SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Leslie Keith
SWOT Analysis
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
Teachers utilize email daily
as their top form of
communication.
Teachers communicate with
parents and students using a
TypePad blog daily.
Teachers are provided with
county laptops to facilitate
daily instruction.
Many teachers use
SMARTboards to create
sound lessons that focus on
GPS standards.
Many teachers use
differentiation and flexible
grouping along with
technology to focus on key
concepts of the standards.
(Daniell SSP)
Advanced Content teachers
use methods of technology to
invoke constructivist
learning theories (Creighton)
via projects that delve into
higher order thinking
Teachers offer differentiation
for students using
technology for various
projects. (Daniell SSP)
Students do not get to use
technology as frequently as
they should.
Students complete tasks with
technology for lower level
tasks instead of HOTS such
as merely using word
processors to write/type.
(school survey)
Technology is not used as
frequently as it could be in
classroom instruction.
Lack of technology in the
building causes problems
with GPS centered lessons.
SWD, ESL, and general
education students struggle
with implementing advanced
usage in programs past word
processors.
Bring Your Own Device
school option is available.
Technology differentiation
meetings are available to
teach basics on various tools.
Students are part of a piloted
software program for
remediation to our school.
Student use and growth with
specific online tutorials for
test prep.
Students learn more
advanced technologies in
business and technology
based classes.
Teachers fail to understand
the importance of technology
implementation in the
classroom.
Classroom management is an
issue with the use of
technology.
Teachers are not comfortable
enough to implement new
technologies into daily
lessons being taught.
Misuse and broken
equipment from students
eliminates the daily use.
BYOD lessons along with
technology lessons take too
long to implement for
adequate results.
Lack of funds to have
SMARTboards in all
classrooms.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary/Gap Analysis:
Technology has become fairly prevalent at Daniell Middle School. Teachers are able to use their Cobb County issued laptop to
email, create blog posts, provide daily instruction, and keep daily attendance and grades. Teachers focus on differentiation as a major
factor when creating technology lessons and utilizing them in the classroom setting which focuses on a goal in the Daniell School
Strategic Plan. Teachers offer advanced lesson plans that are standards focused and implement technology within these plans. They
also focus on the creation of constructivist approaches through the use of technology within these lesson plans, too.
Technology can still be troublesome with many of our students. Oftentimes, as learned through the school survey issued, students
are able to complete lower level assignments but find they struggle with the high order thinking skills. Sometimes, student’s complete
assignments that commonly focus on GPS standards and best practice; however, many teachers struggle with developing higher
thinking technology lessons. Due to this struggle, many lessons are more basic and merely use technology as a tool. Bring Your Own
Device (BYOD) has become a new viable option for teachers to implement higher order thinking using technology into the classroom
at Daniell. While this option is available and a great opportunity, it also allows teachers to support transferring knowledge.
Differentiation meetings are also new ways to allow teachers to learn the ins and outs of new options to help create their research
and standards based plans using technology. It also allows teachers to learn the best practices for another major threat: classroom
management with technology use. While there are several opportunities that allow students to create developed lessons, there are still
several threats that exist. Business and Technology classes’ offer greater understanding and opportunity, but our school suffers from
lack of funds to help those classes and the general education classroom as well.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
ESSENTIAL CONDITION TWO: Shared Vision ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community.
Guiding Questions: Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions?
Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance
student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar
or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?
To what extent do educators see 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
Daniell Middle School
follows the Cobb County
vision/plan for technology.
The plan for technology is
aligned with the Georgia
Performance Standards.
Advanced Content teachers
focus more strongly on a
technological vision to
enhance standards.
BYOD is implemented and
pushed by our administration
for our students to close gaps
for readiness for careers.
(Daniell SSP)
Teachers view technology as
the new trend for high school
and college successfulness.
(Daniell SSP)
Teachers and administrators
agree that technology is the
growing trend in education.
(school survey)
The technology standards are
not aligned with the new
Common Core standards and
are more challenging to
embed.
Teachers struggle to embed
the technology standards, as
many are unfamiliar they
exist, into research based
lessons.
Technology is not viewed as
essential by our population,
as many students fail to have
basic technology available to
them. (school survey)
Lack of technology
leadership within the
building to develop a shared
vision for technology
implementation.
