ITEC 7410/EDL 7105 SWOT Analysis Template For Technology Planning Needs Assessment

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

Name: Marcus J.W. Borders Semester: Summer ‘18
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 Standards of Excellence?
● 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
As technology is used at Technology usage is rarely LPES has a Personalized Some teachers find it
Liberty Point Elementary, innovative or consistently and Learning Team, and Vanguard unnecessary to use technology
students are consistently continuously used for Team members to support beyond adaptive software.
directed by their teachers to use constructing student products. teachers with innovative best
it for assessment purposes. Usage is also rarely directed by practices. A variety of school-level and
the students. district level instructional
Student technology use is LPES’ iTeach Coach initiatives place student
directly aligned with Georgia Beyond assessment uses, (instructional technology assessments/data as a priority
Standards of Excellence teacher’s use of technology is coach) can provide over aligning them with
through the use of a variety of very inconsistent. job-embedded support through innovative instructional
adaptive software tools such as modeling, co-planning, practices.
iRead, I-Ready, MyON, Study Technology use does not facilitating, and co-teaching to
Island, and IXL. always foster deep support innovative instructional Teachers may not be as
critical-thinking skills. practices. receptive to gain knowledge
Students regularly use adaptive from their peers if they do not
software tools that are Teachers who provide see the value in shifting their
researched-based and correlate student-centered and innovative current pedagogical practices.
with LPES’ instructional experiences for their students
literacy and mathematics can act as models and
frameworks. peer-coaches for their
colleagues to exchange best
practices.
Summary of Results/Conclusions:
Although Liberty Point Elementary School consistently uses research-based instructional strategies, they do not always include
technology beyond skill and drill or assessment resources. When technology is being implemented, it does not always involve
higher-order thinking skills, student products, or student direction. LPES has great resources in their Vanguard Team, Personalized
Learning Team, and Kennesaw State University Instructional Technology Coach for supporting technology integration. Additionally,
the KSU iTeach Coach can provide job-embedded modeling, co-planning, facilitating, and co-teaching. Teachers can also build
capacity within each other with peer-to-peer support.
LPES’ instructional frameworks only outline assessment tools and adaptive software which could hinder teachers from including more
innovative strategies within their practices. This district’s assessment requirements may also add to this imbalance,. Also, without
appropriate buy-in, teachers may not see the value in peer-to-peer support.
Recommendations from Gap Analysis:
As indicated within ISTE’s Diagnostic tool, Liberty Point Elementary is approaching proficiency when it comes to creating
student-centered learning environments. This is evident with their lack of developing a solid technology plan. LPES has done a
fantastic job of ensuring that the staff received support with the Lucy Calkins Reading and Writing Units of Study since literacy is one
of the schools goals within its SIP. With one year of implementation under their belts, it is now necessary to infuse technology within
these units of study. In order to build a collaborative space where all stakeholders are involved in making this shift to align LPES’
current practices with technology, coaches must be effectively utilized. “Through collaboration, the coach makes it possible for
teachers to engage in reflective dialogue about teaching” (Knight, 2014, p. 27). This creates a culture where peers will seek support
from one another and would be willing to share the innovative strategies happening in their own classrooms.
Data Sources:
Liberty Point Elementary School Improvement Plan
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. C orwin Press.
Shared Vision Survey/Interview Questions (See Appendix B for survey draft)
Teacher Interviews
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?
Technology integration is Communication of the district’s The schools personalized District/school hierarchy of
