Hoyk - Swot Template Revised 2017

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

Name: Kimberly Hoy Semester: Spring 2018
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
 How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
 To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
 To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
Teachers have access to a Technology is used to push out Teachers are encouraged to The GA DOE has made
school-issued Dell laptop. digital copies of worksheets meet weekly in grade level changes to mathematics,
Almost all classrooms are and assignments previously teams to plan for lessons, share science, and social studies
equipped with a projector, wifi done on paper. ideas and resources, and changes in recent years.
router and some type of review assessment data.
interactive wall-mounted Technology is frequently used Yearly changes in
device. for online assessment purposes Instructional coaches are in administration have made
through purchased programs place for mathematics, teachers resistant to change.
Students have access to their and free websites, but the data English/language arts, and
own Chromebook to carry is not used to alter instruction social studies. A science coach Teacher and community
around throughout the school consistently. will be added next school year. mentality in a small rural town
day, along with their own The coaching role is structured does not favor innovation and
login to all G Suite for Edu Technology is used to help to research strategies, model change due to lack of
apps. students reach content mastery instruction, provide knowledge of changes in other
on the Georgia Standards of professional learning, and places. Most teachers are
The school has an additional Excellence, but day-to-day support technology integration. deeply rooted in the
desktop computer lab, a instruction is not consistently community and no one wants
classroom set of virtual reality engaging or relevant to The county has designated to rock the boat.
googles, and a class set of students. funding to send teacher leaders
iPads that can be checked out and coaches to Georgia
from the library. Educational Technology
Students are not allowed to Conference (GaETC) each
take their Chromebooks home year.
to access any of the
information that teachers have
distributed throughout the
school day.
Summary of Results/Conclusions:
Hart County Middle School has undergone a massive transformation in the last three to five years in terms of technology
availability in the school. Over those years, teachers have been issued laptop computers that can be taken home or brought to
collaborative meetings. Wireless routers have been installed in all classrooms, increasing the number of students that can be online
at the same time. The biggest shift has occurred in the technology devices that students can use. Prior to this technology change,
students had to bring their own technology device, but now every student in the middle school is issued a Chromebook to use
throughout the school day. The students check out their device upon entering school and are allowed to keep the same device until
they return it to the charging cart at the end of the school day. Unfortunately, the addition of technology devices did not
immediately result in a shift to best instructional practices. At this point, teachers are using technology at the Substitution level of
the SAMR model and Levels of Technology Integration (LoTi) scale of two, which is basic exploration. Most teachers are using
Google Classroom to upload digital worksheets or websites for students to complete practice problems. Few classrooms are
engaged in deep meaningful use of technology to reach higher levels of Bloom’s taxonomy. Luckily, the system has recently added
instructional coaches charged with integrating technology and best instructional strategies to design lessons around grade level
content standards. Also, the county has reserved funds to send a group of teacher leaders, media specialists, and instructional
coaches to Georgia’s Educational Technology Conference (GaETC) each year. Teachers bring back information to share in the
weekly planning meetings, while the instructional coaches are there to support implementation between professional learning
sessions. There are a few factors working against the technology integration in the school. First and foremost, there have been four
principals in the last five years at the school. In addition, there have been numerous assistant principal changes as well. Because of
this, many teachers are resistant to change because the next principal may not agree with what has been put in place by the principal
before. Many of the teachers in the building were born and raised in this community, so they feel a sense of safety that the school
cannot get rid of them even if they choose not to implement best practices and technology. Many of the subjects have also
experienced standards changes in the last few years, causing confusion and frustration for teachers.
Recommendations from Gap Analysis:

