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

What is the current reality in our school?


Name: Chrissia Haughton Semester: Fall 2017

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,


Student-Centered Learning

ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
● How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
● To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
● To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
Technology is used daily by Daily instructional use of Teachers are provided with Some teachers think that
teachers, students, and technology is not consistent. It daily opportunities to technology is too advance for
administration whom all work is not aligned to research-based collaborate with other specific grade levels.
towards student achievement. best practice. teachers in their content
area to discuss technology Some teachers are not
Technology is targeted toward Not all teachers are using tools and other strategies that comfortable using technology
student achievement assessed higher order thinking skills in can be used to engage in fear of not being able to
through the learning tool of every lesson for scholars. students. make a connection with the
Odyssey​. This tool offers core content being taught and
curriculum courses aligned with Real world applications in Modeling of best practices students understanding the
common core math, ELA, content area are not being both from experienced teacher material.
science, and social studies. connected to daily lessons by in specific field and through
Comedy, animated stories, and all teachers. teacher observations. Some are very comfortable
actors are used to deliver with the way things are moving
lessons to scholars from grades and does not want take any risk
K-5 with some advance on changing from what they
electives courses for middle already know.
and high school students.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Summary of Results/Conclusions: ​Based on the diagnostic tool, this was the weakest area at KIPP STRIVE Primary. Technology is
used daily by students and teachers to improve student success but is also conformed to only one tool like Odyssey, which allows
scholars to improve their academics by being introduced to content that they have learned in the classroom. This tool used to monitor
student success has been a great tool for teachers to also monitor student progress and create lessons that promote differentiation for
each student at KSP. Though there is use of technology, daily use is not consistent. The use of technology is not aligned to
research-based practices. Not all teachers are encouraging scholars with higher order thinking skills that can promote student
engagement and growth in academics. The relationship between content area and real world applications is not found through daily
lessons from all teachers. With these analysis being observed some opportunities have arisen to increase student performance in
academics. Teachers who teach the same content are allowed planning time daily to collaborate on ways to improve scholars academic
and how technology can be used for student engagement. Teachers also have the opportunity to view other teachers when teaching to
get a better understanding on how a tool is used. Professional developments are used for teachers to ask questions and practice new
skills in their classroom. With the great opportunities available for all teachers some teachers have their doubts and are not sure about
taking risk and trying something new. Some teachers are unaware of how certain tools are used and the effectiveness it may have on
their classroom. Some teachers lack the skills of technology and may need more help in the area of using technology than
incorporating technology in the classroom.
Recommendations from Gap Analysis: ​This area has lots of room for improvement according to the diagnostic tool and survey.
Student Centered Learning can be improved by integrating more technology for higher academic skills. Researchers believe that
s​tudents are often more actively engaged in projects when technology tools are a seamless part of the learning process (edutopia,
2007)​. If teachers dive in head first on wanting to improve this area of teaching, they will find a more higher percentage rate of
scholars performing on task and on level. Integrating technology can allow students to be more engaged with their learning and
provide feedback for teachers to differentiate lessons for classroom students. Bringing more technology to the classroom will allow
students to build ownership of their work (2007). With allowed planning time, teachers can collaborate on what strategies can be used
to help improve areas of writing, math, and reading. With the appropriate skills used to organize different possible tools to implement
technology, KSP, can become more technology driven and possibly build a more effective data collection to improve pedagogy in the
classroom and the school. Looking at the threats, that will always be there, with time, teachers can build a more comfort level on using
tools that can improve the academics of all scholars.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.
How to Integrate Technology. (2007). Retrieved from ​https://www.edutopia.org/technology-integration-guide-implementation
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

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?
Strengths Weaknesses Opportunities Threats
All teachers, administrators, There is not an official vision More conversation about the Leadership hesitant to
parents, and students along with for technology used in the use of technology so that a implement new vision that is
other community members district or the school. vision can be created. not aligned with the region's
share the same vision for how vision.
technology can be used to There has not been any All stakeholders will be
enhance student learning. strategies deployed to date to involved when creating the Won’t be affected unless
create a research-based shared shared vision. viewed successfully on a
They believe that all of the vision. smaller scale such as an
scholars are 21st century Build a team that can focus on individual classroom.
scholars that urge the need for The conversation of technology just the integration of
technology and have become is rare and implementing more technology. Be content masters
masters at using it. of it is placed on the lower part at the craft of integrating
of the totem pole. technology.
All teachers view technology as
a critical way for improving Discuss what we have and can
be used at the school to help
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
student achievement through improve student academic and
the CCS. increase student engagement.

