SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
Name: Lydia Hordges ITEC 7410, Semester: Spring 2015
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,
QCCs)?
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? (See Creighton Chapters 5, 7)
Strengths Weaknesses Opportunities Threats
Students use technology
with three exploratory
semester classes which
are technology based.
Students are exposed to
basic computer skills
(Business & Computer
Science), computer
graphic design and
programming
(Introduction to
Communications), and
engineering and
technology
(Invention/Innovation).
Technology courses are
targeted toward student
achievement of the GPS
and part of the school’s
STEM program.
There aren’t enough
technology tools or
software applications
for the majority of the
students.
Instruction in the non-
technology courses
classrooms aren’t
aligned with the
Georgia Learning
Standards for
technology.
The school loses the
faculty to teach the
technology courses.
As the 1:1 laptop
program rolls out a
plan needs to be
developed for students
to keep up with the
equipment and use the
The school is working
toward a STEM
certification in part by
implementing more
technology courses in
the curriculum.
Each classroom is
scheduled to be
equipped with an
interactive projectors.
Digital safety and
netiquettes for students
to understand the
proper use of the
internet.
The funding for the
scheduled technology
falls through.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
Students create project
based artifacts.
The sixth grade students
have a 1:1 laptop. They
use it in their core
classes.
World Language
students use the
computer labs for their
Virtual Spanish Course
daily. These are high
school GPS based
courses.
On occasion students
use the mobile
computer carts to create
power point
presentations; and use
math drill and practice
web sites.
Some classes use
BYOD to use with
Kahoot or other mobile
apps. like Edmodo or
YouTube.
Teachers use
technology to access
email, record grades
and take attendance.
computer
appropriately.
Teachers won’t use the
technology in the
classroom.
Students abuse the
hardware in the
classroom.
Summary/Gap Analysis: As the rollout of 1:1 laptops to each student happens, teachers need to begin to plan how they will be used
to increase student engagement and develop technology rich instruction. The technology courses in the school and the virtual
learning courses are aligned with the technology standards but not in the core content classrooms using technology. Those teachers
need to know what those standards are so they can develop instruction around those standards.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
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/QCCs? 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
The school and the
district have a
technology vision
posted on each website.
The district’s vision
addresses data driven
decision making,
student access, and
stakeholder skills.
The district’s vision is
aligned with the state
and national visions for
the data component.
The school’s and
district’s technology
vision is too vague and
broad. It lacks
specificity as to how to
accomplish the vision.
The vision is not
researched based.
Parents, teachers and
community have no
vision of what
technology should look
like in the classroom or
The district can expand
on its vision by
displaying data
concerning its current
technology use, where
we want to go with it,
why we want to go
there, how we get there
and how will we know
when we have arrived.
As teachers are
introduced to
innovative ideas of how
The district and school
may not have
thoroughly thought out
how we will achieve
our vision. We know
how it looks in theory
but have not designed a
plan how to execute it.
The district may not
know of any researched
based visions.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
how to use it to
enhance student
achievement.
technology can
enhance student
achievement through
professional
development, they are
expected to develop an
interest in it.
Summary/Gap Analysis: My district and school’s visions are vague. It is somewhat aligned to the state’s technology plan as far as
the data component only. It appears that there is a goal but no direction as to how to get there. Our vision is to increase students’
career and college readiness by 90% realizing that technology is the essential tool to get there but doesn’t give details or a working
plan.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
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?
Strengths Weaknesses Opportunities Threats
The school and district
has an SIP.
The district recognizes
that technology must
The current SIP only
states to increase the
percentage of
students who
complete technology-
School leaders should
devise a measurable
plan how to increase
the percentage of
students who complete
No school leader has a
vision or is trained or
knowledgeable to
devise an effective
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
be addressed within the
SIP
The school has a leader
in educational
technology currently
studying in an Ed Tech
Leadership program at
Kennesaw who can
help them to identify
and define the details
of the plan.
based cross-curricular
projects; increase
student usage of
technology-based
resources, and create
a series of
professional
development
offerings focused on
technology
integration, but the
SIP doesn’t state how
it will implemented
or measured.
The district IP reads
like a wish list with
no direction how it
will achieve it.
technology-based
cross-curricular
projects and increase
student usage of
technology-based
resources.
School leaders need to
create a series of
professional
development offerings
focused on technology
integration.
School leaders should
create a series of
professional
development offerings
focused on technology
integration.
technology plan within
the SIP.