Few teachers have training
within the field of
technology to help support
and create a school wide
vision for technology.
Professional development is
offered to teachers in regards
to creating solid technology
lessons to enhance standards.
Grants are available and
could be utilized to help
create and adopt a shared
vision for the school.
Title II funds provide
technology enhancements
when received for educators
and students.
Teachers have been chosen
to implement and pilot new
technology to help students
create a vision for their
learning and enhance their
achievement scores.
Teachers do not share a
common viewpoint for how
technology should be viewed
and implemented in the
classroom.
Teachers cannot keep up
with the growing trends in
the field of technology and
find themselves leaving it
behind for standards based
lessons.
Technology quickly becomes
outdated, so administrators
choose to place funds in
other places.
Teachers and administration
disagree about which types
of technology help to create
best practice in the
classroom which results in a
barrier of new technologies.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary/Gap Analysis:
Daniell Middle School follows the Cobb County Shared Vision outlined in the Cobb County Technology Plan. The plan is focused
around aligning with the Georgia Performance Standards, not Common Core, and tends to be implemented mostly in Advanced
Content (AC) classrooms in our school. Most parents and students, along with teachers, are unaware these technology standards exist.
Many of our students and parents share a common goal of wanting technology to be used in our school. Several parents support
technology but do not have any access to it in their home. It seems they believe and support technology works in learning and their
child’s education. They also believe technology should be provided as a means for learning in the classroom. They want to see their
children learn to utilize the new and growing trend; however, it is believed we should be funding it for them.
It appears all parties would like to see more technology in school; however, money tends to pose problems for this. Even with a
mostly shared vision, if the funds are unavailable, it does not fix the problem. Most teachers and administrators view technology as
the new tomorrow. It is viewed as a necessity in the classroom to help students with engagement and constructivist learning
approaches. It is the means to building students who are ready for college and careers in the workforce. According to the Daniell
SSP, this helps to bridge gaps located between school and secondary education.
At Daniell Middle, few strategies have been deployed to create a research based vision. Many teachers are still unaware of basic
technology principles and do not know how to implement it in their classrooms. A lack of means to use technology in the classroom
does not help this growing issue. There are new means, such as iPads, that our school does not have funds to purchase which would
help the teachers create higher order thinking activities and students to learn. Lastly, in order to adopt a new vision, students, teachers,
and parents must agree to adopt a new vision. They must recognize and create the vision by agreeing to how they view and visualize
technology working in the classroom and school. They must share common threads and thoughts in what technology means and how
it would best be used to support education. In coming to this understanding, they will be able to create a solid shared vision for all.
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
Cobb County has a precise
technology plan and vision
in place.
New classes have been
Technology is not a clearly
stated focus of the local
school strategic plan.
(Daniell SSP)
The school has the ability to
create a technology
committee to meet monthly
and plan future endeavors.
No clear direction or
guidance to implement this
county plan in the building.
Teachers sometimes
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
created that involve weekly
visits to the computer lab to
hold students accountable for
grades along with standards
based assessments.
Teachers meet weekly to
create solid lessons and some
use this time to create solid
technology lessons. (school
survey)
Collaborative planning is
part of our SSP goals and
would be a great time to
share and strengthen
planning for technology.
(Daniell SSP)
There is local hard drive that
houses lessons and
technology implementation
strategies for teachers to
share and implement daily.
BYOD is not successfully
implemented as it should be
to strengthen its use in the
classroom for standards and
researched based learning.
(school survey)
Some teachers do not
implement technology at all
to strengthen student
learning.
Some teachers view USA
test prep (drill and kill) as
the only needed form of
technology implementation.
Staff can gather strengths
and weaknesses to help
further opportunities for
professional development on
strengthening planning for
technology implementation.
Teachers could create a
localized technology data
team to service our teachers
and students.
Conduct more surveys to
inquire about technology
weaknesses of the staff in the
building.
strategically plan for a
software or plan to be
“sabotaged” so they do not
have to continue using it in
the classroom.
Many teachers lack the
ability to implement the
current technologies in the
classroom and would find it
challenging to follow the
county plan.
Many staff members in the
building lack the knowledge
of a county technology plan.
