SWOT Analysis Amanda Teixeira Kennesaw State University ...

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SWOT Analysis

Amanda Teixeira

Kennesaw State University

Technology Leadership & Vision in Schools

ITEC 7410

Warren Goetzel

March 20, 2017


Name: Amanda Teixeira Semester: Spring 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

Many teachers use

technology.

Several teachers use

engaging technology.


technology that is

standard’s based.

Several teachers

continuously try

utilizing technology and

providing technology

options for student

choice.

Student-led

newspaper/announceme

nts

Administration

observes, but does not

use much technology to

put themselves in

teacher’s shoes.

Several teachers do not

use technology at all.


technology, but it is not

engaging or standard’s

based.

District development

days are now choice

oriented. Teachers can

choose a topic that

interests them and go to

that site. Technology

options for these are

stronger.

Innovation Coordinator

hired for 2017-18

school year

Principal will grant

permission at times for

off-site professional

learning during a school

day.

Personalized Learning

initiative coming, but

Innovation Coordinator

not doing professional

learning with teachers.

Some administrators

feel TKES scores

should reflect

technology use in

classroom.

Summary of Results/Conclusions: Each year the ITS sees improvement with technology among teachers and sees greater products

generated by students. Little Mill Middle School has a great deal of technology available for students due to Title I money. Teachers

do use it, but not necessarily for engaging projects and oftentimes there is only option available in terms of product. This could due to

teacher convenience or lack of technology knowledge. Many teachers still only do a Kahoot game and call this a use of technology.

Teachers feel threatened by the Teacher Keys Effectiveness System (TKES) in that they believe certain administrators base a score in

a category dependent on technology.


Recommendations from Gap Analysis: There needs to be constant dialogue between administration and teachers about TKES

evaluation scores. If there is no conversation bad feelings will fester. The Innovation Coordinator is supposed to help close the gap

between teachers who do not use technology in an engaging, standard’s based way. He will work alongside them and the students

teaching technology skills so that fluency for both parties ensues. Administration should be presenting research-based practices with

technology so there is not a “do as I say” atmosphere in our building. Administration should take 2-3 days and work alongside

teachers helping them and getting a fresh idea of what a technology enhanced classroom truly looks like rather than simply from an

observation for TKES standpoint.

Data Sources: Personal Interview with Instructional Technology Specialist March 16, 2017, NET-S Performance Standards, now

known as ISTE standards for students (wiki, see references), ISTE Diagnostic Tool (Appendix D)


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?


Some students feel they

are getting good

exposure to engaging

technology-based

products in their

classes, but wish they

could do more coding

and graphing to prepare

them for high school

(Appendix A)

Community members

are invited for Title I

nights to see what is

being done in schools

and technology is a

topic

There is no official

vision for technology

use within the school

Teachers believe

students need

advancement working

with spreadsheets and

basic documents, but do

not really offer these

options a lot of the time

(Appendix B)

I have been sharing my

resources via email,

Gmail, and word of

mouth this year as they

can be adapted to other

curriculums. Mutual

opportunity here

District Collaborations

Days are now option-

based, more choices for

teachers

Perhaps the

personalized learning

initiative will help with

the adoption of a

research-based vision

There is no official

vision for technology

use within the school

There is no research-

based vision to my

knowledge

Many students

(Appendix A) do not

use technology for real-

world problem solving

or engaging class

activities


Administration feels

technology is important

but not critical for

improving student

achievement all the time

(SIP it is not

mentioned)

There is flexibility

shared by

administration in that

technology availability

is limited somewhat for

students at our school

Summary of Results/Conclusions: Stakeholders believe that technology can indeed enhance students learning. One positive of the

school is that teachers do not feel forced to use it as the true component of ranking student achievement. Teachers do want to try to

learn new technologies and some students of mine feel they are using it in situations that will help them be prepared for rigorous high

school classes.

Recommendations from Gap Analysis: The new Innovation Coordinator should meet with administration to help form a research-

based vision since personalized learning will be the new focus for our school. Perhaps he can help close the gap with technology that

teachers and students feel they should know for real-world scenarios, but these concepts are not being targeted by teachers as goals to

meet. If technology is to be used daily, it should be in meaningful ways and not superficial such as simply taking an online quiz.