Measures to integrate
the technology portion
of the SIP is out of the
school’s hands and is
dependent on the
district’s lead and time
frame.
Summary/Gap Analysis: The district and school have a long way to go in clarifying and detailing the improvement plans and how
it will be executed. Stakeholders don’t see the plan taking hold or coming into fruition. To strengthen planning the district has to
have a firm timeline of when it will execute and implement its plan thereby giving the local schools the insight needed to formulate
its SIP.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
http://school.fultonschools.org/ms/sandtown/Documents/Sandtown%20Middle%20Strategic%20Plan%20Narrative.pdf
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
ESSENTIAL CONDITION FOUR: Equitable Access
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?
Do students/parents/community need/have beyond school access to support the vision for learning?
Strengths Weaknesses Opportunities Threats
Sandtown has a parent
resource room
equipped with two Mac
computers and a printer
for parents to use to
check student grades,
type and print resumes,
use the internet or any
other uses.
There is a roll out
program to equip each
sixth grade student
each year with a laptop.
Students have access to
computers either in the
homeroom or computer
lab before and after
school with
supervision.
Each teacher has a
laptop, at least three
desktops and a printer
in their classroom.
Parents aren’t made
aware of or taking
advantage of the
resource room.
Students aren’t trained
to take advantage of
accessing the eBooks.
Without supervision,
students can’t use the
computers before or
after school.
Increase the bandwidth
allowing school wide
use of the internet.
Train students how to
use eBooks.
Publicize to parents to
availability of the
parent resource room.
The need for increased
bandwidth to support
the school wide
internet use.
The current bandwidth
can’t support the entire
school using the
internet.
The costs associated
with increasing the
bandwidth and
applications for iPads.
The server going down
or slowing down
preventing effective
use of the internet.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
The media center has
digital resources,
ebooks and computers
for students’ use.
Summary/Gap Analysis: Technology is limited throughout the school with the loss of the computer labs due to the required virtual
school courses for world language because of the lack of world language teachers. Students can only use the computer labs before
or after school with supervision and without that supervision, students are limited. Access to applications for the iPads is limited
due to costs constraints. The bandwidth for the district and schools have to be increased before all students can use the internet
simultaneously. Parents have technology resources for them at the school if they need it.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
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
At Sandtown, in
addition to accessing
and using email and
setting up grades,
teachers are proficient
Most teachers lack the
knowledge to create
assessments and use the
student response
Each classroom is to be
equipped with an
interactive projector.
Teachers can integrate
technology in the
The high cost of
acquiring
ActivExpressions limits
teachers’ use.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
using computers to
access information and
create power point
presentations. Most
teachers with
promethean or smart
boards are proficient
with creating flip
charts.
Some teachers know
about Google Docs and
how to create and use
them.
devices with the
promethean board.
There aren’t enough
ActivExpressions for
teachers with
Promethean boards.
Limited knowledge of
web 2.0 tools.
Teachers aren’t fully
aware how to access
the district grading and
student management
system.
curriculum and
classroom with the use
of an interactive
projector.
Summary/Gap Analysis: Teachers can operate their computers to do everyday classroom management like take attendance, enter
grades and email but few are skilled at creating graphics, flipcharts, and designing web 2.0 tool lessons. I believe teachers would
feel empowered to design technology lessons to engage students given the tools and if costs weren’t a factor.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
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)?
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?
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
How must professional learning improve/change in order to achieve the shared vision?
Strengths Weaknesses Opportunities Threats
Sandtown has
professional learning
each week during the
grade level planning
for data analysis. All
faculty excluding
exploratory teachers
are required to attend.
The school currently
doesn’t have PLCs or
professional
development for
technology integration.
Teachers are tired of
having the same
weekly data analysis
meeting.
School administrators
need to get staff that is
proficient in using
technology tools and
integrating it in the
curriculum and hold
sessions during the
current PLC dates and
time.
The administration
needs to contract with a
technology professional
adept at conducting
PDs to train teachers to
integrate technology in
the curriculum.
The school may not
have faculty or willing
faculty to conduct PDs.
The administration may
not be willing to
expend a faculty
member to conduct
PDs and pay a
substitute to cover the
class while the faculty
is conduction the PD.
The administration may
not want to pay for a
technology contractor
to conduct PD sessions.
Teachers may be
apprehensive or
reluctant to learn new
skills or use them in the
classroom.