included in the school technology vision has not been learning and instructional team support can create
improvement plan under the communicated to all can collaborate to develop a miscommunication amongst
guise of providing professional stakeholders. technology plan that includes teams.
development to support input from all stakeholders
personalized learning skills Though technology is included (admin, teachers, students, and Teachers can become resistant
across content areas and in the school improvement parents). to change which can hinder full
project-based learning to plan, it does not clearly identify implementation of a solid
support higher-order thinking roles with much detail. The school’s instructional team technology plan.
skills. can work closely with the
Instructional frameworks do not iTeach Coach to align its
The district provides a clearly always align between district instructional frameworks to
defined research-based vision and school to include support the district/school’s
for technology integration. innovative technology vision.
strategies.
Technology use is clearly
identified in the school’s Although LPES has a
personalized learning plans. personalized learning plan, it is
not being followed with
fidelity.
Liberty Point Elementary mentions technology within their school improvement plan under the lens of providing professional
development for personalized learning and higher-order thinking skills. Fulton County provides a clear vision for technology
integration. Liberty Point also has identified technology use within their personalized learning plans. Communication and clearly
defined roles are lacking when it comes to LPES’ vision on technology integration. LPES has not fully embedded it’s personalized
learning tactics within its instructional practices.
In an effort to clearly communicate the school’s technology vision, the personalized learning team, instructional team, and KSU
iTeach coach can collaborate to devise ways to include various stakeholders in learning about these initiatives. The aforementioned
teams can also work together to align instructional frameworks with district goals and personalized learning. This may prove to be
challenging if leadership between the district and school do not align and teacher’s resistance to change continues to build.
As indicated by the ISTE Diagnostic tool, LPES’ shared vision ranks as meeting proficiency. Although this would indicate that digital
literacy is deeply embedded within LPES’ culture, this is not the case because they have not developed a solid technology plan that
aligns with their vision and the districts vision. LPES must develop their tech. plan to include all stakeholders. This means that
“community members, parents, students, and educators all come to terms with the fact that the traditional system was designed to sort
students, and the goal now is to design a system to ensure students successfully learn” (Sturgis, 2016). Stakeholders (students and
parents) must be communicated with continuously to eliminate the top-down approach and to ensure that plans and policies are
constantly being updated.
Data Sources:
Fulton County Schools Technology Plan
Liberty Point Elementary Personalized Learning Plan
Shared Vision Survey/Parent Interview Questions (See Appendix C for survey draft)
Sturgis, C. (29 November 2016). Constructing a Shared Journey of Inquiry, Shared Vision, and Shared Ownership. Retrieved from
https://www.inacol.org/news/constructing-a-shared-journey-of-inquiry-shared-vision-and-shared-ownership/
Teacher Interviews
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 o
● f 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.
The district’s technology/ A dedicated technology plan is LPES’ instructional team and Stretching the commitment
personalized learning strategic needed at LPES. instructional technology coach levels amongst teams may
plan has enabled the can collaborate to create LPES’ weaken the focus and
deployment of 1:1 devices There are no dedicated technology plan. dedication on technology.
within schools. individuals to solely devise and
ensure implementation of a The technology plan can Families’ low perception of
LPES has devised a local technology plan. include detailed strategies on technology may deter them
personalized learning plan that providing device/internet from showing interest in
guides how resources should be support to students who are learning how to effectively use
used instructionally. without service. it at home.
The technology plan can also

