ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

Name: LaShaun Lovett Semester: Spring 2020

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
● Bradwell Institute is a ● Technology use in the ● An abundance of ● Most student
part of a district that classroom is not technology is available technology use is not
has 1:1 iPad usage in consistently aligned to be tested and utilized aligned to
each of its high with research-based by students and research-based best
schools. Each teacher best practices. teachers to transform practices that would
also has a total of 5 ● Teachers and students classroom instruction support a deeper
iPads in their class, 1 lack the necessary on a daily basis. understanding of the
teacher Macbook, digital literacy training ● Most teachers content.
teacher iPad, Apple TV to better assist with the incorporate some form
and 1 Recordex board use of the technology of technology in their
per class/teacher. that has been made lesson each day.
● The school district has available.
created its own App
Store that provides
students and teachers
access to educational
technology tools to
further supplement
student learning.
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

Summary of Results/Conclusions:
While the Liberty County School System (LCSS) has equipped Bradwell Institute with 1:1 technology access for its students in
addition to an abundance of resources for its teachers, these tools are not being used at their potential due to the lacking or limited
training available for teachers. In total, 10 out 0f 14 of the essential conditions were at the beginning level while only one condition,
Equitable Access scored 53/100, ranking in the Meeting category while Student-Centered Learning scored 25/100. Training needs
to take place to help teachers and students learn how to properly utilize the tools and strategies LCSS has access to. Teachers need
the opportunities to attend informative PD where they can learn how to better transform their instruction through the integration of
technology in the classroom using more research-based strategies. This PD should ensure that teachers are learning how to
transform their classrooms into environments that are conducive to 21st Century learning that allows students to create, collaborate,
and communicate all while building their critical thinking abilities needed to move forward into society.
Recommendations from Analysis:
In order to ensure the effective use of technology in the classroom with instruction that is research-based, both teachers and students
need to be included in training or PD that would address the effective use of technology in the classroom. Additionally, teachers
should not be required to solely build these skills during non-contracted hours if the intention of the district is to have these teachers
use the skills during contracted hours. Once a few teachers are trained, what these teachers have learned can be redelivered at the
department or content level.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology Plan

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 b​ elieve​ 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?
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

● 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?
Strengths Weaknesses Opportunities Threats
● A district level vision ● Teacher’s vision for ● School governance ● Lack of teacher buy-in;
for technology use has technology in their team exists to allow for several educators do
been made available classroom is different collaboration among not see technology
and is accessible from from teacher to teacher. stakeholders to actually integration as a
the LCSS website for ● No shared vision create a technology component to actually
the general public. between stakeholders. plan that integrates a improve student
● Individual teacher’s ● Some teachers do not shared vision that is achievement.
vision for technology believe technology in research based. ● Inconsistent PD for
and use of technology the classroom is teachers.
are mostly essential to improving
research-based. student achievement.
Summary of Results/Conclusions:
ISTE Diagnostic Tool results indicate the Bradwell Institute falls in the beginning categories with a score of 41/100 as it relates to
the Shared Vision Essential Condition. While Bradwell Institute has a technology plan and vision for technology, this plan and
vision is not collectively shared by teachers and other stakeholders as a whole. When asked, most teachers indicate not feeling
included in the decision making process as it relates to planning of PD and other school level decisions.
Recommendations from Analysis:
Teachers should be provided with meaningful PD so that they are able to see and understand the benefits of technology in the
classroom as a means to improve student achievement. Additionally, all stakeholders should have input in a school/district’s
technology plan, this input should also be evident in the plan.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology Plan

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?)
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

● 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.
Strengths Weaknesses Opportunities Threats
● LCSS has created a ● LCSS’ technology plan ● LCSS has a significant ● Without an effective
Technology plan for does not address number of students plan, teachers who
the entire school diverse populations who come from have not had exposure
district. specifically. low-income families, to adequate training
● LCSS does not have a the district could write may not be utilizing the
collective plan to grants or find other technology tool in a
effectively guide funding to aid with way that transforms
technology in the students having access instruction to that of a
classroom specifically. to high-speed internet 21st Century
outside of school. classroom.
Summary of Results/Conclusions:
ISTE survey identifies that Bradwell Institute/LCSS scores a 7/100 with regards to trained personnel and 51/100 for Implementation
Planning which verifies that all stakeholders do not have a say and that there is no systematic plan aligned with a shared vision for
school effectiveness and student learning within the district. To ensure proper implementation of ISTE Essential Conditions for
technology integration for learning, an outside audit should be conduct to aid the district to addressing its strengths and weaknesses
Recommendations from Analysis:
To ensure proper implementation of ISTE Essential Conditions for technology integration for learning, an outside audit should be
conducted to aid the district to address its strengths and weaknesses. Additionally, to better serve students from low-income families
or students who do not have regular or consistent access to high speed internet, LCSS could seek grants or other funding to aid with
students having access to high-speed internet outside of school.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System 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:
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