There are several areas within this Essential Condition that can be improved on when looking at connecting strengths with
opportunities and minimizing threats. The ISTE Lead and Transform Diagnostic Tool reported that the school is approaching in the
areas of curriculum framework and student-center learning. Specifically, the curriculum framework scored 62 out of 100 points,
but the student-centered classroom was lower with only 50 out of 100 points. The ISTE (2018) elaborates on the curriculum
framework essential condition by stating that technology should not be included as an afterthought to a lesson, but “educators must
weave it into the curriculum in such a way that the tool matches the desired learning outcome.” To accomplish this task, the school
should take advantage of the strength that every student and teacher is equipped with devices and pair that with the availability of
instructional coaches in the building. When surveyed, nearly 85% of students and teachers felt that all students and all teachers had
access to appropriate technology devices during the school day, so now it is a matter of improving how those devices get used. The
instructional coaches should be an integral part of the weekly planning meetings that are already in place so that they can suggest
appropriate higher-level strategies. Various technology options, including G Suite for Edu apps and other Web 2.0 tools, should be
intertwined with the curriculum strategically to have the most benefit to students. The instructional coaches also provide the
opportunity to improve the weakness across the building that teachers are not using data to alter instruction. After the weekly
planning sessions, coaches can model these higher-level strategies, along with using data from technology based resources to alter
and personalize learning. ISTE (2018) notes that “Technology allows for an unprecedented level of personalized learning, with
valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies.” These
weekly meetings to discuss the standards should help minimize the fear of ever-changing standards as well. In addition,
improvement in instructional practices and using technology should increase standardized tests scores and how the school rates in
terms of state measurement scales. If the school continuously improves, there is a possibility that administration stays stable for
multiple years in a row. It could also put enough pressure on resistant teachers to change so that their students are getting the same
engaging experience as their colleagues are providing in other classrooms.
Data Sources:
Instructional Coach Job Description and Duties
Technology Vision Survey Results (Or see Appendix B for survey and results)
ISTE Essential Conditions website
ISTE Lead and Transform Diagnostic Tool (Or see Appendix A for results)
https://www.loticonnection.com/loti-framework
http://www.schrockguide.net/samr.html
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
 Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the
vision?
 To what extent do teachers, administrators, parents, students, and other community members have a vision for how
technology can be used to enhance student learning? What do they believe about technology and what types of technology
uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these
ideal, preferred technology uses in the future aligned to research and best practice?
 To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrow’s workforce? For motivating digital-age learners?
 What strategies have been deployed to date to create a research-based shared vision?
 What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
There are five belief Many of the policies and The school needs to form a Parent attendance is extremely
statements related to procedures in place from the technology committee that poor for many of the Title 1
technology in the county district technology plan do not works with representation from events held throughout the
posted on the county’s transfer to a shared vision at all stakeholders to determine a school year, so little
Technology website and in the the school level for all shared vision for the school. meaningful feedback is
district 3-year technology plan. stakeholders. The district vision will be the actually collected.
umbrella for the school vision,
Teachers believe that Technology integration and but needs specific to the school With a small staff that is split
technology is a necessary tool implementation is rarely should be unique. among numerous committees
in helping students master discussed in curriculum and other coaching
content standards as seen in committees or during school Input on technology best commitments, time to develop
classroom observations of the governance meetings as its practices and current research a shared vision is limited.
amount of technology being own line item. should be researched by
used. technology team members and
instructional coaches.
Teachers do use technology as
a way to motivate today’s Teachers must be
learners by incorporating knowledgeable about the
gaming, use of video, and shared vision and implement it
some collaborative software with fidelity in their
programs. classrooms.
Administration should
reinforce the implementation
of the shared vision through
observations and teacher
evaluation conferences.
The vision for technology use at Hart County Middle School is set by the district’s Three-Year Technology Plan that drives all
technology decisions for the county until June of 2019. A district-level committee is responsible for the contents of the plan with
teacher and administration representation from each school. Because the county is small with only five schools, much of what is
done at the district level is directly used by the schools and monitored very closely by the county office. The Three-Year
Technology Plan contains five technology belief statements that focus on incorporating blended learning, using technology to
gather data that monitors student learning, using video to improve practice, having seamless access to technology, and teaching
digital literacy. Those belief statements drive the purchase of devices, equipment, software packages, and professional learning.
The middle school is expected to operate under the same set of statements, which limits the ability of the vision to be shared among
stakeholders that represent the specific middle school needs. According to survey results, teachers do believe that technology
should be used to help students master content standards. When conducting observations and walking through the building,
teachers are using technology to motivate students through gaming and other Web 2.0 tools that increase engagement. Based on
teacher conversations in weekly planning meetings, teachers are just doing what they can with the technology devices and software
that they have without knowing how or why it fits into the district technology vision, since there is no specific school vision.
Rarely do faculty meetings, curriculum meetings or governance meetings have line items related to technology integration.
Gathering information to develop a shared vision is challenging due to time, but more importantly because parent and community
involvement in school events is extremely limited. According to the ISTE Lead and Transform Diagnostic Tool, the lowest scoring
category was Engaged Communities, scoring only 28 of 100 points. Creating a Shared Vision also rated in the beginning category
by scoring 49 out of 100 points.