Evaluation of the shared vision


will be monitored and
discussed twice a year.

Summary of Results/Conclusions: ​At KIPP STRIVE Primary, all stakeholders share the same vision on how effective more
technology can be to improve student learning. They believe that having 21st century scholars provides a platform to introduce
different types of technology integrated education. Teachers all agree on how the use of technology and alignment of the CCS, can
better build engagement and scholars academic. Unfortunately, there is no shared vision plan to produce or implement any of these
changes. No strategies have been put in place to create a research-based shared vision. There is little talk about what can be done and
what should be done. Because of the schools early stages, the use of technology is something they want but must allow time for what
they fit is more important for the school. Holding more conversations on integrating technology and allowing families of the
community to share their input will allow growth in this area. Creating a team that merely focuses on the use of integration technology
will provide research-based strategies to improve the vision at hand. Open discussions on what is already available for the school to
use and what might be needed to help improve in areas of weakness, should get the ball rolling for more technology integration. Once
the shared vision is complete, evaluation of the vision to reassure effectiveness will be monitored twice a year.

Recommendations from Gap Analysis: B ​ ecause a shared vision plan is separate from a school improvement plan, this allows a closer
focus on the task. Since there is no shared vision plan, all stakeholders will need to come together to formulate a vision that they see
best fits the growth of the school. Having a sit down with all stakeholders to discuss the goals of the school and where they would like
to see the use of technology incorporated will allow a clearer vision of what is wanted for the school. Because we are one of many
charter schools in the region, it is best to create a smaller vision for a smaller group, ie grade level. Once that vision is created and
implemented, leadership could see the pros and cons of the skill being used and may feel more comfortable rolling it out to other
grades in the school and possibly reaching out to the region to share the success story found from that one grade level.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.

ESSENTIAL CONDITION THREE: Planning for Technology


ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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.
Strengths Weaknesses Opportunities Threats
The adequate plan to guide There is not a very clear plan Include other stakeholders in Teachers are not aware of the
technology is found in grade for the entire school or for the the technology committee. technology standards.
levels 2 and 4. region.
Technology committee could Time is an issue with extra
There is an hour block of time The tech team is only at meet during allotted planning meetings. Teachers at KSP are
for scholars to use tools that regional level and is only time. dismissed two hours later than
will enhance their academics in available when visits are done most elementary schools.
reading and math. at the school either once a A more detailed technology
month. plan that includes short and
long term goals will be created
The school does not have a by the new technology
specific plan for how to committee, along with specific
address the socio-economic roles for each stakeholder
needs of our families in regards involved in creating the new
to internet access at home. goals.

There is no actual Internet service could be


technology coach position provided to families in need.
at our school, the academic
coach serves both roles.

Summary of Results/Conclusions: ​Because there is no research-based shared vision to improve technology at KSP, there leaves an
open canvas for lots of improvement. Several teachers from the second and third grade team came together to create a tool that
integrates technology for writing workshop. This created a buzz around the school and now other grades are thinking of implementing
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
the same strategy. With the hour block provided for scholars, they are able to continue working on their writing activities and upload
to an online workshop. Even though there is a clear plan of using technology for grades 2 and 3, there should be one for the entire
school but unfortunately there isn’t. There is no technology coach position that could help implement these new skills to other grades.
The classroom teacher would be the initiators for implementing any new form of technology and be monitored by neighboring teachers
and lots of collaboration with teachers that possess the skill of technology. The school does not have a plan for those scholars who may
need assistance getting internet in their homes. Based off some of the weaknesses observed in this area, there still leaves room for
some opportunities. A technology committee that has listened and acknowledged the changes that are needed to better the school’s
technology planning is needed. This committee will include stakeholders from the school and community. Providing a short and long
term goal that is consistently being monitored should improve the planning of technology.
Recommendations from Gap Analysis: ​A possible survey provided to all stakeholders on their knowledge on technology and
integration with education. This survey will allow leadership to see who is willing to take on the role of being apart of the technology
committee. Once the committee is created and roles are assigned, the committee, along with leadership, will meet to discuss goals
from the vision. Collaboration with classroom teachers who may be interested in implementing new skills in the classroom could then
lead to a possible rollout plan that could eventually reach the entire school and then regions to be approved by all KIPP schools in the
region. Within the committee, members will collaborate with other teachers and inform them on the technology standards to assure
alignment with CCS, and Eureka, a math program used and Wheatly an ELA program used. With the amount of time spent in the day
it can be very stretched out for additional planning time. A skype group will be created for members of the technology committee and
time will be allocated for meetups. Online collaboration can take place on several tools provided for this area of communication
between colleagues.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.