Data Sources: Surveys (Appendix A, B), ISTE Diagnostic Tool (Appendix D)


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.


Adequate technology

available due to Title I

money

Technology also serves

students with special

needs

Kajeets provided for

students who need them

from ED homes

Chromebooks provided

to some students if

technology an issue

Title I coordinator on

site to budget costs

Grants written for even

more money

No technology

mentioned in SIP

Many teachers have no

idea about the strengths

and opportunities

mentioned

There is no real plan to

guide technology; it is

very teacher-driven

Summer program of

Mighty Mustangs can

serve at-risk (rising

sixth) students utilizing

Chromebooks

Agriculture teacher

potentially hired for

upcoming school year

for agricultural science

class

Emails, announcements,

could be developed by

Title I coordinators to

be informative

regarding what goes on

behind scenes at the

school

No technology

mentioned in SIP or

school goals

Teacher allotment may

not continue for

agricultural science

depending on student

interest

If there is no real plan

for technology use then

not all teachers will be

reached, especially ones

new to the school who

are not assimilated to all

of the resources and

culture of the school

Summary of Results/Conclusions: Little Mill has a vast variety of technology available to support students of all socio-economic

backgrounds. Kajeets are provided for many students should Internet be an issue at home. Charge of the Kajeet is once every thirty

days. Grants are written by Title I and other staff members to acquire even more money for our school. Many teachers know about the


types of technology at school, but have no idea about the interworking of how the Title I money is used for it. The Agricultural

Science teacher should be a boon to the school, but it is an experiment as well. The SIP has no mention of technology. A sheet is sent

home at the beginning of the year to all students to see if help is needed for resources (Appendix C)

Recommendations from Gap Analysis: Hold a professional learning community (PLC) to share what is done with Title I money.

Does SIP need to have technology included? Will data be collected regarding new teacher and class outcome of standards? New

teachers to the school should be made aware of just how many technology resources are available for students and staff.

Data Sources: Title I from Little Mill Middle School website


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?


Stakeholders have

access to many types of

technology

Chromebook carts seem

to be most popular for

the student-centered

learning

County resources for

students now available

for home use due to

ClassLogin (remote

from school)

Technology also serves

students with special

needs

Kajeets provided for

students who need them

from ED homes

iPads not used as

frequently due to

Chromebooks, therefore

sitting there at times

If technology not

working for all students

another plan has to be

put in place (group

work, perhaps)

Early bus transportation

not provided for

students of low SES if

need to get to school to

work on technology-

based projects

iPads not used as

frequently due to

Chromebooks thus

availability is good

Alliance Academy and

Jr. Achievement Center

set to open Fall 2018.

Will provide field trip

opportunities and

magnet school option

for students entering

high school

Students feel

overwhelmed by sheer

amount of resources

from which to choose

Upkeep of constantly

used technology can be

difficult for ITS to

maintain and therefore

perhaps make it

unavailable to those

who need it such as

Chromebook users who

take one home


Chromebooks provided

to some students if

technology an issue

Title I coordinator on

site to budget costs

Summary of Results/Conclusions: Technology is readily available. Chromebooks have become the new “staple” in classrooms. The

county created a “ClassLogin” for access to county resources from home. New school and center to open to allow more students

opportunities for exposure to career options. The plan for technology correlates strongly into this one with relation to Chromebooks

and Kajeets for ED students. Title I coordinators meet constantly to ensure students in these situations have what they need to be

successful. A technology survey (Appendix D) is sent out at the beginning of each school year and is given to all new students

throughout the year.

Recommendations from Gap Analysis: Students should be exposed to the ClassLogin by teachers. There should be a set date where

each class spends 5-10 minutes demonstrating which county resources are available to them for use outside of school. The

Instructional Technology Specialist should consider writing what are called Unity tickets (see below) for constant upkeep and

maintenance issues with technology as she is pulled in many directions at all times and it takes away from teachers who need help

with actual lessons and co-teaching.

Data Sources: Outlook calendar on school server, Title I documentation, Professional Learning Community meetings with Alliance

Academy on 2/24/17


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.)