According to ISTE (2018), “a shared vision arises from the collaborative voices, goals and values of the educators, support staff,
students, parents and community members within the system.” It is not developed only by the county office and filtered down to
the schools without being aware of the specific school’s needs. To combat this problem and develop a vision that reflects the
desires of the middle school’s stakeholders, the newly formed technology committee should take on the task of conducting surveys,
interviews, and community meetings that review the belief statements provided by the district, but then elaborating or modifying
those statements to reflect the school. The technology committee can also investigate best practices or research technology trends
using Horizon Reports published by the New Media Consortium. The Horizon Reports give short-, mid-, and long-term trends
impacting technology integration, which could help create a shared vision. It also gives technology breakthroughs that are less than
a year away from implementation or as much as four to five years out. If teachers are included in the development process, they
will be more likely to implement components of the vision with fidelity, since they are ultimately the catalyst for technology
change. It may take groups of stakeholders visiting technology-advanced schools in other areas to truly grasp a vision for what
direction they want their middle school to go. Once the shared vision is developed, administration needs to encourage its
implementation by providing meaningful feedback in regards to technology during observations and teacher evaluation conferences.
Data Sources:
District 3-year technology plan
HCMS Title 1 plan
HCMS School Improvement Plan
Teacher Interviews/Conversations
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.
There is a three-year There is not a designated plan The school needs to form a Funding to address digital
technology plan in place for all specifically for technology at technology committee that equity is extremely limited,
district schools. the middle school. Instead, works with representation which makes planning for
technology is mentioned in the from all stakeholders to create equity problematic.
As a charter system, there is a school’s Title 1 Plan and the a technology plan using the
school governance team in School Improvement Plan. shared vision for the school. Many teachers have the
place to oversee policies and The district plan will be the mentality that students should
procedures in the school. This The school does not have a umbrella for the school plan, figure out how to get
team is made up of teachers, designated team or committee but needs specific to the school assignments done despite their
parents, and business members devoted to planning for should be unique. lack of technology resources.
from the community. technology (hardware,
software, implementation, or The technology committee can Parents sometimes fear being
Selected members from the equity). research ways to provide low- honest on technology related
school serve as representatives cost internet and the possibility surveys out of embarrassment
to the district technology The school does not have of allowing students to take or simply do not notify
committee. designated technology coaches Chromebooks home for school teachers and school staff about
or designated technology use. the need for technology
Parent feedback is sought support staff to direct assistance.
through Title 1 surveys, Title 1 technology planning or usage. The technology committee can
planning week each June, Title also investigate other ways to
1 parent nights throughout the The school does not actively provide digital equity across
school year, and through plan for technology equity all subgroups, including
school Parent-Teacher across diverse groups of looking at course offerings,
Organization meetings. students, which is problematic tutoring sessions, or
when all resources are specialized clubs.
delivered in a digital format
through Google Classroom. School governance can take a
The school does not adopt more active role in finding
traditional textbooks. community-based connections
for finding digital equity
solutions for technology.
Even though the technology vision for the middle school was not developed by all stakeholders, structures are in place in terms of
planning for technology. On the ISTE Lead and Transform Diagnostic Tool, Implementation Planning was in the approaching
category by earning 64 of 100 points. There is a Three-Year Technology Plan that is extensive in its scope and runs through June of
2019. It includes a thorough analysis of current reality, infrastructure, barriers, a gap analysis, and parental involvement. Each goal
listed had a benchmark to measure effectiveness, an evaluation method, funding sources, and persons responsible. The plan also
details communication, marketing, and professional development plans. In addition to this plan, the school has included technology
objectives in its School Improvement Plan and its Title 1 Plan. The School Improvement Plan uses the same structure as the
District’s Improvement Plan, with similar objectives and initiatives, but varied action steps. Specifically, the middle school added a
few action steps related to technology, including the use of interactive white boards, technology replacement insurance, and putting
video and microphone systems into more classrooms. The school also completes a Title 1 plan that has technology components
with supporting research. The focus of technology in the plan is on increasing its usage in classrooms, but with few action steps to
accomplish the goal. There is significant mention of using technology to gather data to inform instructional decisions through data
and achievement teams. In addition to surface level planning for technology implementation, the school does not have a technology
committee or technology coaches devoted to technology enhancements in the school. Other than providing devices for all students,
there is no mention of providing digital equity in terms of gender or low socioeconomic status. Considerations have not been made
on students’ prior background or lack of exposure to technology in previous grades or at home. Most classrooms are using Google
Classroom to load all classroom assignments and digital versions of content (presentations and worksheets), with little thought
about how some students will access that information at home without internet access. The school does not adopt or maintain
textbooks for students to take home. Some teachers do survey parents on internet access at the beginning of the school year, but
feel many parents are not honest about regular and reliable access. Some teachers still believe that students should be resourceful
enough to figure out how to get to internet access by middle school age.