Summary/Gap Analysis: Currently my school has no professional development for technology integration, our only PD is a weekly
data analysis meeting held during the grade level common planning time. Teachers feel like analyzing data to increase students
achievement is currently taking place and find the need to have PD is a waste of time. We would prefer to move on to something
else such as technology PDs. We want to learn something new and technology is what teachers are curious to try. Currently there
are no resources neither cost or staff available to conduct technology PDs.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
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?
Strengths Weaknesses Opportunities Threats
Sandtown has a
fulltime degreed IT
technology specialist
in the school.
To receive tech.
assistance a work
request is submitted.
Assistance is given
within a day or two
depending on the issue.
Teachers who incur
problems with
instructional issues
when trying to use
technology in the
classroom asks each
other if they can assist
them with their
problems. Sometimes
they can help and other
times not.
The technology
specialist isn’t able to
assist teachers with
instructional assistance
with technology tools
or software.
The lack of
Instructional Coaches
hinder teachers from
learning to use
hardware/software.
If technology coaches
are provided they can
assist teachers with
instructional issues to
use technology in the
classroom.
Items requiring a cost
for repair can take an
indefinite time.
School budgets limit
the acquisition of
hardware/software.
Limited hardware
prevents opportunity to
use it.
Summary/Gap Analysis: The school is very fortunate to have a fulltime degreed IT Technology Specialist in the building. When
assistance is needed, a teacher submits a work request and the issue is addressed within 24 hours depending on the severity of the
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
problem. He installs hardware, updates software and manages the computer labs as well as trouble shoots problems occurring with
the hardware/software. He keeps maintenances equipment and keeps it operable. He isn’t able to train or instruct teachers how to
use the equipment or software, that is left up to the teachers to figure out or to ask other teachers for assistance. This is a wonderful
opportunity for an Instructional Technology Coach to be available to assist with training teachers to use equipment.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
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? (QCCs/NET-S)
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/QCCs as appropriate?
How is student technology literacy assessed?
Strengths Weaknesses Opportunities Threats
The Three technology
instructors and their students of
the courses Business &
Computer Science,
Introduction to
Communications, and
Invention/Innovation are aware
of the technology standards
(NET-S) where technology
literacy is assessed most likely
by producing a related product
of some kind.
Most teachers and students
aren’t aware of the technology
standards because they don’t
integrate technology in the
classroom to create technology
rich and driven products.
There are very few digital
resources available to teachers
so they can integrate
technology into the standards.
With the introduction of
technology PD, teachers will
learn the technology standards
and include them in their
lessons.
The district needs to continue
with the plan to install
interactive whiteboards in
every school in the county.
Professional development can
take place with the addition of
the interactive boards.
Administrators will not
develop technology PDs to
instruct teachers of the
standards and how to align and
implement them in their
lessons.
The county loses funding for
the interactive whiteboards.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
Summary/Gap Analysis: Most teachers aren’t aware of the NETS-S, or NETS-T. Professional development on the NTES will
increase the use and effectiveness of technology within the curriculum and planning. The driving force behind any initiative
depends on administration’s willingness to equip the faculty with the tools and instruction for technology usage. As digital
resources become more available throughout the county, teachers and students will begin to understand standards and teachers will
include them in their lessons and plans.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Essential Conditions. (n.d.). Retrieved March 11, 2015, from http://www.iste.org/standards/essential-conditions
Kadel, R. (2008, January 1). ISTE Policy Brief Technology and Student Achievement—. Retrieved March 13, 2015, from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement,pdf
Appendix: Teacher Technology Survey
Introduction
The purpose of this survey is to gage the current technology needs, applications and resources at Sandtown Middle School. To discover what teachers’ concerns and needs are when it comes to using and integrating technology in the classroom not only for themselves to create technology-rich engaging lessons but also for the use of students to create technology-based projects using web 2.0 tools to collaborate and publish their work. The survey begins with inquiry into the support of administration for professional development for teachers using technology in their classrooms. It then goes into the issues and concerns of teachers with resources and technical support. It then leads into the roles of skilled personnel and positions. Finally it inquires about the student centered learning and equitable access.