Those surveyed feel

competent with Word,

PowerPoint, Outlook

(Appendix B)

Those surveyed feel

somewhat comfortable

asking for help with

technology

Some surveyed feel

comfortable with

Google

Some educators

uncomfortable asking

for help due to

unavailability of ITS

Educators need to learn

more about capabilities

of LMS

Many surveyed want

more training with

Google and Excel

Technology lessons

with students surface

level and not engaging

County office IT

personnel comes out to

provide instruction and

ideas for LMS as it

changes

County office listens to

teachers when seeking

new subscriptions (A.

Gula, March 16, 2017)

Personalized learning

initiative coming with

new innovation

coordinator

Not good follow up

with ITS. Teachers feel

she should be more

present in school

hallways offering help

ITS not available for

co-teaching due to other

responsibilities

Summary of Results/Conclusions: Most teachers feel comfortable with Word and PowerPoint. It is a good thing that county

personnel can make the trip to come present on our LMS and other applications purchased by our district. Tech Tuesdays are good

way for people to meet as a group to hear about these tools and it is also good that they county asks for teacher input when

contemplating new, or discontinuing, subscriptions.

Recommendations from Gap Analysis: The new innovation coordinator will help co-teach and hopefully train more teachers not only

in the area of technology, but also creating more engaging lessons with technology. Perhaps he will have access to teacher’s pages

within the LMS and be able to help create lessons as well rather than the teacher doing all of the work. The beginning of the school


year could involve “baby-steps” for both teachers and students with delving deeper into the tools of the LMS with either someone

coming out from the county office or short videos being made to help teachers navigate on their own time. As far as the ITS goes, I

feel the innovation coordinator will be more visible in the hallways and teachers will feel more comfortable seeking help. Short

demonstrations on the sheer genius of GSuite would help teachers tremendously.

Data Sources: Teacher Survey (Appendix B)


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?


Tech Tuesdays offer

technology

enhancement

District Collaboration

Days (DCD), or

professional

development days, offer

many more choices for

teachers

Some teachers are

creating some engaging

projects and cross-

curriculum concepts are

being integrated with

technology

Not good follow up

with ITS after Tech

Tuesdays. Teachers feel

she should be more

present in school

hallways offering help

or having a “show what

you made” at next Tech

Tuesday rather than

entirely new topic

Oftentimes topics are

teacher creating more

and more, nothing

seems to just be “easy”

to implement

Teachers can take

classes throughout the

year after school to

possibly get endorsed

with technology

training (See

References)

Teachers can attend

professional learning

conferences

Planning periods are

done by grade levels so

teachers can plan

lessons together if

desired and share them

Online summer

technology sessions are

being introduced

Some teachers feel that

some of the training

does not reflect what

students can do but

rather what teachers

should be doing with

technology; not

inspiring but instead

overwhelming teachers

with already full

workloads

Teachers can attend

professional

development

conference, but at their

own cost

Summary of Results/Conclusions: Many of the Tech Tuesday session topics are aligned with ITSE and Learning Forward. I feel we

are lucky to have them as it is a way for the grade levels to collaborate together. The county recently introduced GSuite and some

teachers are really inspiring others by collaborating and creating engaging, cross-curricular projects. I am hoping that they will share


them at future Tech Tuesday sessions. Normally during DCD days teachers are required to go to sessions related to their subject area.

However, this year they are offering a great many more options, especially with technology and personalized learning. Teachers have

to sign up in advance to attend due to size limitations, but it is certainly an improvement over previous years. PDExpress (see

References) offers some endorsements and professional development opportunities for teachers. Permission may have to be granted

due to not having classes after working hours, but it is a way for teachers to improve their skills. Online summer technology sessions

are being introduced via Safari Montage. I have developed a few sessions myself and have presented. They cost nothing, and teachers

can then make time after their session to develop lessons at their leisure and have a recording of the session to help them.