The ISTE (2018) Essential Conditions website gives several important suggestions on how to maximize the area of Implementation
Planning. Specifically, the technology committee needs to find ways to develop a roadmap of how to make the shared vision
become a reality. Because there is such a robust Three-Year Technology Plan in place from the district level, the technology
committee needs to pay particular attention to the best ways to merge the needs and desires of the school from the shared vision
with the plan that is already in place. The school-level technology plan needs to serve as the bridge between what the stakeholders
want and what is realistic in terms of funding sources and actual implementation. One particular area of focus needs to be on
finding ways to get internet access to families at home. Many options can be explored, including providing ways to subsidize
internet service, allowing families to check out wifi hot spots, putting wireless internet on buses, and continuing to offer extended
school library hours. The technology committee can also seek input on how to provide digital equity during the school day by
offering more clubs or tutorial services to meet students where they are in terms of technology competence. Members of the school
governance team can utilize their community and business partnerships to brainstorm ways to provide technology assistance to
students as well.
Data Sources:
HCMS Title 1 plan
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?
Every student is issued a Students cannot take their Administration needs to be Funding is the biggest threat to
Chromebook for use during the assigned Chromebook home. purposeful in assigning providing digital equity across
entire school day. teachers to certain classes so the school, as it prevents a
Outside of the nine-weeks that all students have the large part of the school
All teachers have access to a computer connections course, opportunity to learn from population from having access
laptop, wireless internet in students do not have training technology savvy teachers. to the internet at home.
their classroom, and a in computer use that matches
projector. their technology ability or With the amount of technology Some teachers hold the belief
interests. devices and G Suite for Edu that digital equity does not
All classrooms have a wireless accounts, teachers should exist, with the damaging effect
router to strengthen the Only 6% of survey begin differentiating of ignoring the problem when
wireless signal throughout the respondents felt that ALL instruction to meet the needs of students acknowledge lack of
building. students have access to the students that do not have technology resources at home.
internet at home. extensive computer experience
The school is equipped with a (low SES). Time to research and find
desktop computer lab that also solutions to the issue of digital
serves as the virtual reality lab Teachers should also include equity is another limiting
for the school. content that free from gender factor.
bias and incorporate
All students have a G Suite for representation from both
Edu account with access to genders equally during
email, calendar, drive, and the instruction.
many other Google offerings.
The technology committee and
All students rotate through a other interested teachers
connections class that should investigate other club
addresses computer hardware opportunities to engage low
and software use, including the SES or females in technology-
use of G Suite for Edu apps. based pursuits.
All families of current students The technology committee can

