ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school? Name: Leslie C Jackson Semester: Spring 2018 ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based, Student-Centered Learning ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning. Guiding Questions: • How is technology being used in our school? How frequently is it being used? By whom? For what purposes? • To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs, CCSs)? • To what extent is student technology use aligned to research-based, best practices that are most likely to support student engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices? Strengths Weaknesses Opportunities Threats
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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: Leslie C Jackson Semester: Spring 2018
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based, Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions: • How is technology being used in our school? How frequently is it being used? By whom? For what purposes? • To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)? • To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices?
Strengths Weaknesses Opportunities Threats
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Technology is used daily by administration, teachers and students for daily tasks, assessments and PBL. Students are 1:1 and use technology at school as well as at home for assignments.
Student technology is used daily and it aligns to the Georgia Learning Standards (GPSs & CCSs). Response to Intervention (RTI) is scheduled daily for 45 minutes; students use Redbird, Fastbridge and MasteryConnect. These platforms provide supplemental instructional materials for students to complete at their own pace.
Some teachers use technology for a deep understanding of content and transfer of knowledge. They take academic risks, explore new ideas and engage in higher-order thinking activities.
RTI platforms(GPSs & CCSs) are not updated frequently enough to tailor each student’s individual needs.
All teachers are not comfortable using the technology to assist students.
Students are not engaging in a deep understanding of content. They are clicking through the assignments just to finish.
Day-to-day instruction is not aligned to research based on best practices. Teachers are teaching the curriculum but it is not always the best technology platform.
Tech Thursdays are a PD opportunity offered the 1st and 3rd Thursdays for teachers during their planning; it is completely voluntary. It is a chance to learn and explore new technology platforms and apps to enhance instruction.
As the KSU Tech coach, I am able to co-teach, co-plan and model technology; by department or individually.
Sandtown’s Personalized Learning Team actively researches innovative solutions to support student engagement.
Some of the teachers think that technology is too difficult to implement and they are resistance to change.
Some teachers would rather use paper, pencil and textbooks instead of innovative technology.
Some teachers feel overwhelmed with other school initiatives and feel that technology is just something else to do.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Summary of Results/Conclusions: Sandtown Middle School has many technology advantages: the students are 1:1, RTI technology supplements learning deficits on a daily basis, and many of the teachers implement the GPS & CCS Standards by using engaging technology. Weaknesses include: not enough individualized student support using the platforms, the teachers are doing minimal because they don’t understand the platform, the students aren’t emerging themselves in the instruction, and teachers are not aligning the best technology to their content area. There are many technology opportunities: Tech Thursdays are offered twice a month for teachers, I provide tech coaching to departments and individually, and the Personalized Learning team provides innovative solutions for tech use. The threats at Sandtown have the potential to cause damage to the successful technology initiatives. Teachers that are resistant to change are finding difficulties implementing technology. Tried and true methods tend to overshadow new technology engagements and teachers will not even try new technology. Many of the teachers feel that there are too many school initiatives and technology is too frustrating.
Recommendations from Gap Analysis: Sandtown has numerous good technology strengths and opportunities; but the weaknesses and threats could result in detrimental damage to student achievement, if not addressed. “Teachers don’t resist new ideas as much as they resist the suggestion that they are not competent and they need to be helped or improved” (Knight, 2007, p. 69). Teachers who are not adopting the technology use will need a different strategy for implementation. As the technology coach, I will focus on teachers that require the most assistance. I will allot more time to model, co-plan and co-teach with those individual teachers. I will not make assumptions as to why they aren’t using the technology; I will focus on positive implementation. The technology platforms in RTI needs to be updated regularly in order to align with Research-based best practices. Individual student assignments should be tailored to their specific learning needs. All students need to be actively monitored while using technology, to ensure they understand and complete the assignments correctly. As stated in Fulton County’s Instructional and Information Technology Strategic Plan(2015), teachers will employ the flexibility and power of technology to enable standards-based, student-centered, personalized learning for all FCS students. All day-to-day technology instruction should be reviewed for best practices and effectiveness.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Data Sources: • Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update. Retrieved from http://
www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf • ISTE Lead & Transform Diagnostic Tool, see Appendix A • Individual Teacher Interviews • Knight, Jim. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. SAGE Publications. Kindle
Edition. • Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/
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
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Strengths Weaknesses Opportunities Threats
There is an official vision for technology in Fulton County Schools; it is aligned to ISTE standards. Stakeholders are aware of resource selection. FC Tech Plan’s vision is to equip and empower responsible and productive citizens.