Recommendations from Gap Analysis: At times the professional learning does not help teachers streamline and improve their

technology skills. It becomes a time-consuming burden and many of them simply give up. In order to acquire the shared vision,

teachers should be aware of what technology students need to be career ready and be ready to acknowledge what they them

themselves should improve in those areas in order to help students. Professional learning should go hand in hand with these skills. If

teachers want to learn about Excel, a session should be done about Excel even if only for 30 minutes. While some of the Tech Tuesday

sessions are worthwhile and seem easy to me, I have personally helped at least 4 teachers on my hallway after they are over. Teachers

will create something with Thinglink, for example, but have difficulty making the transition to implement the technology successfully

within the LMS for students to see or to create one of their own.

Data Sources: PD Express, Tech Tuesday (References), ISTE Diagnostic Tool (Appendix D)


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?


County has technology

support services when

ITS cannot assist with

technology issues

Teachers submit what is

called a Unity ticket

electronically to make

technicians at county

office aware of support

needed

Little Mill has an ITS

County office has an

LMS support person

Tech support very

knowledgeable

Equipment very reliable

for instruction

None The LMS support

person has personally

responded to me each

time I have a question

in a timely manner. I

feel people do not take

advantage of her as she

is atypical in that she

likes to be asked for

help and is very creative

and open to new ideas

Our school system is

currently one of the

fastest growing in the

nation at this time.

Therefore, more

technicians will be

needed, more support

staff, more ITS to help

support teachers in our

growing schools. Is

there enough money to

do this?

Summary of Results/Conclusions: Forsyth County supports its schools with a technology department and technicians housed within

its county office. Staff members at any school can submit a Unity ticket electronically which pinpoints an issue with hardware (cords,

printers, computers, Promethean boards) and software. A technician arrives at the school and goes directly to the classroom to solve

the issue with 72 hours. It is extremely helpful. The technology department has four, main people: There is a director who is privy to

all aspects of technology including subscriptions, technology plans, budgets, and growth. One is over the LMS and the other two are


over the Instructional Technology Specialists, online learning within the county, and do professional learning sessions at individual

schools. Each school in the county has an Instructional Technology Specialist, and the high schools are beginning to have two due to

their influx of students and teachers. The technology department member over the LMS likes being contacted directly by teachers; her

response time is quick and her explanations helpful.

Recommendations from Gap Analysis: No recommendations are really necessary at this point in my professional opinion. The Unity

technicians have actually appeared at my door within 24 hours to help me with hardware issues and that is astounding. Ms. Allen, Ms.

Farmer, Dr. Earman, and Mr. Niles have all answered my emails personally within 24-48 hours. They are approachable, efficient, and

helpful. My chief concern is the growth of Forsyth County. We are one of the fastest growing in the nation right now and I am hoping

there are plans to help with what will be huge growing pains within our educational system. It has maintained a “small town” feel up

to this point, but that will likely change quickly as we continue to grow by leaps and bounds.

Data Sources: Forsyth Herald (References), Technology Services (References)


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?


Digital curriculum

resources are available

for teacher use

Technology literacy is

not assessed

Educators may have

heard about ITSE

standards

Most educators,

students, and parents

are not aware of ITSE

standards

Teachers at my school

are not directed to the

NETS-S Performance

Tasks

ITSE standards could be

presented at

professional

development meetings

Because we are middle

school the NETS-S are

ideal to show to

educators, students, and

parents at Title I

meetings, digital

citizenship tutorials, and

educators during

professional

development sessions

Huge gap of what

stakeholders know

about technology with

relation to curriculum

standards

Summary of Results/Conclusions:

For being such a proponent of Bring Your Own Technology (BYOT) at the county level and providing technology for students with

Title I money I feel my colleagues neither aware of ITSE nor of the NETS-S standards (now known as ISTE standards) I have learned

about in this class. I was an online teacher for seven years and had not heard of these standards. Technology literacy is not assessed at

my school as the ITS and administration feel there are still so many ways students can be assessed and they are focused on the

curriculum standards rather than the technology standards (Appendix E). It can also be concluded based on the ITSE diagnostic results

(Appendix D) that even though we have a small leadership team of teachers and administration that technology standards planning is

not part of the collaboration or we as teachers would have had professional learning on it by this time.