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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
● 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
Every teacher and No 1:1 devices for all students. Technology committee or Some teachers are still not
administration have access to coach introduce educational using the technology that could
their own laptops. Students do not have personal online tools that can improve help build the foundational
accounts for educational online student engagement in skills of technology.
Every classroom has access to tools. academics.
five iPads. Access to the computer lab is
iPads or laptops do not go Provide workshops for parents not available when needed.
Every grade level has access to home with students. and scholars on being safe
a set of laptops that can be when using the internet and Communication of specific
shared amongst the classes Large window makes viewing other online tools. tools are limited between
within the grade. projector image unclear. administration and classroom
Seeking educational apps for teachers.
Projector found in every Students don’t have free access iPads and computers so that
classroom. to computer lab. students can build their
academic skills.
Ladybug projector for each Apps on computer lab and
classroom. iPads are limited to student Allow girls students to use
engagement and academic. more tools and possibly create a
Computer lab with class set of girls coding club for after
desktop computers. Students and families do not school.
have access to computer lab.
Parent/student lab will be
No web blockage is found on opened to those who may need
schools network. access to perform appropriate
tasks online. Before and after
Technology is used more for a school hours.
behavior fix rather than an
academic use.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Behavior issues are found more
in boys than girls, which allows
more boys to use tech tools
than girls.
Summary of Results/Conclusions: ​Here at KSP there are many different forms of technology that are being used daily. Both student
and teachers have access to laptops and can use them for creating projects and mastering skills needed in the future for college and
beyond. With all the tools that are available for everyone’s use, there are some areas that need some attention. Though iPads and
laptops are provided for students, they are only used for about 30 minutes in an entire eight hour day. Student’s are not allowed to take
tools home and there are limitations on apps found on the iPads. Technology should be used as a form of resource to continue
education, but here, it is used as an incentive and time is limited when using it. More boys are using the tools than girls because of the
positive incentive provided after specific feedback is given for a behavior that is not likely to happen with scholars who work
diligently throughout the day. Moving forward to better the use of technology, members from the technology committee should
research more educational apps for iPads. Workshops for both parents and students on tech ethics and safety. A possible coding club
for girls to improve their excitement in technology. Providing time for parents and students before and after school on the computer
should have a great impact on community and school relationship and close the gap from not having access at home to having access
at all.
Recommendations from Gap Analysis: W ​ ith some of the tools that are available for student and teacher use, some tools are only
available at a certain time. At the moment the computer lab is only available by created schedules made by administration. Certain
grades may not have access during a semester while others may have access. This limits the amount of equity found for technology.
Allowing the members on the technology committee to create an appropriate schedule that will allow all grade levels and classes to
have access to the computer lab throughout the week or possibly the day could increase usage of the desktops. Providing professional
development on apps and or tools that can be used to increase the usage of technology will allow teachers to feel more comfortable
teaching outside of their comfort zone and be more familiar with using different forms of technology.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.

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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
● 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
Most teachers are skilled in the 77% of teachers need assistance Technology committee member Administration is hesitant on
use of technology appropriate with troubleshooting of most will assist teachers with using tools asked to be
for their job responsibilities and technical issues. troubleshooting for most implemented. It isn’t
use technology daily. technical issues. encouraged to use which in
Only 33% of teachers seek out turns prevents other staff
Teachers collaborate with new research based skills to Members from technology members from using the new
others via email and have implement in their classroom. committee will promote tools or implementing new
gradually moved to mobile research based skills that can be skills.
communication via Groupme. 35% of teachers would jump implemented in classroom
right into something new and lessons. Funding to provide training for
More than half of the teachers implement in the classroom. personnels may be limited.
population knows how to use Professional Development
different forms of technology The technologist personnel on courses will be seeked out from
such as Microsoft PowerPoint, site has not been trained in administration for technologist
Excel, Prezi, and several apps, educational technology but personnel and other members
in the classroom. knows a lot about technology. from the technology committee
and other volunteers to receive
to improve their learning on
integrating technology and
using different skills.