include details on supporting
diverse populations within
LPES’ community.
Although the district provides a technology/personalized learning strategic plan for its device deployment, LPES does not have
dedicated roles to support them nor do they have a personal LPES technology plan. Without this information, stakeholders are not
aware of the potential opportunities for innovative practices that are missing. The instructional team and personalized learning team
can collaborate to develop this plan for LPES. This group can also ensure that diverse groups are included by building strategies to
support those without direct internet services or devices within their homes.
This progression may be hindered by adding to the overwhelming workload of team members at Liberty Point. This presents a
challenge, because it could lead to a weakened view towards technology. Also, since families were not fully invested in the
development of the school’s technology plan, there may be little to no interest in how to incorporate it effectively outside of school.
When it comes to planning for technology, LPES ranked as “meeting” according to ISTE’s Diagnostic Tool, This indicates that there
is equitable consideration to device distribution and a general idea on how to use them. Contrary to this ranking, LPES’ lowest
component was engaged communities. Parents are not aware of how to appropriately support learning in a 21st century environment
outside of web searches and school recommended assessments. The LPES community would benefit from a parent program that
models how to incorporate innovative strategies at home and digital literacy skills.
Instructional stakeholders must collaborate to introduce the staff to ISTE standards for educators and students. This will serve as a
foundation for embedding sound technology skills into their previously established frameworks. After the initial introduction,
stakeholders must develop a sound technology plan where administration can “inspire a culture of innovation and collaboration that
allows the time and space to explore and experiment with digital tools” (ISTE Standards for Education Leaders, 2018).
Data Sources:
ISTE Standards for Leaders, (2018). Retrieved July 6, 2018, from https://www.iste.org/standards/for-education-leaders
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 a ddress equity issues among Low SES a nd 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?
LPES has devised a local Students are not allowed to take Parents/Community members Lack of parent interest.
device deployment plan that district supported devices can receive support in learning
ensures that grades 3-5 are 1:1 home. strategies on how to leverage Funding for developing and
with devices and grades K-2 sustaining student run
have multiple iPads and Teachers do not make use of their available technology technology groups is not
desktops. available digital resources appropriately in their homes. available.
within their instruction.
All students have access to G The technology team can Funding for developing and
Suite Apps for Education and Students do not frequently remain open to all groups and sustaining parent technology
Office 365. access digital resources outside can support implementing support programs are not
of school. innovative strategies in classes. available.
A technology club is available
for all students regardless of Students may not have access Lack of district policy
gender or socioeconomic status. to digital devices or internet at supporting elementary school
home. students taking provided digital
devices home.
As of 2015, access to digital devices and resources has been relatively high at Liberty Point Elementary. Devices are equitably
distributed amongst teachers, staff, and students. Aside from a fully dedicated technology plan, LPES does implement its device
deployment plan. As a Fulton County School, all LPES students and teachers have access to adaptive software, G Suite Apps for
Education, and Office 365 tools. Although, these cloud-based resources are available to students both in and out of school, they are not
consistently leveraged across the board. In an effort to support diverse groups outside of the classroom, LPES does offer a technology
club that caters to all students who are interested. This provides a space to support those students who may not have access to internet
or devices, at home. This is essential since, unlike middle and high schools, FCS currently does not allow elementary students to take
their devices home.
There is ample opportunity to create spaces for families to learn how to effectively use technology at home and how to access
resources that may aid them in receiving internet services based on their income. Parents can also receive strategies on how to build
and and learn with these tools versus basic internet searches and game-play. Although there is equitable access to technology within
the school lack of funding could hinder sustaining and building technology clubs and technology support groups (for parents) in the
future.
Liberty Point ranked fairly well with regard to equitable access from the ISTE Diagnostic Tool. Although students have a plethora of
tools at their disposal at school this is not always the case at home. As noted in the summary and planning for technology section,
LPES can benefit from developing a program dedicated to providing trainings for parents to support the devices they do access and
they can be connected with resources that may provide internet services. Within ISTE’s standards for educators, they must “advocate
for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students”
(2018). As leaders, teachers must seize their opportunities to create spaces to include all learners regardless of their genders,
race/ethnicity, or socioeconomic status.
LPES should continue to build capacity within students through its technology club by developing them into technology ambassadors
within the building who support other staff members and students with innovative strategies and troubleshooting minor issues. This
will create a culture where teachers “model for colleagues the identification, exploration, evaluation, curation, and adoption of new
digital resources and tools for learning” (ISTE Standards for Educators, 2018).
Data Sources:
Liberty Point Elementary Personalized Learning Plan
ISTE Standards for Educators, (2018). Retrieved July 6, 2018, from http://www.iste.org/standards/for-educators
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. )
The district has a contract with Devices are used for adaptive Teachers can work more Heavy work loads of Vanguard
Kennesaw State University assessment software, skill and in-depth with iTeach Coach’s members may hinder effective
which provides an iTeach drill, or low-level activities cycle of support using the support (most are
Coach for their building.who (substitution/augmentation Technology Integration Matrix administrators).
supports their personalized levels of implementation) Observation Tool. Teachers
learning initiatives. will be provided with a starting LPES’ implementation of Lucy
point. Calkins’ Reading and Writing
Units of study and its lack of
LPES has a Media Education Teachers do not effectively LPES’ Vanguard Team can innovative tech. practices may
Technology Specialist (METI) make use of iTeach Coach’s support teachers by truly create a disconnect amongst
who collaborates with teachers job-embedded support. coaching individuals using the staff members.
in the media center. Technology Integration Matrix
Observation Tool.
Most teachers use their
classroom equipment (Epson Teachers can be introduced to
projectors/boards, desktop ISTE standards for teachers.
computers, laptops, and iPads)
with ease.
On a basic level, all classroom teachers at Liberty Point use their classroom equipment with ease. They have become accustomed to
projecting materials with their interactive Epson projectors and using their laptops/desktops, and iPads for small group or individual
instruction. Diving deeper, however, their implementation of these tools does not go beyond low-level activities and they are not
typically innovative or student driven. LPES’ KSU iTeach Coach and METI are two skilled individuals who are sorely underused
when it comes to providing collaborative job-embedded support.
This provides a space for teachers to align their pedagogical practices with ISTE standards. The iTeach Coach and instructional team
can lead the work in meshing these two frameworks together to build their value within LPES’ culture and climate. As this takes place,
there will be more interest for teachers to connect with the iTeach coach. LPES has 6 Vanguard members who could also support these
efforts, but they are not fully utilized because of their current administrative workloads. LPES’ use of Lucy Calkins’ Reading and
Writing Units of Study also hinders instruction, because it lacks innovative tech-based strategies.
Liberty Point ranked as “approaching” within ISTE’s Diagnostic Tool. This is essentially due to LPES’ skilled personnel not being
effectively used. Prior to considering implementing innovative strategies, teacher’s mindsets must shift. According to Sheninger,
“technology is infused into the learning environment where the teacher is still employing a direct approach to instruction” (Sheninger,
2014, p. 135). This is definitely the case at LPES. Instructional insight must be maintained with the combination of technology
integration strategies. Utilizing the Vanguard members and instructional technology coach can build capacity within the teachers and
students to create this space for change. The aforementioned staff members can incorporate data from the Technology Integration
Matrix Observation Tool (TIM-O) to drive their support at LPES and to leverage professional learning in the building.
Data Sources:
Sheninger, E. (2014). Digital leadership: changing paradigms for changing times. Thousand Oaks, CA: Corwin, A SAGE Company
Teacher Interviews
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 district offers many online Though there is a professional As coaches train/support School continues to focus on
trainings on their learning learning plan it does not have a teachers, capacity can be district provided/required
platform, Edivate, for teachers heavy focus on technology. established to build adaptive software tools which
to work at their own pace. teacher-leaders who train their will place a divide in
Teachers are apprehensive to peers. implementing innovative
The district offers many attend professional learning practices.
“in-person” trainings for any opportunities that are not Coaches, instructional team,
new district provided/required required or do not focus on and administration can continue If teachers do not see the initial
adaptive software. instructional practices that will to align state, district, and relevance to professional
not be observed. school instructional development, they will be less
The school hires frameworks to ensure cohesion likely to attend trainings or
trainers/experts/professionals to Teachers do not independently amongst departments. designate time for coaching
support with the introduction of continue to implement support.
school-purchased adaptive instructional strategies in the
software tools. absence of the coach/expert.
LPES’ iTeach Coach, literacy,