Essential Conditions for Effective Technology Use Survey
Shared Vision
* Required How does Administration support the use of technology in the school and with teachers? Select all that apply *
For OTHER please explain.
o Professional development for learning to integrate and use technology is available.
o New software and hardware is added for teacher use.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
o Technology courses are added to the curriculum.
o There is currently no or minimal support offered to teachers.
o Other:
How is technology used in your classroom? Select all that apply. *
For OTHER please explain.
o To take attendance and record grades.
o As a device to project text and images.
o To create power point presentations.
o For drill and practice applications.
o Email and create documents.
o To design standards-based lessons using web 2.0 tools.
o Other:
What type of technology-based resources do you use in the classroom? Select all that apply. *
For OTHER please explain.
o Student response devices.
o Interactive projector.
o Promethean or Smart Board.
o iPads
o Computer/Laptop
o None
o Other:
How available is it for you to access technology for your classroom? Select all that apply. *
For OTHER please explain.
o I have to schedule to use the computer/mobile/tablet labs.
o I have all the technology I need within my classroom.
o My students bring their own technology.
o I can access technology the same day by putting in a request.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
o Other:
Are there adequate resources of technology in your school? *
For OTHER please explain.
o Yes.
o No.
o I don't know
o Other:
Is the technology hardware and software in your school up to date? *
o Yes.
o No.
o I don't know.
Have you tried to request to have technology hardware/software added to your classroom or school? If so was it granted? Select all that apply. *
For OTHER please explain.
o I have not made a request.
o I did but it was not granted.
o I did and it was granted.
o Other:
How quickly are problems with technology hardware/software resolved in your classroom? Select One. *
For OTHER please explain
o Within the day.
o Several days.
o A week or more.
o Other:
Is the network in your school able to support the use of technology for all users? *
o Yes
o No
o Sometimes
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
Are teachers who integrate technology in their instruction expected to have lesson plans with specific student learner objectives related
to technology competencies? *
o Technology instruction is not based on lesson plans.
o Lesson plans are not used. There are general goals for instruction, but no specific learning objectives.
o Lesson plans contain generic technological competencies and general learning objectives.
o Detailed lesson plans are used that reflect specific technological competencies expected of each student.
o I don't integrate technology in the lessons.
Describe what typically happens when classroom teachers wish to use technology resources to present a lesson. Select all that apply. *
For OTHER please explain.
o The computer labs or technology resources are often not available.
o The technology coach or coordinator must present the lesson because teachers haven't been trained.
o The desired technology isn't available due to costs constraints.
o The resources are made available in the time frame I need them.
o Other:
If you want to learn how to create technology-riched lessons or how to use technology tools for your classroom who would you notify? *
o The STEAM Coordinator.
o The Instructional Technology Coach.
o The Computer Teachers.
o The Media and Educational Technology Instructor
o There is no one.
o I don't know.
Who do you address your technology concerns to? Select all that apply. *
For OTHER please explain.
o An Administrator.
o The Instructional Technology Coach.
o The Technology Specialist.
o The Computer Teachers.
o No one.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
o I don't know.
o Other:
What type of technology leaders are there in your school? Select all that apply. *
For OTHER please explain.
o STEAM Coordinator
o Instructional Technology Coach.
o Technology Specialist.
o The Computer Teachers.
o The Media and Educational Technology Instructor
o There are none.
o I don't know.
o Other:
Do you know the roles of the following positions? Select all that apply. *
o Instructional Technology Coach
o STEAM Coordinator
o Technology Specialist
o Computer Teachers
o No
Is there a Technology Committee in your school and if so do teachers participate on it and in what capacity? Select all that apply. *
For OTHER please explain.
o They do not participate as voting members.
o They participate as members of the Hardware/Software Acquisition Team.
o They participate as members of the Technology Budget Preparation Team.
o They participate as members of the Instructional Technology Curriculum Team.
o They participate as members of the Strategic Technology Team.
o I'm not aware of a Technology Committee.
o Other:
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
How do your students use technology in your classroom? Select all that apply. *
For OTHER, please explain.
o To create power point presentations.
o With drill and practice applications.
o To take online assessments.
o To create standards-based projects using web 2.0 tools.
o They don't use technology in my classroom.
o Other:
Have your students requested that they use more technology in the classroom? If they currently use technology how are they adapting? Select one. *
For OTHER please explain.
o My students have not requested to use more technology.
o My students have requested to use more technology.
o My students are currently using technology in the classroom and are adapting well.
o My students currently use technology in the classroom but there are problems.
o Other:
How do your students assess technology away from school? *
For OTHER please explain.
o Home-based computer.
o Local library
o Tablet
o Smart Phone
o None
o Not sure
o Other:
How is equitable access to technology accommodated in your school? Select all that apply. *
For OTHER please explain.
o There is assisted technology for SWD.
o Students use computers before and after school.
SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
o Students are given laptop computers.
o Parents have access to technology at school.
o There is no accommodation for equitable access.
o Other: