Swot Analysis

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

Name: Ambrey Earl 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
All classroom teachers use Some teachers are not utilizing The county offers technology Our school was built in 1972
Promethean Boards, Ladibugs, the technology tools available trainings regarding different and has not been renovated.
and ActivSlates for teaching. in their classrooms. tools and programs.
Many veteran teachers are not
Engrade is a Learning The internet connection is There is a technology comfortable moving away from
Management System (LMS) inconsistent. committee in the county that their ways of teaching and
used by teachers to share plans for technology use related bringing in new ways of
assessments, input grades, etc. Students are not exposed to to teachers and students. These technology to teach lessons.
technology as often as they teachers will be trained on
Most classrooms have 4-5 should be. these new technologies. Professional developments not
desktop computers for teacher available for teachers who do
and student use. Teachers are not comfortable Teachers can apply for mini not have experience with
using technology because they technology grants through the Google Tools.
There are 2 computers labs have not been properly trained. PET program.
equipped with 35 computers
each. Teachers sign up and Moving away from Microsoft
request a date for the labs. 365 and introducing all Google
Teachers also have access to tools.
laptop carts which have 30
computers available.
There is a mobile iPad lab with
30 iPads that teachers can use
in their classrooms.
The Douglas County School

System uses Infinite Campus
for school records, scheduling,
IEP’s and grading.
Bring Your Own Technology

(BYOT) is being implemented
in many classrooms.
Summary of Results/Conclusions:
The use of technology at Chapel Hill Middle School is strongly encouraged through Professional Development opportunities and as a
daily part of the classroom environment. Both teachers and students are enthusiastic to the idea of using technology in the classroom.
Parents are able to keep up with current grades, tests, etc. through the use of technology programs. Chapel Hill Middle School has
been awarded as a Lighthouse School to watch with high marks in the use of technology.
Recommendations from Gap Analysis:

It would be helpful and beneficial for all teachers and staff members if a technology coach was in place. Many teachers fear the use of
technology in their classroom because it is different and they do not know how to use it. The coach would help with developing
lessons and assisting with different resources to help teachers become more comfortable.
Data Sources: Technology committee, Assistant Principal, School Improvement Plan (SIP)
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?
Vision for technology is in Many teachers do not care to New technologies are being Georgia Performance Standards
place for the school and school use technology in their lessons. offered from the district level. constantly changing.
district.
Most teachers are unaware that Teachers can apply for
Professional development our school has a technology technology grants through the
opportunities are available. vision statement and a PET grant program.
technology plan.
Administrators are encouraging Professional developments are
teachers to implement Parents are unaware of our offered on district ½ days.
technology in their daily technology vision and plan. Also, the school system will
lessons. provide a sub if a teacher wants
to attend a professional
Technology committee within learning conference or session.
the school to develop vision
statement.
Chapel Hill Middle School has a clear vision for technology and a committee is in place to assist in carrying out this vision, however,
many teachers are not sure about implementing the plan because they are uncomfortable with change. The parents are aware of the
technologies that they have access to, but they are not aware of where the school would like to go with technology in the
future. Professional Development opportunities are available at the school to assist teachers in incorporating technology into their
classrooms, and this is a process in carrying out the vision for technology use at Chapel Hill Middle School.

We need to make our SIP and Technology vision statement available for parents to view at the beginning of the school year. Parents
should have a session on all of the tools and resources used throughout each class including Infinite Campus and Engrade.
Data Sources: SIP, Principal
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.
Technology is included in the School is not 1:1 with The technology committee is We cannot predict the number
School Improvement Plan as a technology. working on sharing new of students enrolling in our
required component. information and tools with school each year, therefore we
The technology committee does faculty members. cannot know how many
Chapel Hill has a technology not communicate new findings devices need to be made
plan in place. and information with the rest of Students in the after-school available.
the staff members. program can complete their
A technology committee is in homework and access Teachers are not familiar with
place and consists of teachers, technology for school purposes the technology plan for the
and administrators. 5 days a week after school. Chapel Hill or Douglas County
School System.
Chapel Hill works to follow the Teachers are completing
school system technology plan. surveys to see where Decisions are being made at the
technology is strong/lacking, district level without teacher
After School Program is and where areas need consideration.
available for low SES students developing.
who do not have access to
technology at home.
Chapel Hill works to provide

equal opportunity for all
students.
Although many staff members are unaware of the technology plan, administrators are working to encourage teachers to implement
technology in their lessons. We have many students who do not have access to the internet or technology at home. Many of these
students are enrolled in the After- School Program at Chapel Hill Middle School.

In order to increases communication among teachers and the technology committee, someone should take notes and share them at the
leadership meetings. Every Thursday after leadership meetings, our teams debrief on the latest news and information. This would be a
great way for teachers to stay up to date on the new changes and available tools.
Data Sources: Technology committee, SIP, CHMS technology 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?
Each classroom has a Internet connection is Send out a survey to
promethean board. inconsistent. parents/guardians asking about Not all students have internet
internet access at home. access at home.
Teachers and students have YouTube is blocked.
access to both iPad and A PSTO Open House is Budget restrictions at the state
computer labs and laptop carts. During testing periods, all available for parents to come level.
technology in the school is and view rules, procedures, and
Parents have access to infinite being used. Teachers do not information about our school; Loss of technology integration
campus to monitor student have access to any technology teachers are encouraged to time during EOG testing
progress in each class. other than desktop computers, incorporate and show what periods.
but they are not allowed to use kind of technology will be in
Foreign Language Lab the internet due to the fact that place.
it could interfere with testing.
Assistive Technology (AT) is Flipped classrooms
available for students. Technology issues are slowly
resolved. Assistive technology training is
All teachers have access to a offered for teachers.
personal laptop. No plan/system in place for
students who do not have Chapel Hill is pushing for 1:1
Most students have access to access to technology at home. technology throughout the
internet and technology at county.
home.
BYOT is in place. After School Program provides
students with access to
technology.
Technology is offered throughout Chapel Hill Middle School, and there is a wide variety of technology being utilized by students and
teachers within the school. The technology committee, along with school administration is working to develop a plan for BYOT with
rules and restrictions. Assistive technology is offered for Special Education students in the resource classroom, as well as, the general
education classroom. Special Education teachers are responsible for training the general education teachers on appropriate use of the
assistive technology. The flipped classroom is also in the pilot stages in many classrooms. Although the internet is inconsistent,
teachers are trying to plan for technology use and have a back-up plan just in case.

In order to assist low SES, a subsidized internet service should be in place. This would greatly help those students and their families
who do not have current access to technology. This will also help increase their knowledge on technology and improve their overall
awareness.
Data Sources: SIP, CHMS technology plan, Assistant Principal
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 have knowledge on Some teachers lack the skills Teachers and students have District not budgeting to hire
how to utilize technologies for need to develop technology multiple technology tools that enough technology coaches for
every-day use. (i.e. based lessons. can be used in the classroom to each school.
desktop/laptop computers, increase higher order thinking
promethean board, Ladibugs, Teachers are uncomfortable skills. Students are not consistently
etc.) with learning and implementing exposed to technology due to
new ideas of technology. Teachers meet with the hesitation of some teachers.
Administrators are skilled and administrators to view the
knowledgeable on the TKES Technology is not utilized as TKES platform and become
system for observing often as it should be. familiar with the system.
monitoring teacher
effectiveness. Access to additional technology
resources.
Office staff is trained on
infinite campus for quick
access to grades, records,
schedules, and attendance.
Many teachers are pursuing

degrees in technology
programs.
Teachers are using technology in their classrooms, however, it is inconsistent across the school. Many teachers do not know how to
utilize the technology, therefore do not want to implement it. This becomes confusing for the students. There is a lot of technology
available (tools, resources, etc.) but there is a lack in planning for lessons relating to technology.
Recommendations from Gap Analysis: A technology coach needs to be in place at each school. It would be beneficial for teachers to
take one day out of the month or even during pre/post planning to meet with the technology coach to cover different topics and get
recommendations on lessons with technology implementation. I think this would help teachers become more comfortable with the use
of technology.
Data Sources: SIP, CHMS technology plan, 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?
Promethean board training is Some teachers do not catch on There is a sign-up webpage for Teachers not implementing the
offered for teachers through the as quickly in the one-time PD teachers throughout the county information learned in PD’s.
school district. session. to register for county-wide
PD’s Teachers not taking advantage
Chapel Hill offers “in house” There is not a technology coach of the professional learning
professional developments in place to assist teachers Teachers can visit other opportunities.
(PD’S) based on further. schools/different classes and
recommendations from count them as a professional
teachers. learning day.
The Douglas County School

System (DCSS) offers trainings
for all teachers.
All staff members attend

professional developments.
Professional development opportunities are widely available at the district level; however, they are not always
technology based. Teachers have many learning opportunities for technologies that are used throughout the district, but they are
not given ample training on the school funded technologies unless someone within the school is willing to offer training. There is no
technology coach available to further address or teach the lessons from professional developments.

A technology coach for each school would greatly benefit all teachers with technology questions/issues. If someone is struggling with
implementing information learned from a PD, a technology coach could walk them through different ways to utilize this technology
and dig deeper into the tools.
Data Sources: School technology plan, SIP

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?
Technology equipment is new Inconsistent internet When labs and carts are There are not enough people in
and up-to-date. connection. available, they are beneficial. technology support for the size
of our school system.
The school media specialist No person/coach specific for Technology training is
assists with technology needs technology related issues and available at the district level. Internet issues are
when necessary. lesson assistance. unpredictable.
The school business and Tech support is slow to answer

computer science teacher also tickets.
helps with technology needs
including setting up for Sometimes the computer lab or
assemblies, videos, and any laptop carts are booked for a
other set up requiring long period of time resulting in
sound/technology. low technology use for
classroom purposes.
Although we do not have a designated technology coach, there are teachers/staff members available that are very knowledgeable on
most current technology. The problem is when we need immediate assistance there is nobody to come and resolve it. When the
internet is not working, it greatly effects the entire school and teachers have to make alternate plans.

It would be beneficial to have a designated tech support staff member as well as a technology coach at each school to assist teachers
throughout the day.
Data Sources: DCSS technology plan, SIP
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?
All teachers are aware of the Parents, students, and some Staff meeting covering the Some teachers may not use
CCS and are working to teachers are unaware of the current technology plan and technology to enhance the
incorporate technology. student technology standards. vision statement. overall effectiveness of their
lessons.
Technology integration has Many teachers are Include vision statement in
been incorporated as a goal in unaware/unfamiliar with both syllabus for classes. District vision statement is not
the SIP for regular class the county and school being followed or implemented
instruction. technology plans. Technology trainings available in all schools.
throughout the school year.
Teachers are noticing the Some teachers are not
reaction they get from students implementing/utilizing
when technology is being used technology for the right
in the classroom. reasons.
Teachers are aware that technology is a component in CCGPS, but they are unsure on how to implement and utilize the technology
they have been given. Some teachers may take the “easy way out” and use technology for the wrong reasons, others choose to not use
it at all. Teachers who are using technology correctly in the classroom are seeing a different/positive reaction from the students.

All parents and students should receive a copy of the technology plan and vision statement at the beginning of the year. Also, the plan
should be reviewed each year by the technology team and brought back to the faculty of the school for questions and
recommendations on additions for the upcoming school year.
Data Sources: School technology plan, SIP

References
Douglas County School System (DCSS). Technology. Retrieved from
http://www.douglas.k12.ga.us/?DivisionID=1860&DepartmentID=1704
School Improvement Plan (2017-2018). Chapel Hill Middle School. Retrieved from Jolene Morris.
Technology Plan (2017-2018). Chapel Hill Middle School. Retrieved from Amy Ludlow.

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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,

The Douglas County School

Bring Your Own Technology

Recommendations from Gap Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

Data Sources: SIP, Principal

ESSENTIAL CONDITION THREE: Planning for Technology

Chapel Hill works to provide

Recommendations from Gap Analysis:

Recommendations from Gap Analysis:

Data Sources: SIP, CHMS technology plan, Assistant Principal

ESSENTIAL CONDITION FIVE: Skilled Personnel

Many teachers are pursuing

Data Sources: SIP, CHMS technology plan, Principal

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

The Douglas County School

All staff members attend

Recommendations from Gap Analysis:

Data Sources: School technology plan, SIP

ESSENTIAL CONDITION SEVEN: Technical Support

The school business and Tech support is slow to answer

Recommendations from Gap Analysis:

Data Sources: DCSS technology plan, SIP

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

Data Sources: School technology plan, SIP

Douglas County School System (DCSS). Technology. Retrieved from

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