Summary of Results/Conclusions:​ At KSP most teachers are skilled at using different forms of technology. As a school,
communication has migrated from the laptop to mobile devices. Teachers and other staff members have built a community via the app
GroupMe for after work hour alerts. Most of the teachers at the school know how to use Microsoft Word, Powerpoint, and Excel.
Other presentation forms like Prezi and Google Presentation. Many other apps and tools are known how to use but are not
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
implemented in the classroom. Less than half of the teachers population seek out new tools that can be used for academics. Only 35%
of teachers are willing to try something new using technology. If seeking help while on the school site, teachers are able to
troubleshoot any technical issues on their own but lack the support of the technologist personnel because of limited training. Lots of
room for opportunity in this area. With the members from the technology committee, help with troubleshooting for technical issues.
Professional development lead by members of the technology committee or tech coaches will be provided for staff members to use the
new tools and build confidence in using them in the classroom. Administration will allow training for dedicated members to learn and
return to school with an implemented PD on the new skill, strategy, or tool from training.
Recommendations from Gap Analysis: B ​ ased on the diagnostic tool, this was a beginning area for KSP. While it was a strength there
were also rooms for improvement. Because members of administration don’t use the recommended tools for their staff members, daily
check ins will be administered by technology member. Allowing administration to know the ins and outs of a tool will build
knowledge that could carry over to the staff members that are using the tool. Daily check ins and mini lessons for team members
should build the comfort level and allow teachers to become masters at the provided task. Because we are a Title I school lots of funds
are provided for the school. According to research, t​ ​he responsible team must have some background knowledge: knowledge about the
current trends, skills necessary for the twenty-first-century learner, and state and national standards are among the many topics
(Lanclos, 2006).​ If a shared vision is developed for school improvement, funds could go towards additional training for teachers and
other staff members to gain more background knowledge.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.
Lanclos, P. (2006) Creating the Vision: You need to know the Trend. Teacher Leadership. Edutopia. Retrieved from
https://www.edutopia.org/creating-vision-knowing-trends​.

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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
● 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
KSP has professional Not many sessions are More teachers will be Funding is an issue to provide
development once a week. All technology related. introduced to the GaETC outsource training for teachers.
staff members attend to assure conference and its benefits to
they are all on the same page Teachers do not know about the include technology in Timing will also be an issue.
and are consistent with the GaETC conference or show classroom lessons. With the use of technology,
education of the scholars. little interest in attending. more time is needed for
More professional practice and would take away
Some sessions begin with a developments will include from additional planning time.
whole group and branch off technology topics on software
into sections so that teachers or tools that can be used for
can collaborate on specific lesson in the classroom.
content areas.
Members from the technology
Administration is present and committee will create schedules
actively involved in all for tech coaches to monitor
sessions. teachers on progress of new
strategies or tools implemented.
Some sessions include all
schools in the KIPP METRO A wiki space could be created
area in Atlanta at one location to house all resources and tools
monthly. that help use the tools
integrating technology.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary of Results/Conclusions: ​According to the diagnostic tool, this area was an approaching area. Sessions are provided weekly
and consist of whole group and sub-groups that focused on content areas. There is a 98% rate of attendance for all sessions. All
administration attend all sessions and are very involved during these training sessions. Some sessions include primary and sometimes
the entire KIPP METRO group. Though we have professional development weekly, the sessions consist of topics that rarely cover
technology. Teachers and other staff members are unaware of GaETC conference which allows teachers from across the state to be
introduced to new and innovative tools that can be used to integrate with education. The conference allows teachers to share their
findings on tools or different strategies that have been successful in their educational career. Lots of opportunities arise from this area
of growth. With a designated tech member, teachers will be aware of the conference and possible tools discussed from previous
conferences. These tools may be discussed in future professional developments sessions. Members from the committee will be
responsible for monitoring teachers as they incorporate new strategies discussed in professional developments. Creating a wiki space
for all teachers to upload and use others resources to maintain stability on how to use specific tools or strategies provided from the
professional developments.
Recommendations from Gap Analysis: B ​ ecause this is an approaching area for KSP, there is room for growth. If funding is going to
be an issue, money should be set aside for next years attendance. Funds that are granted to the charter school can be geared towards
members of the technology committee that can digest the information provided from the conference and interpreted to other teachers
that can implement new skills in the classroom. Once teachers are exposed to different forms of technology and have found time to
gather their thoughts through collaboration and brainstorming, time could be spent implementing practices.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.