Most administrators and teachers view technology as critical for improving student achievement of the GPS/CCSs.
Sandtown does not have a technology plan for the school. Teachers implement what they seem is appropriate for their content.
Teachers do not feel supported by administration
Some teachers do not view technology as a motivation for digital-age learners.
The administration has not created a research-based shared vision.
Teachers believe that technology can be used to improve student achievement.
Teachers will be aware of Fulton County’s Tech Plan. This will align the district’s vision with teachers’ instruction.
Yearly tech evaluations by teachers, parents and administrators, will improve student achievement.
All stakeholders (specifically students, parents and community members) are not aware or involved with the shared technology vision.
Summary of Results/Conclusions: The greatest strength is the district level of Fulton County Schools’ tech plan. It is aligned to ISTE Standards for students, teachers, and coaches; administrators and stakeholders have compiled a collaborative vision to prepare students for tomorrow’s workforce. Many Sandtown teachers enjoy learning and implementing new technology, especially since the students are 1:1. Consequently, an opportunity for the teachers is the unknown district plan and the absence of a local level tech plan. Teachers and departments are implementing their own tech vision without the proper guidance; without an annual tech plan or assessment at the local level, there is no way to evaluate successes, weaknesses or needs. The largest threat is the lack of stakeholder input; no one is aware of their technology vision or expectations. Teachers, parents, students and community members are the missing piece of the shared vision; the only input is from the administration and district level staff.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Recommendations from Gap Analysis: The Shared Vision from ISTE(2018), serves as the driving force behind a technology implementation plan — but it’s not formulated and disseminated from the top down. Rather, a shared vision arises from the collaborative voices, goals and values of the educators, support staff, students, parents and community members within the system. Currently Sandtown is not adhering to the district plan nor does it have its own. The first step would be a mandatory review of the district plan for all staff. The second step would be creating a research-based vision for technology, that adheres to the district plan, and leads to improve student achievement. All stakeholders should be involved in strategies, development and an assessment tool for effectiveness. Strategies used to create a research-based vision would include: a simple survey, graphics, images, statistics and face to face meetings. Annual evaluations will provide student success rates and areas of improvement.
Data Sources: • Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update. Retrieved from http://
www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
standards/essential-conditions • ISTE Lead & Transform Diagnostic Tool, see Appendix A • Individual Teacher Interviews • Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources.
Guiding Questions: • Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into
SIP?) • What should be done to strengthen planning? • In what ways does your school address the needs of diverse populations in the school or district to include how race,
gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.
Strengths Weaknesses Opportunities Threats
The district has an adequate technology plan.
Sandtown has a Personalized Learning team that includes an Administrative Assistant, the METI, Tech Specialist and the KSU Tech Coach
Sandtown does not have an adequate plan to guide technology.
The technology needs of diverse populations are not addressed in the School Improvement Plan(SIP) or the District Level Plan.
Teachers are unaware of the district technology plan.
Diverse populations are not promoted in STEAM or digital content activities.
All stakeholders must be included on the Personalized Learning Team
A research-based technology plan should address the needs of diverse populations in the school; this is an opportunity to strengthen planning. This includes race, gender, socio-economic and geographic diversity.
Reduced rate internet should be offered to lower economic students.
Many teachers are resistant to learning or utilizing technology.
Students from low socio-economic backgrounds may not have access to high-speed internet or other critical 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: Strengths in Condition Three include the district’s technology plan and the Personalized Learning team at Sandtown. These are driving factors to “provide a detailed roadmap for reaching critical milestones within the initiative” (ISTE, 2018). There are numerous weakness; the school does not have a local technology plan, teachers are unaware of the district plan, and diverse populations are not addressed at the district level or SIP. There are opportunities for growth: including the stakeholders on the personalized learning team, creating a tech plan that encompasses diverse groups and offering reduced rates for high-speed internet. The first threat in planning are teachers who are resistant to implementing technology no matter what opportunities and initiatives are presented. Another threat are the students from low socioeconomic backgrounds; they may not have Internet or other critical technology required for at home use.
Recommendations from Gap Analysis: According to the ISTE Shared Vision (2018), there should be an implementation plan with an explicit description of how technology will be deployed to meet educational goals. There should be long term and short term goals, a detailed roadmap of goals/accomplishments, important milestones/timeline and a division of responsibilities. The first step should include all stakeholders on the Personalized Learning team; this will include everyone’s vision and learning resources. The Personalized Learning team will create an adequate tech plan that meets the needs of all diverse populations. The new local tech plan should be shared with all staff as well as the district plan. Teachers who are resistant will be provided individual assistance by the KSU Coach. Students with disadvantages should be provided adequate tech resources and who to contact for additional resources.
Data Sources: • Georgia Department of Education. (2016). Division of School Effectiveness | School Improvement Plan. Schoolwide Improvement
Plan(SIP), 1-40. Retrieved January 28, 2018. • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
standards/essential-conditions • Individual Teacher Interviews • ISTE Lead & Transform Diagnostic Tool, see Appendix A • Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions: • To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning? • To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning? • What tools are needed and why? • To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required) • Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths Weaknesses Opportunities Threats
All students have a Dell Latitude device; Sandtown is 1:1 and students take their device home
Students in MOID classrooms have assistive technology to aid with instruction and daily communication functions
Sandtown has 3 PC computer labs, 1 MAC lab, 4 laptop carts and 3 iPAD carts for maximum technology access. Additionally each classroom has 3-5 desktop computers.
Teachers outside of the SES department are not equipped to address equity issues among low SES and gender groups.
The school does not encourage low SES and gender groups to participate in STEAM or technology activities.
There is not a Shared Plan at the local level to address equity issues.
Professional development to address equity issues for teachers after school and during their planning periods.
Low-cost Internet for low-income families.
The CTAE department can create a girls only tech or STEAM group. Teachers will serve as mentors to these members as well as non-members
Students, parents and community members do not have knowledge or access to support Sandtown’s shared vision.
Even with the abundance of technology, there are still teachers who refuse to use the technology except for low level applications.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Summary of Results/Conclusions: There is an abundance of technology available for students to maximize engaging, standards-based learning: 1:1 environment, computer labs, numerous mobile carts, and assistive technology for SEC students. Weaknesses include: unprepared teachers that are not capable of addressing equity issues, the absence of an equitable access school plan and no encouragement for gender groups to join STEAM or tech activities. Opportunities that will promote growth in Low SES and gender groups include: professional development for teachers that address equity issues, brainstorming strategies to benefit low SES and girl inclusive STEAM groups and tech activities. Threats are: stakeholders are uninformed about access and support of our shared vision for learning and resistant teachers/staff.
Recommendations from Gap Analysis: Sandtown is equipped with an abundance of technology for students, teachers and administrators. Unfortunately, possessing digital resources does not result in equitable access to engaging, standards-based, student centered learning. The teachers require training to successfully address low SES students and gender groups. “Teachers do not resist change so much as they resist poorly designed change initiatives”(Knight, p.3). The first step will be creating an effective school vision for low SES students and gender groups; all stakeholders should be involved in this creation. A well implemented equity access plan that includes modeling, co-planning and co-teaching may ease the burden of teachers sitting through a long, formal professional development. Business partnerships that can provide low or no-cost Internet services will assist low-income families. Peer mentors and promoting girls only STEAM or tech activities will also increase participation and encourage girls in a male-dominated arena. The last step will be ongoing outreach to all stakeholders, parents, students, and community member to keep them abreast of equitable access.
Data Sources: • Georgia Department of Education. (2016). Division of School Effectiveness | School Improvement Plan. Schoolwide Improvement
Plan(SIP), 1-40. Retrieved January 28, 2018. • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
standards/essential-conditions • Individual Teacher Interviews • ISTE Lead & Transform Diagnostic Tool, see Appendix A • Knight, Jim. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. SAGE Publications. Kindle
Edition. • Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
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
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
70% of teachers surveyed are comfortable using appropriate technology for their job responsibilities.
75% of teachers surveyed collaborate with someone when planning technology use
All administrators(Principal, APs, AAs, and coaches) are comfortable modeling and using technology at meetings.
There are 3 Vanguard members; they are tech savvy and also provide coaching
30% of teachers surveyed are not skilled in the use of ICT appropriate for their job responsibility.
The KSU Tech Coach(myself) is not always available to assist teachers and administrators because I am assigned to 2 schools.
The KSU Coach has a website for tech assistance: links to other tech websites, explanation videos and infographics.
Teachers who are not currently collaborating with other staff could acquire new knowledge and skills from peers
Tech Thursdays provides knowledge and skills to teachers during their planing periods.
Resistant teachers that implement minimal or no technology, regardless of training.
Summary of Results/Conclusions: An Essential Conditions Survey was given to 10 teachers at Sandtown and 1-to-1 informal, individual surveys were conducted with teachers and administrators. Educators and support staff that are skilled in the use of technology appropriate for their job responsibilities are 70%; according to personal interviews, the administration is 100%. The three Vanguard members also provide peer coaching and tech assistance. According to my survey, 30% of teachers are not skilled using technology. I’ve worked with the majority of the staff, and I would agree that these percentages are correct. A weakness is the availability of tech assistance that I can provide, I am assigned to two schools. In my absence, I have created an opportunity; I created a website to assist staff when I am unavailable. It includes, training videos, links to additional websites, and infographics. Another opportunity that I provide is Tech Thursdays; I have tech PD all day and the teachers drop in during their planing periods. Teachers can also collaborate with their peers to receive tech coaching. Again the biggest threat is the 35% of teachers that are resistant to tech growth. Regardless of the amount of PD and coaching, they want to continue their tried and true methods.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Recommendations from Gap Analysis: “To create a technology-rich culture, all educators and staff should model what it means to be a digital age professional” (ISTE, 2018). After reviewing the survey and individual interview data, I have concluded that the majority of staff , 75%, and all administrators, 100%, are using appropriate technology and are receptive to learning new platforms. 75% of the teachers collaborate with others when implementing technology. Resources that are available for additional tech knowledge and skills are: Vanguard members, the KSU Tech Coach, Tech Thursdays, the website created by the Tech coach and colleagues. The biggest threat are the resistant teachers that will not use the abundance of technology and resources in the building. My recommendation is individual co-planning, modeling and co-teaching until the resistant teachers become comfortable with technology. I would also recommend mandatory tech PD from Vanguard members and other department tech leaders.
Data Sources: • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
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
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Individual or small group professional learning opportunities are available at the request of the teacher, by scheduling the KSU Tech Coach.
Mandatory professional development is scheduled as new school-wide tech platforms are adopted.
Tech Thursday is offered to teachers on a voluntary basis, but only 35% of staff attend.
There are not enough mandatory technology PDs for the entire school.
The new schedule is not conducive for department or grade level PD
Teachers are not required to have a minimum of tech PD.
No follow-up/ assessment of tech initiatives and trainings
GaETC Conference is a great opportunity for teachers to acquire new tech knowledge and skills.
The Fulton County Annual Tech Fair is a great opportunity for teachers to improve by sharing ideas with fellow educators.
Some teachers are resistant to professional development and tune-out presentations.
Unless the technology PD is mandatory, most teachers will not attend.
The administration will not allow teachers duty days to attend GaETC or other tech conferences during the school day.
Summary of Results/Conclusions: Teacher interviews and responses from the Essential Conditions Rubric provided much of the information for Condition Six/ Ongoing Professional Learning. Strengths include professional learning whenever it is convenient for the teacher; that is done by making an appointment with the KSU Tech Coach. Mandatory professional development is always implemented when new technology platforms are introduced. Opportunities include attending the GaETC Conference in the Fall and participating in the Fulton County Technology Fair. There are numerous weaknesses and threats in this area: Tech Thursdays are offered but attendance is low, there isn’t enough mandatory PD, the new schedule doesn’t allow PD during a common planning period, the PD that is offered does not have follow up sessions, and PD needs to be mandatory not optional. Threats in this area include: resistant teachers and an uncompromising administration. Informal PD at a tech conferences are a great opportunity for growth.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Recommendations from Gap Analysis: Professional learning must improve in order to “keep up to date with rapid changes in educational technology” (ISTE, 2018). Currently our weaknesses and threats outnumber our strengths and opportunities; there is room for improvement to achieve a shared vision. The shared vision should include mandatory PD sessions and voluntary PD sessions that total up to a certain number of hours. After PD is completed, the administration and tech coach should complete follow-up to assessments and classroom successes/ failures. If the administration will not allow teachers to leave during class time, then it should consider sending teachers to ISTE, or other tech conferences, during the summer months. Informal PD opportunities are great knowledge and skill builders. Teachers that attend tech conferences should return and share information with remaining staff. Teachers training/ coaching colleagues is also a short-term goal in the Strategic Plan, “Increase teachers’ fidelity of implementation of effective professional learning community(PLC) practices, (Sandtown Middle School, 2018).
Data Sources: • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
standards/essential-conditions • Individual Teacher Interviews • Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/
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
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Strengths Weaknesses Opportunities Threats
We have 2 knowledgeable STS personnel to assist with tech support; one is dedicated to fixing student devices and the other assists with teacher issues.
METI and KSU Tech coach assists with minor technical issues.
Bandwidth and wireless access points are accessible for all students and staff with minor incidents.
The district provides stable, secure infrastructure.
Some students have extended periods of down time when waiting on devices to be repaired.
All staff must submit a ticket to receive assistance with a technical issue in their classroom or office. The response time could be days, sometimes weeks.
Professional development could be offered to assist teachers with minor tech issues.
Troubleshooting techniques are on the PL website for the staff.
Students that download and visit unauthorized sites have the potential to comprise the network with viruses.
Parents are not aware of tech issues that arise when students download/ visit inappropriate sites.
Technical issues for a resistant teacher will validate that using technology is too much trouble.
Summary of Results/Conclusions: According to Fulton County’s Technology Strategic Plan (2015), they will provide a stable, secure infrastructure that supports learning whenever and wherever it is needed.” Our strengths include: a secure infrastructure, two knowledgeable STS personnel, a METI, and a KSU coach to troubleshoot and fix technical problems as they arise. The bandwidth is adequate and supports students, teachers and staff online with minimal issues. Our weaknesses include hardware issues; students that submit their device for repair and do not receive a replacement device while it is out for repair. Technical issues that involve the staff; if there is a hardware or software issue that stops instruction, it may take days or even weeks to repair. Opportunities include PD for troubleshooting and a website that stores troubleshooting techniques. Our threats could jeopardize our entire network; students frequently visit inappropriate websites. This puts their device in a position to upload viruses and trojan horses that could infiltrate our network. Parents should be aware of these cyber threats so we can minimize these problems. The last threat are resistant teachers; hardware or software issues will validate their rationale for not using technology; teachers think that technology is overwhelming thus they wont use it.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Recommendations from Gap Analysis: Technical support is a strong area at Sandtown; there are many initiatives in place to assist staff when tech issues arise. There is generally minimal “down time” when student devices need repair; teacher hardware and software may take longer depending on the issue. Our two IT tech personnel(STSs) are knowledgable and receive constant training from the FC IT department. The KSU Coach and the METI also assist with minor technical issues as they arise; this prevents devices unnecessarily being sent to repair for extended amounts of time. There is also a troubleshooting page on the Personalized Learning website as a reference. The teachers could use a brief PD during department meetings to troubleshoot their small technical issues; many times the issues are fixable with a reboot or other simple task.
Data Sources: • Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update. Retrieved from http://
www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
standards/essential-conditions • International Society for Technology in Education (ISTE). (2018). Standards for Coaches. Retrieved from http://www.iste.org/
standards/for-coaches • ISTE Lead & Transform Diagnostic Tool, see Appendix A • Individual Teacher Interviews
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
The district level has Critical Success Factors included for students in the Technology Strategic Plan; these standards are aligned into day-to-to instruction.
District level Instructional Goal #1 is aligned with ISTE Standards for students.
There are digital curriculum resources available; METI and KSU Tech Coach provide assistance.
Student technology literacy is not assessed.
All core classes do not have digital curriculum resources available.
There is not a school Technology Strategic Plan.
The majority of staff and students are not aware of ISTE standards.
PD for teachers and administration on ISTE Standards for Students
The PL Team needs to create a local Tech Shared Vision.
Students, parents, community stakeholders are not aware of FC Tech Strategic Plan.
Teachers that don’t have an interest in knowing or implementing ISTE Standards.
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Summary of Results/Conclusions: Strengths include the district level’s technology plan that addresses ISTE Standards for students. “Teachers use the resources to design, deliver and evaluate digital age learning and assessments aligned to the curricula and standards” (Fulton County Schools, 2015). The METI and KSU Tech Coach are available to assist teachers locating their digital curriculum resources; if they are not readily available. There are numerous weaknesses: student technology literacy is not addressed, all core classes do not have digital curriculum resources, there is not a school technology plan, and the majority of the staff is not aware of ISTE student standards. Opportunities include: PD for teachers and administration about the ISTE Standards and the PL Team can create a school Tech Vision that aligns with our Strategic Plan. Threats include stakeholders who are not aware of the ISTE Standards for students, and resistant teachers.
Recommendations from Gap Analysis: ISTE Essential Conditions (2018) state, “Technology is all too often applied as an add-on to existing curriculum. To maximize its potential benefits — such as the development of higher-order thinking skills — educators must weave it into the curriculum in such a way that the tool matches the desired learning outcome.” Even though the district has a technology Strategic Plan, there isn’t an impact if stakeholders do not know it exists. Currently the staff and stakeholders are not implementing the plan, but with an extensive review this can change. Many of the items listed in the plan are strategies that we currently achieve but the districts’ plan will solidify everyone’s role. The PL Team will need to create a local level technology plan that corresponds to our strategic plan. Classes that do not have digital curriculum resources that integrate GPS/CCS will need to consult with the METI, KSU Tech Coach or Department Chair for further information.
Data Sources: • Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update. Retrieved from http://
www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf • International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/
standards/essential-conditions • International Society for Technology in Education (ISTE). (2018). Standards for Students. Retrieved from http://www.iste.org/
standards/for-students • Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/
School%20Plan%20Doc/Strategic%20Plan%20Overview%20SY17-20.pdf • ISTE Lead & Transform Diagnostic Tool, see Appendix A
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
References
Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update. Retrieved from http://www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf
Georgia Department of Education. (2016). Division of School Effectiveness | School Improvement Plan. Schoolwide Improvement Plan(SIP), 1-40. Retrieved January 28, 2018.
International Society for Technology in Education (ISTE). (2018). Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions
International Society for Technology in Education (ISTE). (2018). Standards for Coaches. Retrieved from http://www.iste.org/
standards/for-coaches
International Society for Technology in Education (ISTE). (2018). Standards for Students. Retrieved from http://www.iste.org/standards/for-students
Knight, Jim. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. SAGE Publications. Kindle Edition.
Sandtown Middle School. (2018). Strategic Plan Overview. Retrieved from http://school.fultonschools.org/ms/sandtown/School%20Plan%20Doc/Strategic%20Plan%20Overview%20SY17-20.pdf
Sheninger, Eric. (2014). Digital Leadership: Changing Paradigms for Changing Times. Thousand Oaks, CA: Sage Publications.