Summary/Gap Analysis:
While Cobb County has a developed plan and vision, Daniell Middle School only feeds off this county plan. Teachers are given
time to create plans and work with others in the building through collaboration. There is a shared drive to help aid the development of
technology and other lesson plans, which allows some technology lessons to be built.
Technology should be included in our local school strategic plan as a focal point which would guide our school to correctly
implement this tool. Currently, our local strategic plan does not directly align with the county plan. It could easily be included as a
goal to further develop a stronger plan to possibly guide our teachers. This would allow our staff to develop stronger technology plans
in lessons and move away from “drill and kill” computer use. According to the school survey, some technology available in our
building is not utilized due to teachers not knowing the correct form of implementation, such as BYOD.
A technology committee would not only be a great opportunity to allow the few teachers with experience to come together, they
could possibly help place our school in the right direction for today’s learning. There could be more leadership to drive our staff and
focus on learning opportunities and weaknesses. It would also allow teachers to learn to correctly use the county plan and initiate
technology use more frequently.
SWOT Analysis Template 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
Students have access to
students to use technology in
the classroom and labs to
help support standards and
student focused learning.
Parents and students have
access to grades at home to
keep up with their learning
and grades daily.
There are several available
labs and technology
opportunities in the building.
(school survey)
Many teachers use SMART
boards to create and
maximize teaching for
students.
LCD projector, laptop,
desktop, and docking
stations are housed in each
classroom and some have
SMART boards to service
students’ needs for learning.
Students have access to
check grades and use
computers to help promote
student efficacy for them.
(Daniell SSP)
Many families in our district
lack the availability of
computer access at home
making it hard to support a
local vision on technology.
The computer labs and
laptop carts do not have class
sets that service an entire
class (they come up short).
Many of the technologies
available are taken often or
unable to be charged/used
correctly when they need
them.
Teachers need more
resources, such as iPads, to
create more student centered,
hands on learning to invoke
a truly constructivist
classroom. (school survey,
Creighton)
Teachers find it challenging
for students to print in the
building, as many printers
are out of ink or not working
in various labs.
Students are given
opportunities to implement
technology in their learning
through Academic Habits
classes.
Technology leadership
positions are available to
teachers who have a vision
and drive for success in the
field.
Have students implement a
technology event for the
school and/or community to
get involved and learn how
to use sources they may be
unfamiliar.
Students are able to access
BYOD technologies in
various classrooms to
enhance standards based
learning and growth on
CRCT testing. (Daniell SSP)
Open Content could be
available to teachers to share
their technology plans with
others in the building and
district.
Teachers lack the skills and
resources to create student
centered technology lessons
for student learning.
Many students and parents
do not have availability to
technology outside of the
school.
Teachers may not share a
common vision or ground on
the implementation of
technology in the classroom.
Lack of time to learn
precision on technologies,
they are often overlooked or
not used due to the teacher’s
ability to understand.
Lack of specific technology,
such as iPads, is not
available due to lack of
funds.
Development of strong
technological lessons take
time and many teachers do
not want to create more time
constraints on themselves as
they create their plans.
Summary/Gap Analysis:
Students and teachers alike share a commonality in having technology readily available at school. Teachers use SMART boards,
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
projectors, laptops, and docking stations daily and have many resources available at any given time in a day. Students also have
computer labs, laptops, BYOD, and other technology available to use within their learning. Also, everybody can access their grades
and compare actual grades to goals. The teachers who readily use technology use it as a sole purpose for learning. They help support
the Daniell SSP goal by keeping students engaged with standards based lessons that use technology to help support their end goals.
This allows all parties involved to have access to technology and help support the students in their goals on technology.
Technology is arranged to attempt to allow technology support, but I find it a challenge. The best feature of the design is the
computer labs. They are placed conveniently around the building and available to teacher implementation for class. There are
challenges in seeking labs, but they are there for student and teacher use. The in-class technologies help create engaging lessons when
they work correctly, are available, and students know how to use them. More labs, laptops, and/or iPads would be great resources to
have students become more engaged in lessons. While we have labs and laptops, they are often booked up and not available to use
when needed to complete assignments. Many of the available technologies malfunction and do not charge correctly, which leads to
classroom management problems when students do not know how to handle the problems. There is also a lack of saving capabilities
and printing problems that arise when using constructivist learning approaches in classrooms and labs; therefore, better printers would
also allow for a more engaged learning environment.
