs coincide during
Media Specialist is on-site and Slow response from district to instruction time causes
go to person for fix/replace technology due to distraction /lost instruction
troubleshooting volume Teachers eagerly offer to help
one another and/or find Internet outages occur and are
assistance unpredictable
Teachers find assistance among
other teachers in building for
help in fixing or using
technology.
Teachers help teachers at CHMS and provide immediate assistance and troubleshooting for minor technical problems. However,
as the situation arises that requires technical assistance from the district personnel, there is a system in place to guarantee service.
As the district and school has grown, there are more calls for technical assistance and the district is slow to add more personnel to
fill the requests.

Serious consideration for a staff position for technology coach would meet the growing technology needs and alleviate the problems
slow response time of the district tech assistants.
Data Sources: interview with teachers, interview with principal, Technology Plan
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?
Many teachers, students and Professional development New students that enroll that
Teachers are aware of the parents do not know about opportunities are provided to may not have computer
technology standards related to ITSE S standards train teachers on technology connections class
the SIP and CCRPI
Collaboration Thursday Cross team and cross
Technology is a component of Many teachers do not use /department level planning can curriculum teachers miss
TKES, teachers using technology effectively in be utilized to provide collaboration
technology as a resource lessons technology and lesson planning
integration
CHMS is pilot school for Not all students using Micros
Microsoft Office 365 Soft Office 365 Computer connections class
can provide students with basic
Students have email accounts Student technologies that skills and uses for Microsoft
and are using them daily require passwords and Office 365 (email, Passwords,
usernames username)
CHMS has volunteered to pilot Microsoft Office 365 for the district and has paved the way for other schools in the districts that will
integrate the program in the future. The school is making technology and using technology a priority in the classroom, although many
teachers and stakeholders are unaware of the ISTE S standards. Collaboration and common planning can help inform faculty of the
importance of the standards to instruction and how it applies to SIP. The computer connections class is considered to be a great hub for
student password and username uniformity for technology.
Increasing student connections choices to include more computer classes may be beneficial to CHMS. In addition, it would help
support the goals and SIP when more faculty members and stakeholders are aware of how important standards are to instruction.
Using the school website and social media would bring about this awareness.
Data Sources: SIP, Technology Plan, Interview w teachers, Interview with Principal.
References
Appendices
Appendix A:
Appendix B:

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ITEC 7410/EDL 7105 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,

BYOT-policy instituted for 7th

Odyssey Learning platform used

Increased Bandwidth and

CHMS Currently uses*

Recommendations from Gap Analysis:

Data Sources:Technology Plan, SIP, Principal Interview-SWOTANAYLYSIS

ESSENTIAL CONDITION TWO: Shared Vision

School technology committee

Membership open to any

Recommendations from Gap Analysis:

Data Sources: Principal Interview, SIP, Technology Plan-CHMS

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

Laptop carts for every pod Limited access /use of

Desk top lab

95% students have internet

Desk top in every class

Policy for computer access

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Teachers have a voice in what

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

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