have access to extended library research ways to provide low-
hours until 7:30 on Monday cost internet and the possibility
through Friday each week. of allowing students to take
Participants can go to find Chromebooks home for school
resources in the library, read, use.
or use school district
technology. The technology committee can
look for external resources to
The Technology Student help close the digital divide
Association (TSA) club has a through business partnerships,
diverse membership and has an incentive programs,
active presence in the school. internships, or other ways to
connect students to
technology.
There appears to be many areas of strengths in terms of equitable access at the school, which confirms the ISTE Lead and
Transform Diagnostic Tool’s evaluation that the school is meeting this condition with a score of 55 out of 100. The biggest success
in this area is that all students and teachers have access to a device and a G Suite for Edu account to use throughout the school day.
Students check out their assigned Chromebook each morning and return it to its cart for charging each afternoon. Teachers are also
well-equipped with their own laptop, classroom wireless router, and interactive white board. All students do rotate through a
connections course tailored to using computers and the G Suite for Edu programs. The school does have a virtual reality lab, a
desktop computer lab, and other hardware devices available in the media center. There is an active Technology Student Association
(TSA) that is open to all students. Only six percent of the teachers and students reported that all students have access to the internet
at home on the Technology Vision Survey. At this point, students are not allowed to take their Chromebooks home, but even if
they did many would not be able to complete internet assignments. The county is piloting a program that extends each elementary
school library’s hours to 7:30pm to allow for families to come in and use the technology available. Unfortunately, this program is
not being utilized as much as anticipated, possibly due to transportation issues. Many teachers still hold the belief that digital equity
is not important or that a divide does not exist. Without a technology committee or other teacher leaders to educate the staff on this
issue, the problem will continue to exist in the school. With all that needs to be accomplished by the technology committee and
other priorities within the school, solutions to the digital equity problem may take time to resolve.
Equitable access for students goes beyond just handing every student a device. The middle school is fortunate to have devices and
other resources available for every student. During the school day, all groups of diverse learners need to have the opportunity to be
in classrooms with technology-savvy teachers. According to ISTE (2018), equitable access also means “giving every student the
opportunity to learn from teachers who understand how to use technology to both enhance learning and create quality learning
experiences for students with special needs.” School administration needs to purposefully pair different groups of students with
teachers that are fluent in using technology in a variety of ways that will address all students’ needs. Teachers need to be trained on
how to differentiate instruction to support students that come from backgrounds that are not strong in technology. Teachers also
need to be mindful of requiring technology-heavy assignments that students must complete at home. When planning instruction in
weekly meetings, teachers and instructional coaches can work together to find resources and materials that are free from gender- or
ethnicity-bias and highlight all people in technology-based careers on a more regular basis. When responding to the Technology
Vision Survey, almost a third of teachers felt like more technology training needs to be offered to teachers that work with students
with disabilities in particular. The technology committee and other interested teacher leaders can explore clubs and other
opportunities for students to participate in technology-related activities outside of the traditional curriculum. Even though it is a big
hurdle in terms of funding, the issue of students needing internet access at home needs to continue to be investigated. While
working on internet access at home, ways to allow students to take home their Chromebooks need to be considered. Possible
partnerships with businesses or other agencies to help close the digital divide can be pursued from both the technology committee
and the school’s governance team. Females that are in technology roles within the community could be asked to mentor students.
Field trips to local businesses to feature how technology is used in various careers could be strategically worked into the curriculum
for each grade level. Some businesses might be willing to offer unpaid internships to let students work first hand with technology
in the workplace.
Data Sources:
HCMS Title 1 plan
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.)
Based on survey results, nearly Less than 50% of teachers and Because teachers are proficient Time to conduct productivity
85% of respondents say that students surveyed agreed that in finding and assigning digital tool training along with
students are completing digital teachers know how to use practice through Google training on using technology
skill assignments (skill technology-based resources to Classroom and other avenues, for high-level activities will be
websites, digital worksheets, enhance the teaching of training can now be designed an issue.
etc) to practice content content-based standards. to help teachers create more
standards. high-level learning activities. Some teachers in the building
Based on survey results, are resistant to change
Based on survey results, over approximately 70% of teachers Instructional coaches are in regardless, including
72% of teachers and students and students surveyed feel like place to both provide technology that could help
surveyed feel like teachers use students are using technology professional learning related to their own productivity and
technology to gather data to for higher-level activities using technology for higher- student learning.
personalize student learning. (creating, evaluating, order thinking, but also to
This is confirmed through synthesizing, applying), but model the use of technology With how fast new technology
achievement team classroom walkthroughs and tools in teachers’ classrooms. tools are being released, some
documentation that happens formal observations do not teachers fear that the time it
once a month, along with daily support this data for consistent Because the school uses G takes to learn a tool will be
lesson plan evidence. implementation (based on Suite for Edu products for both wasted once the next best tool
administration update teachers and students, training is released.
The instructional coaches and meetings). needs to be conducted
media specialists stay updated regularly to train teachers how
on current technology trends Many teachers struggle to stay to use technology-based
through conferences like caught up reading emails or productivity tools (Google
GaETC, Twitter, and job-alike continue to use non-technology Calendar, Google Keep,
based tools for routine duties Google Drive, Gmail), so that
trainings through the local (like maintaining a calendar, those same skills can be
RESA agency. navigating files on Google transferred to students over
Drive, lesson planning through time.
Google Docs).
The ISTE Lead and Transform Diagnostic Tool rated this essential condition as 54 out of 100 points, most likely due to the fact that
most teachers and students are using some sort of technology on a daily basis. Current reality in the building suggests that teachers
are using technology for low-level learning activities and digital worksheets that are distributed through Google Classroom.
Discussion in administration update meetings provide overviews of teacher observations, notably that many students are seated in
rows and have their heads buried in a Chromebook to work on a skill-based practice website. Fortunately, there is a small group of
staff members that do attend GaETC and other technology-related conferences to stay updated on how to use technology for higher-
level activities and meaningful projects, along with effectively using technology productivity tools to make teaching more efficient
and productive. Many teachers in the building struggle to balance the daily activities of managing time and checking emails, which
prevents them from taking full advantage of resources shared in the building. Time is the biggest threat to increasing the skill level
of all personnel, as almost no time is devoted to technology professional learning. A small pocket of teachers in each grade level
are very resistant to change, with the mentality that this too shall pass. They fear learning new tools because like so many other
things in the past, the tool will be replaced with something new.

ISTE (2018) states that educators not only need to model behaviors of the digital age, but also need to keep those skills up to date.
One of the fastest ways to stay current on many educational trends is to become a Twitter user. Teachers should be encouraged to
join Twitter and trained on how to follow others that are leaders in their fields. It would also be helpful to help teachers set up
Tweetdeck.com or some other way to monitor multiple hashtags to make the time teachers have to scroll through Twitter more
productive. Many teachers will be able to make small changes to their technology database by implementing what they see on
Twitter or other social media outlets. To assist those that may not scroll through Twitter, time in small group grade level meetings
should be used to allow teachers to share one new skill that they have learned or are using in relation to productivity. For example,
someone that has attended GaETC may share a way to use Google Keep to set up to-do lists. An instructional coach might share
how to use Google Calendar to keep track of meetings and appointments. These ideas can also be featured in the instructional
coaching newsletter. One suggestion is that the newsletter be printed and posted in teacher workrooms, bathrooms
(#learningintheloo or #bathroompd), or in the sign-in area in the front office. Previously, the Bulldog Bytes newsletter has been
emailed out to teachers, but because many teachers admit to not reading all of their emails, the newsletter may need to be
distributed in other means. Finally, administration needs to set the expectations that all teachers should be seeking out help from
instructional coaches to model effective ways to incorporate higher-level activities in classrooms. Coaches can tailor the type of
technology integration based on the teacher’s comfort level, but all teachers can be stretched to deepen their technology usage. One
other recommendation would be that administrators work with instructional coaches to model best practices during faculty meetings
and other staff trainings. Technology could be used to differentiate the needs of staff members depending on what was being
discussed at upcoming meetings. Solomon and Schrum (2014) mention that schools of the future use technology to communicate,
collaborate, and make learning personal, which should apply to teacher learning as well.
Data Sources:
Weekly grade level meetings and teacher observations
Sample Achievement Team Form
Weekly Lesson Plans
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 requires schools to Current professional learning The school has monthly Time to address all
use a professional learning offerings do not address faculty meetings where some professional learning needs is
calendar that designates each technology usage for teacher professional learning an ongoing issue. The
Thursday of the month as a productivity. information could be shared. professional learning sessions
particular type of learning already planned from outside
(individual, school, data Current professional learning Instructional coaches can work consultants takes time away
analysis, and collaborative). offerings do not address with teachers that chose from technology specific
technology usage for higher- technology integration as their trainings.
The county professional order thinking activities and individual TKES goal during
learning plan only requires that projects. the first Thursday of the Funding is limited to send
teachers and administrators month. teachers to technology
work together to select four of Outside consultants provide conferences and training
eight school-based professional learning related to School administration can sessions in the local area.
professional learning sessions Lucy Caukins reading/writing incorporate technology Funding is also an issue is
that meet the teacher’s needs workshops and differentiation. professional learning into the regards to getting training
and goals. Neither consultant integrates school-based professional from some of the companies
technology options into the learning sessions that must that the school has purchased
Subjects with an instructional trainings. occur on the second Thursday technology from.
coach are able to meet weekly of the month. Instructional
with the coach to plan lessons, coaches and teacher leaders Fear of failure and resistance
analyze data, or participate in can help design and deliver to change keep many teachers
professional learning. these sessions. from being willing to attend
professional learning sessions
All teachers have access to Instructional coaches could and implement what they have
laptops and wireless internet offer lunch and learns or learned.
during the school day. coaches café (before school) to
provide more informal training
The 2018-2019 school that would be open to all staff,
calendar includes a not just the subjects that have
professional learning day on coaches.
March 15, 2019 which is
scheduled to be a one-day mini Instructional coaches can
conference where teachers can provide training related to
sign up for various Twitter and Tweetdeck.com
professional learning sessions during pre-planning so that all
that meet their personal needs. teachers and administrators
have access to current
The school will send a few technology trends related to
selected teachers, media their specific subject, grade
specialist, and instructional level, and/or interests.
coaches to GaETC in the fall
of 2018. A Google site is being created
to house professional learning
information related to
technology that the county has
purchased. The website will
store videos of the tool being
used in the classroom, how-to
videos, how-to guides, and
other links to external
resources. Teachers can access
the website whenever they
need the specific learning
tools.
ISTE Lead and Transform Diagnostic Tool results showed that this particular essential condition was meeting the expectation by
scoring 75 out of 100 points. The high score could be an indication of the professional learning opportunities that are in place, but
unfortunately very few of those options actually address technology needs. The county has mandated that schools follow a
professional learning calendar that designates each Thursday of the month as a particular type of professional learning. The first
Thursday of the month is set aside for teachers to work on their individual TKES goals which may or may not be related to
technology. The teachers should work with their administrators to select four of eight school-based offerings throughout the year.
Teachers will work in teams to analyze data in achievement teams on each third Thursday of the month. The fourth Thursday is set
aside for teachers to work in horizontal or vertical collaboration teams. In addition, teachers at the middle school meet for weekly
planning sessions (usually on Tuesdays or Wednesdays), which also provides an opportunity for informal sharing of new skills and
knowledge. The structure is in place for ongoing and relevant professional learning to take place in small groups, but the content of
those sessions need to be redirected to meet the technology needs of the school. ISTE (2018) states that “Educators also need to
carve out time in their busy schedules to assimilate their new knowledge, practice new skills, learn from each other and work
together.” The school is definitely isolating the time to work in teams to learn new skills and work together, but according to the
Technology Vision survey that was conducted, less than 50 percent of teachers feel like they receive enough training related to
integrating technology. The outside consultants either chose not to integrate technology into their trainings or were not aware that
teachers had such a strong desire to include technology in their lessons. As in years past, a few selected teacher leaders, media
specialist, and instructional coaches will be able to attend GaETC to gain new ideas related to technology integration. In addition,
the school calendar has been designed in such a way that teachers will have the opportunity to sign up for specific technology-based
professional learning sessions during a one-day mini conference to be held within the county. As in most schools, time and funding
are limiting factors to how extensive the professional learning can be. In this particular school, there are pockets of teachers that are
resistant to change and fear investing time and energy into learning new technology, only to have that technology replaced with
something newer.

Because a professional learning structure is in place, the opportunity to improve upon this essential condition is ripe. First,
instructional coaches need to become a more prominent support feature in terms of technology professional learning. Teachers
need to be encouraged to use instructional coaches as they work on their individual TKES goals. Jim Knight (2017) gives a
framework for coaching teachers through change called the impact cycle. When using the cycle, coaches help teachers identify a
goal, learn ways to improve upon that goal, and then begin the process of actually improving their teaching practice. Secondly, the
instructional coaches can play a more active role in providing both formal and informal professional learning to teachers outside of
the paid consultants that are already providing services. Coaches can work with administration to provide technology-based
opportunities on some of the second Thursdays, while also supporting teachers between sessions in the weekly planning meetings.
It would be extremely helpful if all teachers and administrators used Twitter and Tweetdeck.com to be able to quickly find
technology trends that match each teacher’s grade, subject, or interests. Coaches can also share technology tools by hosting
informal sessions such as a lunch and learn or coaches café to help make the process of learning a new technology not so
intimidating. Administration could help support these coaching initiatives by using an ISTE (2018) strategy of using incentives to
encourage teacher participation and implementation. Jeans passes, duty-free passes, or leave for lunch passes are all free choices
that could help motivate some teachers to try something new. Administrators can also play an important role by modeling new
technology tools and talking about their own professional learning in faculty meetings. Finally, the instructional coaches can
continue to work on a website that will house on-demand professional learning choices. Various technology tools will be featured
on the site with actual classroom footage of the tool being used, screencasted how-to videos, printable how-to guides, and other
external links. Teachers should be encouraged to model new tools to be used on the website so that other teachers can see a variety
of ways that a particular technology tool can be used across subject areas. Teachers also need to be motivated to visit the website
often as they work on their individual TKES goals or during grade level planning when they need a new spark to their weekly plans.
Data Sources:
Hart County Charter System Improvement Plan
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?
All students in the school have The five county schools share Instructional coaches are in Funding sources limit the
access to their own a four-person technical support place to support technology number of technical support
Chromebook to use during the team that is housed in the integration as it relates to staff that are employed by the
school day, which is county office. content standards. county.
consistently connected to
wireless internet. Technology support staff are Instructional coaches can serve Fear of technology problems
focused on hardware and to troubleshoot many technical or interruptions during lessons
Teachers have numerous ways infrastructure and not on issues related to instructional keep some teachers from
to reach out for technical instructional integration of programs. utilizing technology to its
support, including email, technology. fullest.
phone, and a technology ticket A team of teachers, support
system. The technology ticket system staff, and students should be Teachers feel anxiety and
ranks how much an impact the trained to be an on-site embarrassment when they
There is a media specialist that technology problem could technology support team cannot fix technology issues in
handles the records and have, so small problems that available to help teachers front of students during a
maintenance on student only effect one teacher’s instead of waiting on the lesson.
Chromebooks. She is computer take longer to fix. technology ticket system.
available for small
troubleshooting issues There is not a designated
throughout the school day. technology team in place at the
middle school, although there
Most grade level teams have at are a few representatives on
least one person that is fluent the county technology
with technology integration committee.
and/or troubleshooting.
Although the technical support staff that serves the middle school is extremely small, students and teachers have had access to
technology devices for long enough to begin developing their own troubleshooting mechanisms. Teacher leaders are emerging in
each grade level or subject team, so many times teachers are getting answers to technology questions before tickets are being
submitted. Because there is not an official technology team in place, some teachers still feel threatened by technology issues. They
fear having a class of 30 students waiting on them to figure out how to fix an issue or to redirect the class to another activity
because the technology did not work. The media specialist plays a very active role in the management and maintenance of the
student Chromebooks in the school. Students are often sent to her during class if a Chromebook becomes unresponsive. The
technical support team that serves the middle school from the county office do not help support teachers in terms of instructional
technology integration. Instructional coaches have been charged with specifically helping teachers integrate technology into
instruction. Oftentimes, the coaches can troubleshoot login errors or other glitches with various instructional software programs.