One of the largest struggles is that parents, teachers, and students want to support a shared vision, but they cannot. Many students
and their families do not have the availability to access technology outside of the school building. Many students only have access in
school or if they can go to the public library. This poses a severe problem when trying to support a vision for learning.
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
Most staff members have
proficient technology use in
relation to word processing
skills, PowerPoint, and use
of the internet. (school
survey)
Teachers know how to use
iRespond units (“clickers”)
in the classroom for
Teachers are weak in
creating high order thinking
questions/skills using
technology.
Teachers do not know how
to troubleshoot problems that
arise in the classroom in
Office or on the internet.
(school survey)
Watch videos on YouTube
or Atomic Learning to learn
how to troubleshoot and
utilize various Office
programs.
Teachers can learn to
implement more assessments
(including diagnostics) using
technology. (Daniell SSP)
Some teachers choose not to
learn the ways of technology
so they can merely “avoid”
its use.
Teachers in the building
have a wide range of skill
levels in relationship to
technology.
Teachers view training on
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
assessment/feedback.
Teachers are proficient with
accessing their school blogs
through Typepad.
Teachers feel proficient in
terms of learning how to use
a new computer software.
(school survey)
Teachers can use data to
create charts and graphs to
show data analysis.
Teachers are weak in
navigating students in
research acting as a guide on
the internet.
Teachers are weak in areas
of creating strong
instructional environment
through technology. (Daniell
SSP)
Teachers can learn to seek
higher positions in the
building to gain more access
and technology leadership.
Teachers can create teams
for learning new material
about technology and share
via collaboration with the
high and low groups.
new technologies is often
viewed in a negative
connotation.
Teachers do not like to
implement technology
because it often does not
work and causes problems.
Summary/Gap Analysis:
Teachers and staff support technology with the ability to use it daily. They are able to correctly use Microsoft Office along with
other daily used technologies in the building. As noted in the teacher survey, many teachers are comfortable with their blogs, using
“clickers,” and learning and implementing new computer software’s provided at school. Most teachers are also able to implement
technology to support growth in data through graphs and charts.
Teachers need to learn to utilize opportunities they receive to help create sound instruction through videos such as YouTube and
Atomic Learning. They should learn to support the SSP by instigating more items such as diagnostics through technology and
teachers seeking higher positions. Teachers also need to view the training they receive in a positive light to help them develop
necessary skills in the education world.
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)?
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
Technology specialists come
to our school weekly to help
troubleshoot problems
teachers encounter when
using new technologies.
Professional learning
opportunities are offered
through differentiation
meetings to allow teachers to
choose the one they feel
weakest. (differentiation
through Daniell SSP)
Offering professional
development courses at
times where most teachers
are able to attend and learn
about technology.
Teachers have access to
various learning
opportunities for technology
training (professional
development and more
informal settings with local.
teachers)
Teachers do not have time
allotted to practice new
material they learn from
professional development.
Technology training often
ends before the professional
development meeting is
over.
Several professional
development workshops are
for items that we most likely
would not implement in the
classroom.
Teachers do not know how
to stay current on tools and
trends in the field of
technology. (school survey)
Teachers feel they need to
spend more time with
technology specialist’s one
on one to truly learn the
material. (school survey)
Teachers can take courses
online and in the county to
seek PLU’s.
Technology specialists are
available to come and
individually answer
questions and explain certain
technologies when in the
building (weekly).
Teachers could seek
additional allotted hours to
receive technology training
as in-service trainings to
possibly receive PLU’s.
Teachers who have more
experience with technology
can head up a committee or
localized professional
development for staff in the
building to learn to utilize
technology available to
them.
Oftentimes, teachers have
negative attitudes towards
training to learn best
practices with technology
which causes
implementation to become a
challenge.
Certain teachers refuse to put
technology to use in their
classroom regardless of the
professional development
they have received.
Teachers waste educators
time through professional
development by never
implementing the item they
spent time on.
Older teachers struggle to
maintain a clear
understanding of technology
and slow down many
professional development
meetings causing other
teachers to become
frustrated.
Summary/Gap Analysis:
There are several opportunities from Daniell Middle and Cobb County that provide adequate resources for teachers, but many
teachers choose not to take advantage of these opportunities. The resources are free as Cobb County pays for their teachers to receive
these courses and provides PLU’s. Also, Daniell Middle School provides professional development at morning meetings where they
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
are differentiated to provide knowledge for weaknesses they suffer. Many of these professional developments focus on lesson
planning and technology. Some sessions focus on how to correctly implement technology into planning and lessons. These lessons
tend to be more informal while the county lessons are much more formalized. Many times National Standards are not the focal point
for which these professional opportunities are focused. They tend to focus on teacher weakness and new technologies available that
should be used in the classroom. Many teachers use these opportunities to better their knowledge of items through implementation in
class and other places such as plans.
Teachers and administrators must learn to work together to create the best professional development possible. By creating this
development, they are working towards the common goal: a shared vision. They must gauge how to get teachers to become proficient
with the help of professional development before they are able to have teachers strive to focus on the shared vision. They must know
and understand the requirements before the final product emerges.
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
We have a strong internet
connectivity that allows
students and teachers to
utilize internet quickly in
classrooms and labs.
Technology specialist does
quickly respond to emails if
not in the building and has a
“helpful” resource blog to
offer quick fixes to
problems.
Technology specialists are
very knowledgeable and are
able to offer suggestions and
quick solutions to problems
when they do arise.
Desktop computers are
reliable in the computer labs
around the building. (school
survey)
Many laptops fail to stay
charged and tend to not
allow students to log on due
to updating errors nightly.
There is only one technology
specialist for our cluster,
which means she is normally
not in the building.
Few teachers in the building
are considered support staff
that can help other teachers
with problems that arise in
the classroom.
There are not enough
working computers for our
students. (school survey)
Broken iRespond
(“clickers”) units that cause
teachers to not be able to
utilize technology daily as
Our local county has a help
desk you can utilize at
various times of any day.
Technology leaders can
become more localized
support staff in the building
where fellow teachers can
turn to fix problems they
might struggle to fix.
Grants are available to help
fund more new technology
available to bring into the
school.
Title II funds can help areas
of technology excel with
new materials purchased to
allow our students to better
receive support to help our
CRCT scores. (Daniell SSP)
Wait time to fix broken
technology can take long
periods of time.
Computer labs and laptops
are easily damaged by
students and are shut down
unexpectedly.
Loss of more technologist
specialists causes longer wait
times for help when dealing
with technology problems.
Large county size causes
problems managing
technology problems at the
local school level.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Teacher laptops are updated
often and work well.
assessment.
Summary/Gap Analysis:
Daniell Middle has a high connectivity to the internet and suffers from misread signals rarely. Teachers often suffer from laptops
and computers in labs being broken and unable to connect via domains. Also, student response systems tend to break easily and often
making the use of differentiated learning and diagnostics a challenge. As noted in the teacher survey, many teachers feel technology
can be stressful due to the problems that arise when they are using it. There is only one technology specialist who works in our
building and is there only one day a week. She will respond to emails and questions quickly, however, it can take a while for
responses to be placed into action. If some technology problems arise, “work orders” can be placed into the Cobb County technology
department. The response time ranges from one day to sometimes more than a month depending on the technology issue. This often
causes significant problems in the classroom.
The technology department does know how to solve most problems that arise in the classroom. The only suggestion I can suggest
would be to find more ways to integrate technology support into the actual building. It would help the everyday classroom teachers to
be able to receive more direct instruction for problems that arise. Lastly, technology support staff is few and far between. This was
another issue that was mentioned by many teachers on the teacher survey. In the building, there are few teachers and staff that can
help when instructional problems arise. It would be very helpful to have additional support staff to help with these types of problems,
too.
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? (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
Teachers agree that
technology is a critical
aspect when creating lessons
that teach content standards.
(school survey)
Teachers often imbed
technology into their day-to-
day instruction over GPS
standards.
Teachers agree that students
should be proficient in
technology for the future and
college readiness. (Daniell
SSP)
Cobb County has a digital
standard curriculum to link
the main content information
allow easy access to begin
integration of technology.
Technology standards are
not formalized at the local
school level to allow
teachers to better know the
standards they should be
meeting.
Technology standards can be
challenging to understand,
therefore, they are hard to
implement daily.
Technology literacy is not
currently accessed in content
based classes.
While students are more
technology savvy then
teachers, they fail when it
comes to creating the
required elements of the
basic Office programs.
(school survey)
An opportunity exists to
allow teachers to create the
best practice of integrating
the technology standards into
GPS and Common Core
standards.
Teachers can share their
knowledge of the technology
standards with other
teachers.
Teachers can publicize the
technology standards and
share them via professional
development at the local
school.
Technology leaders can
create learning opportunities
for educators on ways for
best practice in
implementing technology
standards into everyday
lessons.
Many parents and students
are unaware there are
technology standards.
Technology standards are
often viewed as less
important and taught in
Business or Technology
classes.
Teachers may not know or
understand the technology
standards language which
will create a barrier between
knowledge and creation of
lessons.
Many teachers view
technology as an “add-on”
that is not a requirement;
therefore, they do not place it
in their daily lessons.
Summary/Gap Analysis:
Most educators, students, and parents are not aware there are student technology standards. More teachers are aware they are
available, but do not implement them into standards based lesson planning. The standards are not currently aligned to Common Core
standards but do align fairly well to the older Georgia Performance Standards. Teachers find it challenging to correctly implement
these tech standards into daily lessons and not try to teach them separately.
Currently there are linked standards based lessons on our Staff Drive on the computer. Teachers are able to access this to see
designed plans and share their plans, too. The county provides resources through Blackboard and Picasso where they link lesson
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
plans, technology activities, and assessments. Technology literacy is a definite weakness in our building. It is also something that
many teachers and staff are unfamiliar. As it is not currently accessed in the standards/content based classes, it is only focused on in
Business and Technology classes.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Appendix:
Teacher Technology Survey Introduction The purpose of this survey is to gain a better understanding of the technological skills and knowledge of the teachers at Daniell Middle
School.
As a result of this survey we hope to gain an understanding of the technologies you are comfortable with and the experiences which
help you become proficient at using technology.
Section 1: General Technology Use in Education The questions in this section ask about general technology use. Please read each statement and rate your skill and the importance you
place on each of the tasks by circling the number that corresponds to your response.
Level of Proficiency Level of Importance
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
1 Very weak 1 None
2 Moderately weak 2 Minor
3 Adequate 3 Average
4 Moderately strong 4 Strong
5 Very strong 5 Necessary
Section 2: Specific Technology Use in the Classroom The questions in this section ask about the specific technologies you use in your classroom and the frequency with which you use
them. Please read a description of each technology and rate the amount of time you spend working with that technology in your
classroom.
Technology Description Never Yearly Monthly Weekly Daily
SOFTWARE Word Processing
Competency Proficiency Importance
Learning how to use a new piece of software. 1 2 3 4 5 1 2 3 4 5 Using the internet for general searching 1 2 3 4 5 1 2 3 4 5 Searching for content specific instruction on the internet 1 2 3 4 5 1 2 3 4 5 Acting as a guide for students when researching on the
internet 1 2 3 4 5 1 2 3 4 5
Troubleshooting problems that occur when using
technology 1 2 3 4 5 1 2 3 4 5
Using software productivity tools (word processing,
database, spreadsheets, presentation tools, etc.) 1 2 3 4 5 1 2 3 4 5
Teaching or sharing with others how to use technology 1 2 3 4 5 1 2 3 4 5 Integrating technology into daily lessons 1 2 3 4 5 1 2 3 4 5 Using technology in support of curriculum standards 1 2 3 4 5 1 2 3 4 5 Designing activities that will integrate technology 1 2 3 4 5 1 2 3 4 5 Locating learning opportunities needed to advance my
technology skills 1 2 3 4 5 1 2 3 4 5
Creating and maintaining web pages 1 2 3 4 5 1 2 3 4 5 Recognizing the ethical use of technology 1 2 3 4 5 1 2 3 4 5
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
PowerPoint
Desktop Publishing
Inspiration
Test Preparation
Spreadsheets
Web Design
Management programs for student
data
INTERNET
School Web Site
Internet for personal research
Internet for developing lesson
plans/ideas
GADOE Website
Email communication
Internet search engines
HARDWARE
Computer
Television
VCR/VHS tapes
DVD Player
Projector
ActivBoard
Digital cameras (still)
Digital video cameras
i-pods
Please list any additional comments you have about technologies in your system, school, and.or
classroom.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Section 3. Opinions and Attitudes Toward Technology The questions in this section ask for your honest opinions about different technologies, their role in education, and the future of
different technologies.
Statement Strongly
Agree
Agree Disagree Strongly
Disagree
When using the internet…
Student create products that show higher
levels of learning
There are more discipline problems
Students are more motivated
Students go to inappropriate sites
There is more student collaboration
Plagiarism becomes a bigger problem
The abundance of unreliable sources is
disturbing
I believe…
Electronic media will replace printed text
within five years
Most technology would do little to
improve my ability to teach
Technology has changed the way that I
teach
Students are more knowledgeable than I
am when it comes to technology
School systems expect us to learn new
technologies without formal training
There is too much technological change
coming too fast without enough support
for teachers
Technology has left many teachers
behind
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Technology is a good tool for
collaboration with other teachers when
building unit plans
I learn new technologies best by figuring
them out myself
Technology is useful in managing student
data, such as attendance and grades
Technology is unreliable
Section 4. Areas of Improvement / Technical Needs The questions in this section are designed to determine what your technology needs are both school-wide and in your classroom.
Less Urgent ……………………..……..More Urgent
I Need… 1 2 3 4 5
More time to learn to use software 1 2 3 4 5
More time to integrate technology into my
curriculum 1 2 3 4 5
More training to use technology 1 2 3 4 5
More support from administration when it
comes to my technology needs 1 2 3 4 5
More technical support to keep computers
and software running 1 2 3 4 5
Access to more student computers 1 2 3 4 5
More curriculum-based software 1 2 3 4 5
More reliable access to the internet for
students 1 2 3 4 5
More opportunities to collaborate with
colleagues on how to use technology in my
discipline 1 2 3 4 5
Faster access to the internet 1 2 3 4 5
More interaction with my media
specialist/instructional technology specialist
for technology needs 1 2 3 4 5
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Options for professional development in the
areas of technology 1 2 3 4 5
Tools to help me stay current on new
technological trends 1 2 3 4 5
More equipment to integrate technology in
my classroom. 1 2 3 4 5
Help aligning the integration of technology
with the implementation of state standards 1 2 3 4 5
Parents to support my efforts to integrate
technology in the classroom 1 2 3 4 5
Please list any other thoughts about technology needs, training, or assistance:
Daniell Middle School
Principal David Nelson Area 4 Date 09/01/13
Vision: Promoting growth through character
Mission: Creating a foundation for high school success
Strengths
Collaboration
Common Summative Assessments
Differentiated Professional Learning
Experienced staff
Advisement Program in place
Cohesive Data Teams (including
ESOL, SWD teachers)
Tactical (Action) Plan for Daniell Middle School
2013-2014
SWOT Analysis Template for Technology Planning Needs Assessment
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Core Values/Beliefs
Values
Achievement
Integrity
Creativity/Innovation
Accountability
Beliefs
1. We believe successful
schools are a foundation of
community stability, growth,
and prosperity.
2. We believe family and
community engagement is
critical to student and district
success.
3. We believe in a constant and
purposeful focus on what is
best for students.
4. We believe creativity and
innovation are encouraged
and embraced by all
stakeholders.
5. We believe in cultivating a
positive environment where
students are provided
pathways for success.
Long Range Goals
1. Vary learning experiences
to increase success in
college and career paths.
2. Differentiate resources for
students based on needs.
3. Develop stakeholder involvement
to promote student success.
4. Recruit, hire, support, and retain
employees for the highest levels
of excellence.
District Priorities for 2013-2014
1. Implement CCGPS with fidelity
2. Create flexibility and support structures for schools
3. Develop systems to prepare students for college and career readiness
4. Engage community in dialogue about the future of Cobb schools
5. Provide opportunities for innovative learning experiences for students
Targets
Targets for 2013-2014
(Where will we be?) CCSD School
Lexile Levels (M) 79.3% 79.3%
Gap closure (M) 86 32
College Ready (M) 80% 100%
Career Ready (M) 83% 90%
Adv. Academics (M) 26% 44% Stakeholder
Satisfaction 88.2% 88.2%
Key Strategies (3-5 yrs)
Create flexible and innovative
learning opportunities for students
Develop, implement, and support
new plans and/or programs that focus on student-centered learning,
higher-order thinking, and problem
solving in the classroom
Enhance existing programs to
further develop college and career
paths from kindergarten to twelfth grade
Increase strategic partnerships with businesses, post-secondary
institutions, and community
leaders to fully integrate college and career paths in CCSD
Increase the school’s ability to meet student and school needs
Provide flexibility for teachers to use resources
Advance innovative ways to
engage the community and parents in the educational process
Expand community service learning opportunities for students
and increase communication
efforts with community agencies.
Create a supportive environment
that empowers staff
Opportunities
Growth Opportunities
for Advisement, Data Teams, Student Self-
efficacy, Consistent
School-Wide
expectations
Threats
Teachers teaching more
than one grade level
Class sizes
Fewer teachers and
administrators
Weaknesses
Instructional Environment
Student self-efficacy
Differentiation/Flexible
groups
Diagnostic Assessments
Theme for 2013-2014
Key Actions (1-3 years)
Action to be taken Goal Alignment Timeline Person(s) Responsible
Improve the quality and frequency of Differentiation and Flexible Grouping 2 2014 Data Teams
Improve and embed Classroom Management & School Expectations 4 2014 Administration
Promote Student Efficacy 3 2016 All Staff Members
Increase percentage of students scoring exceeds on the CRCT 1 2014 All Staff Members
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
What are the desired results?* How will the school/team(s) accomplish
the desired results? What is the Cost and
Funding Source? Who is Responsible?
Timeline Include
Frequency of
Monitoring
Embed diagnostic assessments (CP 3, ASL 2)
to make DI/Flex groups happen (CP 4, SBI 5)
Provide training on diagnostics and
Develop common pre assessments with
rigor through collaboration days and
common planning time
Perform Classroom Walk Throughs
$1,837.50/Title II
$0
Data Teams
Administration
Per unit
Weekly
Develop consistent classroom management (IE 1 & 2) & school expectations (especially
among at risk students)(SI Survey: PO 4.2,
SC 2.1)
Analyze discipline reports, implement a Positive Behavior Intervention System (PBIS)
$0 Administration Monthly
Promote student efficacy (IE 4, SI Survey: SFC 2.1, A 2.4)
Through the Advisement process, student led conferences, Fun Fridays
$0 Admin, Counselors, Advisement Teachers
Every 4 ½ weeks
Increase percentage of students scoring exceeds on the CRCT (CCRPI 14)
More teachers being trained in AC, Send teachers to College Board Conference
$4483.00/Title II Gifted Coordinators, AC teachers
Every 4 ½ weeks
*Address at least two of the CCSD Priorities for the School Year
Formative Indicators Tied to Desired Results Indicator Target Results
Data Team Minutes 100%
participation
Discipline Analysis
of at –risk students
37%
Analysis of Walk
Throughs
80%
proficiency
Advisement Data 100%
participation
Monitor # of students
in AC classes who are
scoring exceeds
8.3 on the
CCRPI
Professional Learning Tied to Desired Results Topic Target Audience Delivery Method Cost and Source Timeline
Data Driven Instruction 6th , 7th , 8th grade teachers Preplanning Session,
Professional Learning
Day Sessions. Before
School Specials
$0 Preplanning,
continuous
monitoring
Classroom Management All Staff Before School Special
Sessions
$0 continuous
Advisement/Student Led Conferences 6th, 7th, 8th grade teachers Preplanning Session,
Grade level meetings
$0 continuous
College Board Conference/Training for Teachers AC teachers Conference $4483/Title II Conference/Jan.
2014
DI/Flexible Groups All Staff Before School Specials,
Data Team meetings
$0 Continuous
Lesson Plan Training (PET) All Staff BSS, Grade Levels $0 continuous
PBIS All Staff BSS, Grade Levels $0 continuous
Collaboration Days for Teachers 6th, 7th , 8th Grade Teachers Half Days Collaboration $1,837.50/Title II Quarters 1-3