● 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?
Strengths Weaknesses Opportunities Threats
● LCSS and Bradwell ● Teachers have not been ● LCSS has the potential ● Limited teacher buy-in
Institute are 1:1 with effectively and to dramatically change for those teachers who
iPads for all students consistently trained to the learning may have little to no
from 4th grade to 12th utilize the majority of environment for both interest in using
grade. the resources they have teachers and students technology.
● Elementary level access to. through meaningful ● District discourages
teachers have ● Due to limited to not technology related PD teachers from
classroom sets of iPads. training, most that would better assist participating in PD that
● Each teacher at technology tools in teachers with effective would result in lost
Bradwell Institute has 5 LCSS go unused. integration of instructional time.
classroom iPads, 1 technology in their ● Teachers are
Macbook Pro, 1 instruction. encouraged to
Teacher iPad, 1 Apple participate in PD
TV and a Recordex during non-contracted
board. work hours.
● Students and teachers
have access to LCSS
ran and supported App
Store (Self Service)
where various
technology tools are
available at no cost.
Summary of Results/Conclusions:
Of the 8 Essential Conditions Bradwell Institute/LCSS in meeting the Equitable Access (53/100) standard within the school
however, there is no accountability for students lack of access to high-speed internet outside of school. Students have access to a
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

public library in close proximity to the school that provides Wi-Fi, this does not benefit those students attempting to work from
home. Additionally, LCSS does not offer consistent PD for teachers to ensure effective use of the technology tools available.
Recommendations from Analysis:
Research funding opportunities to help bring internet access to low-income populations. Provide teachers with adequate PD during
and after contracted school hours.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology 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​.)
Strengths Weaknesses Opportunities Threats
● Approximately 80% of ● Teachers need ● Bradwell Institute has ● Omission of
teachers and staff are consistent training to more than enough technology integration
proficient in the use of help them learn how to resources and standards and
basic technology at take the resources they knowledgeable, willing accountability for
Bradwell Institute and have access to the next teachers to implement technology use in day
incorporate some use level so that the research-based to day instruction
of technology in their learning environment is instructional strategies reduces the likelihood
instruction on a weekly transformed by the to meet ISTE that teachers are
basis. technology rather than technology standards effectively using
● Teachers at Bradwell solely being a for education. technology in their
Institute have access to component that would ● Knowledgeable and instruction.
various technology bring the same result willing support teachers
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

tools and resources that with or without the could help teach less
could be highly technology. skilled teacher to better
beneficial to utilize their available
instruction. technology in PLCs.

Summary of Results/Conclusions:
Through departmental and interdepartmental conversations, some teachers have identified having little to no use of technology in
the classroom due to their own personal level of knowledge and comfort regarding certain technology tools. Teachers are rarely
given the opportunity to seek professional development regarding technology but are encouraged to utilize other knowledgeable
teachers as well as schedule time to meet with the Technology Coach when they are on site at Bradwell.
Recommendations from Analysis:
Identify the strengths and weaknesses of each teacher with regards to technology. Allow teachers to create their own PLCs based on
their own instructional needs in their content areas. Allow teachers the opportunity to teach other teachers how to best utilize
technology in the classroom.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology Plan

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?
Strengths Weaknesses Opportunities Threats
● As it relates to ● No regular professional ● Knowledgeable and ● Little to no attention to
technology, teachers learning opportunities willing teachers exist professional learning to
participate in informal that would support and better assist with the
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

professional learning centered around assist other teachers if integration of

opportunities with technology. sufficient time and technology in the
other teachers on their ● Although teachers have focus was available. classroom may lead to
own time. bi-monthly meetings at ● Support systems exist misuse of technology,
the faculty and among teachers; classroom management
department level, there Teachers currently and concerns or lack of care
have not been any PLC informally assist each or interest among
meetings specifically other with technology students when utilizing
addressing technology concerns when needed. technology for
in general during the instructional purposes.
2019-2020 school year.
Summary of Results/Conclusions:
Currently, there are several teachers at Bradwell Institute that serve as “Go Tos” for certain technology platforms which reflects in
Bradwell’s “Approaching” status with regards to the Ongoing Professional Learning (43/100) essential condition. With more
attention to and identification of skilled teachers willing to assist other teachers, the district and school could save time and
resources by allowing teachers to meet more frequently in PLCs specifically geared toward enhancing the use of technology for
instructional purposes.
Recommendations from Analysis:
Similar to grouping students to allow them to communicate, collaborate and often times teach each other, peer coaching among
teachers has been seen to create a more positive outlook among teachers when it comes to learning to integrate technology in the
classroom (Barron,Yendol-Hoppey, 2009). Bradwell Institute has the resources and enough knowledgeable and willing teachers to
create PLC groups where weekly technology courses are available for teachers to better assist with utilizing the abundance of
technology available.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology 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?
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

● 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?
Strengths Weaknesses Opportunities Threats
● District offers ● Technical assistance ● Basic technical issues ● Technical Support
insurance for student with technology and all are most often user personnel are usually
iPads. other digital resources errors that could be available once per
● Onsite repair options are readily available on resolved long-term with week however, this
for minor issues are campus. Once a work regular training and individual is usually
available. order is submitted, assistance with the backlogged with
● Technical assistance teachers are expected to available technology teacher and student
for basic issues (not wait at least one week tools (iPads, Macbooks work orders.
always instructional) for assistance that goes and Apple TVs).
can be requested via beyond basic technical
email and assistance support.
will arrive within 1-2 ● No loaner devices are
hours. available for student
● Basic technical issues iPad that are broken,
are usually resolved lost or being repaired.
upon request for
support.
● iPad repair and status
log is kept, updated and
shared with teachers
daily.
Summary of Results/Conclusions:
Bradwell Institute ranks at the “Approaching” level with regards to technical support (51/100) as there is onsite and somewhat
immediate assistance for both staff and students who are experiencing basic technical support issues. More extreme issues require
teachers to submit work orders and students must surrender their devices to Media Specialists without receiving loaner devices.
Repairs or technical support for more extreme issues will take a minimum of one week to resolve however, loaner or replacement
devices do exist for staff. Under regular circumstances, a technical support member is available onsite at least one day each week.
Recommendations from Analysis:
To ensure continuous use and no loss of instructional time, loaner iPads could be made available for students. Additionally,
sporadic training on proper use of available technology tools at Bradwell Institute could reduce the need for basic technical support
as teachers and staff will be equipped to resolve their own issues or be least likely to have issues with their devices. The intention is
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

to reduce the number of devices that need attention or repairs to help further decrease the resolution time for major technical
support issues.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology Plan

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
● To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students)
● Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day
instruction and not teach technology as a separate subject?
● To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/CCS as appropriate?
● How is student technology literacy assessed?
Strengths Weaknesses Opportunities Threats
● Liberty County School ● Teachers are not aware ● In the Liberty County ● Majority of students
System has an that the technology Technology Plan, the and parents are not
abundance of standards standards (ISTE) are Technology aware of technology
based digital said to be specifically Department is said to standards for students.
curriculum resources aligned to content “develop trainings with
available for teachers standards that are ISTE Standards in
to integrate in their accessible to all mind to ensure that
instruction (i.e iCivics, teachers. we are preparing our
BrainPop) students, teachers, and
● LCSS’ technology plan administrators.”
specifically addresses ● LCSS has a plan to
technology/information address and increase
literacy as an action student achievement
that Media Specialists through
across the district adopt technology/information
to improve student literacy that includes
achievement. collaboration between
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

teachers and Media

Specialists.
Summary of Results/Conclusions:
Collectively, LCSS and Bradwell Institute have a technology plan in place with portions of it being effectively and actively
implemented however, these plans are not collectively implemented among all teachers and staff, where applicable. With little to no
community or parental involvement, most parents and students are unaware of the basic educational standards let alone student
technology standards. This is evident in an Engaged Communities ranking of 15/100.
Recommendations from Analysis:
Including all stakeholders in the decision making process is highly imperative however, when this is not an option, stakeholders
should be made aware of the plans and decisions that have been made to ensure proper and effective implementation. Although
LCSS mentions having a Parent Technology Academy, these resources, if available should be more prominently advertise to both
students, teachers and parents. One of the major concerns is collective awareness with regards to available resources for students,
teachers and parents as well as policies and plans that have been created. Districts must ensure that policies and plans are created to
actually be shared with stakeholders and implemented with fidelity among staff to aid in meeting the intended goals.
Supporting Sources: I​ STE Diagnostics Tool Results, Liberty County School System Technology Plan
 ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

References

Ann E. Barron, Kara Dawson & Diane Yendol-Hoppey (2009) Peer coaching and technology integration: an evaluation of the
Microsoft peer coaching program, Mentoring & Tutoring: Partnership in Learning, 17:1, 83-102

Liberty County School System (2018) Instructional technology plan ​https://www.liberty.k12.ga.us/pdf/ITPlan.pdf

Appendices

Appendix A: ISTE’s Lead and Transform Diagnostic Tool Results