and mathematics coaches
provide job-embedded
opportunities for coaching,
co-teaching, modeling,
co-planning, and professional
development for teachers.
There is a professional learning

plan embedded within the
school improvement plan.
FCS offers Liberty Point teachers with a variety of professional learning opportunities through their Edivate learning portal. The
school also connects with a variety of experts to train the staff on instructional strategies administration expects to see throughout the
building. The work of professional learning plan that is embedded within the SIP is also led by the CST, literacy/math/iTeach coaches.
LPES’ professional learning plan does not have a heavy focus on technology and teachers are less inclined to add innovative strategies
within their instruction if they’re not being evaluated on it being used effectively. In cases where teachers collaborate with the iTeach
coach, they do not continue to implement the developed strategies in the absence of the coach. To aid this lack of continuity, the
iTeach coach can begin to build teacher leaders who can model for their colleagues and lead the work. Alignment of frameworks
across district, state, and school goals can also support teacher buy-in of seeking ongoing professional learning. The largest obstacle
here is ensuring that teachers see the relevance and effectiveness of using technology. Otherwise, they are likely to continue to see it as
something that is extra or additional to the work they are required to do to ensure student achievement.
The instructional coaches and professional learning team support Liberty Point with ongoing professional learning. With the recent
transition to using Lucy Calkins’ Units of Study, professional develop and coaching cycles supported these relatively structured efforts
to ensure that teachers were able to implement these frameworks with fidelity. Although, teachers were supported with this, there was
little to no alignment with technology which effected LPES’ professional learning essential condition ranking. It is recommended that
the instructional technology coach collaborates with the instructional team, professional learning team, and instructional coaches to
ensure that LPES’ instructional technology needs are met. A perk of having access to an ITC is that they are able to provide
job-embedded coaching support without a need for additional formal professional development sessions. Knight’s Partnership
approach (2007) provides the stage for coaches and teachers to work on a leveled playing field.
Data Sources:
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. C orwin Press.
Teacher Interviews
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?
The district provides a school Teachers do not model The technology team can Teachers are apprehensive
technology specialist (STS) appropriate remain open to all groups and about troubleshooting simple
who supports and troubleshoots troubleshooting/problem can lead support for tech. problems which pushes
technology issues. solving technology skills. troubleshooting small issues them away from using
throughout the school. technology as its deemed
All equipment is up-to-date and Teachers are very slow to problematic.
in relatively good condition. document a need for upgrading
or updating devices or fixing Staff compartmentalizes
The STS is very technical issues. technical issues as being
knowledgeable, quick, and beyond their depth of
resourceful when it comes to Staff does not utilize provided understanding and continues to
finding solutions to technical documents and resources only rely on the support of the
issues. created by the STS to STS.
troubleshoot issues.
The METI and ITC are very
knowledgeable when it comes
to implementing instructional
technology strategies and
supporting very minor technical
issues.
Fulton County’s personalized learning initiatives, SPLOST funds, and local school resources have provided the myriad of technology
tools for teachers and students. The equipment is up-to-date and in good working condition. LPES also has the excellent support of
their school technology specialist (STS) who supports staff members technical issues in an organized and timely manner. Ironically,
with the in-house support of these STS, teachers sometimes allow issues to grow before they submit a request for support. Though the
STS does a fantastic job of communicating troubleshooting tactics for teachers, their perception of issues being beyond their depth of
understanding hinders many from solving small problems on their own. One way to curb the lack of troubleshooting is to continue to
build capacity within the technology club students. Their support and attention to detail could instill independence in the teachers, as
well.
Overall, LPES’ infrastructure consistently operates smoothly and in the event that technical issues arise school-wide, they are handled
promptly.
Liberty Point has effectively dispersed their allotted 1:1 devices and other digital resources within their environment. According to the
results from ISTE’s diagnostic tool, technical support ranks as one of the strongest aspects for LPES. With this in mind, teachers must
begin to take accountability for utilizing personnel and available resources for troubleshooting general issues. Teachers should be
expected and held accountable for knowing the basic functions of the devices they use daily. It is essential to have this knowledge in
order to appropriately model its uses for students.
Data Sources:
Candidate Observations
Teacher Interviews
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 instructional and Administrative team and The instructional technology Teachers may not deem ISTE
administrative teams are teachers are not aware of ISTE coach can host professional standards and digital literacy as
informed about the district’s standards. learning or develop being of major importance and
personalized learning school-based resources to will consider them an
instructional goals. Staff is not familiar with how to inform staff of ISTE standards afterthought if they are not
locate and use ISTE / digital and other digital curriculum embedded within the school’s
LPES’ ITC is well-versed on literacy related resources. resources. current required instructional
ISTE standards. frameworks.
The instructional team can
The METI and ITC collaborate work to align/integrate ISTE
regularly to infuse innovative standards within instructional
strategies and ISTE standards frameworks.
with digital media literacy
skills.
The instructional technology coach, who is well-versed on ISTE standards, and the METI collaborate regularly to infuse those skills
within digital media literacy. Outside of these connections the LPES staff has little to no knowledge of ISTE resources or instructional
frameworks. With the required Lucy Calkins’ frameworks being used, teachers simply do not find the value of adding additional
standards if they are not a requirement. This provides a space for the instructional team and ITC to work to embed/align these
frameworks all while exposing teachers to their benefits. If this does not take place, technology standards will continue to be deemed
as an afterthought.
While Liberty Point has a strong basis for ensuring that teachers are using research-based best practices within their instruction, this
foundation is severely lacking with technology and innovation. As noted, in order for the teachers to see the benefit of infusing
technology, ISTE standards must be aligned within their current frameworks. As it stands, there is not a dedicated plan for assessing
the use of technology literacy at LPES. It is imperative that various stakeholders collaborate to develop the school’s plan which can,
then, be embedded within the school improvement plan.
Data Sources:
Candidate Observations
Teacher Interviews
References
Essential Conditions. (2017). Essential Conditions. Retrieved from http://www.iste.org/standards/tools-resources/essential-conditions
Fulton County Schools Technology Plan (2015). Retrieved from
https://drive.google.com/file/d/178KjMcbZ5CSW_049Ct92pTj-hxZAqwfM/view?usp=sharing
ISTE Standards for Educators, (2018). Retrieved July 6, 2018, from http://www.iste.org/standards/for-educators
ISTE Standards for Leaders, (2018). Retrieved July 6, 2018, from https://www.iste.org/standards/for-education-leaders
orwin Press.
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. C
Liberty Point Elementary School. (2017 August 27). Fulton County Schools Personalized Learning Instructional Model: Liberty Point
ES. Unpublished document.
Liberty Point Elementary School. (2017). Schoolwide improvement plan (SIP) Title I school program (SWP) plan 2017-2018.
Unpublished document.
Sheninger, E. (2014). Digital leadership: changing paradigms for changing times. Thousand Oaks, CA: Corwin, A SAGE Company
Sturgis, C. (29 November 2016). Constructing a Shared Journey of Inquiry, Shared Vision, and Shared Ownership. Retrieved from
https://www.inacol.org/news/constructing-a-shared-journey-of-inquiry-shared-vision-and-shared-ownership/
Appendices
Appendix A:
Appendix B:
Essential Conditions Survey
1. WIthin your current role at LPES, how do you currently support the use of technology with students?
2. What is your current definition of technology integration?
3. Based on your definition of technology integration, how would you rate Liberty Point's alignment?
1 - Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree
4. Within your role at LPES, do you feel empowered to implement or support the use of different strategies that involve
technology with students? Please elaborate on your response, below.
5. Considering groups of diverse learners at LPES, how has technology aided you in supporting these groups of students?
6. If you could create an ideal scenario, how could LPES' instructional technology coach provide support for and your
students/department, throughout the year?
7. What types of professional learning work best for you?
8. What is one of your pressing concerns surrounding how technology is leveraged at Liberty Point?
Appendix C
Parent Survey Questions
1. Are you a parent/caregiver?
2. Where do your child/children range in age?
3. As it relates to technology, have there been moments where the guidelines/requirements for your child's tasks felt beyond your
level of understanding?
4. Have you been put in a position to rely on your child's understanding of the requests of their teachers and how they use
technology to support their learning?
5. Aside from providing clear/explicit directives, what other support would be beneficial to help you support your children as
they work on tasks that involve technology/digital tools?
6. If a service existed where an expert (outside of your child's teacher) was able to come to your home, speak on the phone, or
meet virtually/in public to help you (as the parent) understand how technology supports learning in schools - how would that
help you support your children?

ITEC 7410/EDL 7105 SWOT Analysis Template For Technology Planning Needs Assessment

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ITEC 7410/EDL 7105 SWOT Analysis Template For Technology Planning Needs Assessment

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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,

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

The technology plan can also

ESSENTIAL CONDITION FIVE: Skilled Personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

LPES’ iTeach Coach, literacy,

There is a professional learning

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Essential Conditions. (2017). Essential Conditions.​ ​Retrieved from​ ​http://www.iste.org/standards/tools-resources/essential-conditions

Fulton County Schools Technology Plan (2015). Retrieved from

ES. Unpublished document.

Essential Conditions Survey

2. What is your current definition of technology integration?

1 - Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

technology with students? Please elaborate on your response, below.

students/department, throughout the year?

7. What types of professional learning work best for you?

Parent Survey Questions

1. Are you a parent/caregiver?

2. Where do your child/children range in age?

technology to support their learning?

they work on tasks that involve technology/digital tools?

help you support your children?

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Essential Conditions. (2017). Essential Conditions. Retrieved from http://www.iste.org/standards/tools-resources/essential-conditions