Recommendations from Gap Analysis: I plan to meet with the new innovation coordinator and ITS about my findings as the school

year closes. I feel the NETS-S are most helpful for teachers and students at the development stage of the personalized learning

initiative because they have examples of products students can create both independently and collaboratively. These standards within

the wiki provide detailed examples of specific technology used. They are not overwhelming standards either; they are specific to each

curriculum and help break down standards easily for people to understand them. These can easily be implemented as links into the

county LMS of itslearning as resources for teachers as well. They can be embedded in the staff information page. I am planning a

technology workshop after GA Milestones Testing that has been approved by eighth grade teachers during one of our planning

periods. I will introduce these NETS-S standards there and suggest that teachers bookmark them for future ideas for engaging

technology lessons as we embark on the personalized learning initiative in August.

Data Sources: NETS-S Standards wiki, ISTE Lead & Transform Diagnostic Tool Results (Appendix D)


References

(A. Gula, personal communication, March 16, 2017 and February 7, 2017).

Forsyth County Schools, (2017). PDExpress login & information page. Retrieved March 18, 2017 from:

http://www.forsyth.k12.ga.us/page/1284

Forsyth County Schools, (2017). Technology services. Retrieved March 19, 2017 from:

http://www.forsyth.k12.ga.us/site/Default.aspx?PageID=1613

Georgia-NETS, (2017). Retrieved March 20, 2017 from: http://georgianets.wikispaces.com/

Sturgeon, K. (2016, April 4). Census: Forsyth 11th

fastest-growing county in nation. Forsyth Herald. Retrieved March 19, 2017 from:

http://forsythherald.com/stories/Census-Forsyth-11th-fastest-growing-county-in-nation,90349

Hughes, I. (2016, November 20). Alliance academy begins construction in Cumming. Forsyth News. Retrieved from:

http://www.forsythnews.com/archives/31565/

International Society for Technology in Education, (2017). Lead & transform diagnostic tool. Retrieved March 10, 2017 from:

http://www.iste.org/standards/tools-resources/lead-transform/diagnostic-tool

(K. Shepard, personal communication, March 17, 2017).

Learning Forward (2015). Standards for professional learning. Retrieved March 18, 2017 from:

https://learningforward.org/standards-for-professional-learning

Little Mill Middle School. (2016). 2016-2017 Tech Tuesday/Professional Learning Schedule.

Little Mill Middle School, (2017). Title I at Little Mill Middle School. Retrieved March 18, 2017


from: http://www.forsyth.k12.ga.us/domain/4252


Appendix A

Student Survey Questions

What is one thing within itslearning that you have learned this year in this class that is technology related?

What are two things (outside of Itslearning) that you have learned this year in this class that are technology related?

What are some things wish you could do with technology in some of your other classes? Please be specific. "In math, I

wish......"

How are you currently using technology in other classes? (NOT your Connections classes.) Are you doing/have done, any

projects that you enjoyed?

What sort of technology skills do you feel you need to be learning MORE of in order to prepare you for a job in the future?

Do you feel you are prepared for high school in terms of technology? Why or why not? And do not be too critical with regard

to teachers with this one if you feel like you are not at all prepared. What specifically can teachers do besides have you play

Kahoot/Quizlet to be truly ready for future technology projects?


Appendix B

Teacher Survey Questions

In your opinion, should technology-based projects or assignments be a staple in a classroom?

Do you feel that the option of creating products with technology motivates more students to complete projects or

assignments? Why or why not?

What sort of professional development would most help you integrate technology into your day-to-day-classroom

routine?

In which areas of technology do you feel confident?

How comfortable do you feel asking for help with technology?

What sorts of technology skills do you feel are most critical for our students to be career/college ready?


Appendix C

Needs Technology Survey


Appendix D

ITSE Lead & Transform Diagnostic Tool Results


Appendix E

Instructional Technology Specialist interview questions

What is the vision for the use of technology in your school? In other words, describe the school’s aspirations and intents for

how teachers and students will use technology in the teaching and learning process.

How is the impact of professional learning on teacher practice and student learning evaluated? In other words, how do you

know whether the professional learning is translated into practice? How do you know if the professional learning improves

student learning?

Is professional learning offered that assists teachers in working with students with special needs and those who come from

culturally and linguistically diverse backgrounds? If so, describe.

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