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?
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Strengths Weaknesses Opportunities Threats
Data manager is available when There is no actual position Technology leadership will be Not all tech staff members
needed to upgrade or change for an instructional awarded to staff members with know how to troubleshoot
any information that was added technology coach/specialist. appropriate training in issues on their know and need
to the data tracker from educational technology. extra assistance to do so.
Microsoft Excel. Additional training is needed
for support on upcoming tools Tech support email group will
Help is provided from current used from the shared vision be created for staff members to
staff members in the technical created by the new technology use when help is needed for
support area. committee. troubleshooting.

Summary of Results/Conclusions: ​According to the diagnostic tool, this area was also approaching. At KSP, some of the strengths
were found from the data tracker created by the school's data manager. Tools such as Microsoft Excel is used to collect data and
translate to weekly progress reports for parents to view in newsletters. If help is needed there are staff members available for technical
support. With those strengths there is room for growth in areas of additional training that is needed to support future tools. With no
actual position for an instructional technology coach or specialist, opportunity for those who possess a technology background is
available. Additional training for those staff members to build knowledge on technology education. A suggested tool of a support
email group will be created for staff member to express their needs during classroom hours. This could also be extended to the app
GroupMe, a mobile app used greatly within the KSP family.
Recommendations from Gap Analysis: W ​ hile it seems there is a great strength in technical support from the current staff members
that are available at KSP, there is a great need for a technology coach. I recommend leadership seeking out their current staff members
of those who share the ability to abide all ability of a coach. Selecting a team of 5-6 people that will dedicate time and research many
resources that other staff members can use for different tasks involving technology. This way, administration will feel more
comfortable providing training to those staff members who understand the material and ISTE standards for integrating technology in
classroom lessons. Once the members are seeked out, a designated group will be available for other staff members who may need help
with technical support. The utilization of tech support can be used from the group of people that could help in this area.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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
There are some digital Most teachers and students and All teachers, students, and Some teachers and parents are
curriculum resources available parents are not aware of student parents will become more not as supportive to using
to teachers. technology standards. aware of the technology technology in the classroom.
standards.
Technology literacy is not Teachers may not want another
When used, technology assessed Training will be provided for set of standards to follow or
standards are aligned to content teachers on the ISTE standards may not understand how to
standards. and how to align them with incorporate the standards within
content standards. the classroom.

Summary of Results/Conclusions: ​Though most educators, parents, and students are not aware of the student technology standards,
some are aware and know how to align the standards with content standards. There are some digital curriculum resources available for
teachers, but not enough build a norm for the school. When using technology standards, literacy is not assessed. This leaves room for
opportunities that may help build the knowledge of the standards for both teachers and students. All teachers and students and parents
could become more aware of the technology standards through provided weekly newsletters that are sent home. A specific task or
assignment could occur at school and students and parents could learn which standard the assignment fell under. Additional training
will be provided for teachers on the ISTE standards and how to align them with the content standards. The teachers may not be as
excited with additional training, it is vital in order to incorporate technology in classroom lessons. Providing this training will enhance
the knowledge of most teachers and allow teachers to be content masters at the craft of integrating technology with classroom lessons.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Recommendations from Gap Analysis: I​ believe it is very important to let our teachers understand the standards, so integrating
technology could be an easier task. Most teachers already use technology in the classroom for numerous reasons and lessons. Knowing
what they do aligns to a research base standard will justify why they are teaching with specific tools or strategies. According to the
ISTE, “​technology is best able to enhance learning when educators use it intentionally within the adopted curriculum”​. ​Once teachers
are aware of the standards, aligning them to content standards will be more at ease. Teachers will soon be able to assess the literacy of
technology and how it was used for an assignment. The teachers at KSP are new to understanding the content standards and learning
more standards may be a bit overwhelming, but I believe monitoring teachers while they use the different forms of technology and
then checking back in with teachers letting them know what standards they used, could help them understand that they probably was
already using the standard to begin with. This process should alleviate any stress of learning more standards and just becoming more
aware of which standard was being used and could be used for future lessons.
Data Sources:
What about Technology Survey for Teachers at KSP (Created by Chrissia Haughton,​ Results​)
ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool ​Results​.

References

ISTE Standards for Educators. (2017). Retrieved from ​https://www.iste.org/standards/for-educators

ISTE Lead and Transform Diagnostic Tool ​Results​.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks,
CA: Corwin Press.

Lanclos, P. (2006) Creating the Vision: You need to know the Trend. ​Teacher Leadership.
Edutopia.​ Retrieved from ​https://www.edutopia.org/creating-vision-knowing-trends​.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Appendices

Appendix A:

Appendix B: ​What about Technology


Survey
Results

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