The ISTE Lead and Transform Diagnostic Tool rated technical support as 57 out of 100 points, which lands in the approaching
category on the scale. There are some strengths that can be turned into opportunities, along with opportunities that can improve
weaknesses and lesson threats. Over half of survey respondents reported that there is not enough help available to troubleshoot
issues. With that in mind, a school-based technology support team needs to be in place. This team would ideally include
administration, media specialists, instructional coaches, teacher leaders, and students. Many middle school students have become
very proficient at navigating a Chromebook and other technology devices and could actually play a critical role in helping when
technology falters. The school-based technology support team could help reduce fear and anxiety of teachers during lessons and
relieve the county office technical support staff of dealing with minor issues. ISTE (2018) states that “Consistent and reliable
technical support removes these barriers and makes it possible for educators to better leverage their use of technology as an
effective teaching and learning tool.” The Hart County Charter System Improvement Plan lists technology as an initiative under the
goal of improving student support functions. The action plan includes maintaining infrastructure and monitoring the
implementation of technology across the system. From that plan, one recommendation would be to find funding sources to allow
the county office technical support staff to attend job-specific training or conferences. They might also benefit from attending
GaETC to see the connection that the devices, hardware, and technology infrastructure has on instruction in the classroom.
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? (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?
The county office provides Very few students, parents, or Many outlets are already in Standardized testing that
funding for numerous teachers are aware of ISTE’s place to provide students and focuses only on content
instructional technology Standards for Students. parents with information standards prohibits many
software resources. regarding the ISTE standards teachers from wanting to
Because the technology (Google Classroom, parent integrate technology standards
The school’s Title 1 Plan standards are not known, there nights, and social media). into instruction.
allows for the purchase of is no integration of technology
various technology tools and standards with content Instructional coaches are in Teachers have limited time to
resources to help teachers standards to create a cohesive place and charged with devote to linking technology
integrate technology. learning experience. providing professional learning standards with content
related to standards, which standards.
The middle school still offers a could now include the
computer class as a 9-week integration of technology and Funding sources to purchase or
elective offering. content standards. create and administer
technology literacy
Student technology literacy is If the technology support team assessments are limited.
not assessed outside of the is put into place, it can also
computer elective course. research and investigate ways
to assess technology literacy.
The technology vision survey asked teachers and students to decide which area of technology integration was most important.
Nearly 31% wanted to purchase more devices and hardware, while 33% wanted to take advantage of professional learning
opportunities to learn how to integrate technology. Only 24% of staff thought that more software programs were needed.
Currently, the school’s Title 1 Plan pays for some technology and software programs to be used by students. Unfortunately, the
focus has been on helping master content standards, so very few students, parents, or teachers know about the student technology
standards provided by ISTE. Because the standards are unknown (even to many administrators and instructional coaches), little to
no integration has occurred that pairs content standards with technology standards for a well-rounded student education. Right
now, the middle school is providing technology instruction strictly in one of the 9-week elective courses. Teachers are using
technology to help students with content standards, but have not thought about purposefully integrating the two sets of standards.
Traditionally, teachers in this building are resistant to most change initiatives, with a predominant reason being that they only want
to focus on what will be on the standardized test in April. Project-based learning, STEAM, and other research-based curriculum
structures are also poorly received because it takes too much time. Many teachers feel rushed to cover all of the standards because
so much accountability rests on those test scores. Teachers also reference limited time when asked to use planning time to learn
about new technology or strategies. Asking to merge content and technology standards will likely meet the same resistance.

The ISTE Lead and Transform Diagnostic Tool reported that the school is approaching in the area of curriculum framework.
Specifically, the curriculum framework scored 62 out of 100 points, which was one of the highest scoring items measured on the
diagnostic tool. The ISTE (2018) elaborates on the curriculum framework essential condition by stating that technology should not
be included as an afterthought to a lesson, but “educators must weave it into the curriculum in such a way that the tool matches the
desired learning outcome.” To begin that process, all stakeholders need to be trained on what the ISTE standards for students
entail, along with some ways to begin connecting them to content standards. Since providing professional learning surrounding
standards is included in the instructional coaches job description, they can provide the initial training to staff in small subject or
grade level teams. Once administrators and teachers have a working understanding of the standard connections, information should
begin being shared in classrooms, parent meetings, brochures, handouts, and other social media outlets. The Hart County Charter
System has an objective in its improvement plan related to increasing student mastery of the curriculum, with technology being one
of the action steps. This action step could be realized much easier if all stakeholders were aware of the connection to the ISTE
student standards. The computer teacher’s knowledge and expertise can be utilized to help teachers see connections between
content and technology as well. Ultimately, students need to be assessed on their technology literacy skills, but the technology team
needs to discuss several options before deciding how to test students. Once the technology support team is in place, some members
should be charged with investigating ways to assess technology literacy and bring recommendations back to the team. Other
members of the team can look for ways to fund any assessment selected before a plan is put into action.
Data Sources:
HCMS Title 1 plan
Teacher Interviews/Conversations
References
CoSN Horizon Report 2017 K-12. (2017). Retrieved April 13, 2018 from https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-
k12-EN.pdf
International Society for Technology in Education. (2017). ISTE’s essential conditions. Retrieved from
https://www.iste.org/standards/essential-conditions
Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. Corwin
Press.
Solomon, G. and Schrum, L. (2014). Web 2.0 how-to for educators. Eugene, OR: ISTE.
Appendices
Appendix A:
Appendix B:
Technology Vision Survey (Administered electronically through Google Forms)

Technology Vision Survey Results

Hoyk - Swot Template Revised 2017

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Hoyk - Swot Template Revised 2017

Загружено:

Авторское право:

Доступные форматы

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,

Recommendations from Gap Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

All families of current students The technology committee can

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

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.

Recommendations from Gap Analysis:

Technology Vision Survey (Administered electronically through Google Forms)

Вам также может понравиться