S. evans swot_analysis

SWOT Analysis
Technology Planning Needs
Assessment
Shannon Evans

SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?
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
 Interactive White
Boards (IWB’s) in
every classroom
 Computer lab as part of
specials rotation
 Classroom management
tools such as Class Dojo
 Word processing for
planning
 School Website
 Individual teacher
websites
 4-5 desktop computers
in each classroom
 Document cameras to
be used with IWB’s
 Students use word
processing for writing
 Students use internet
resources for research
 Students use
presentation software
for projects
 School is a BYOT
school and some grades
 Computers and IWB’s
aren’t always used for
constructivist learning
 Teacher websites aren’t
always updated in a
timely manner
 Because the computer
lab is used for specials
rotations, the younger
grades only get to go
every other week.
Students go to Science
lab one week and the
computer lab the next
week. It’s difficult to
work on projects and
build on skills when
they are going to the lab
so infrequently.
 Not all teachers are
properly trained to use
the IWB’s for purposes
other than showing
videos
 Not all students have
access to the internet at
 Students in the upper
grades have extra time
in the computer lab and
teachers can send
students to use extra
computers for IPass
testing, MyOn reading,
Coach online testing
and also research, word
processing, and
presentation
development.
 Websites and blogs can
be great tools for home
to school
communication if
updated in a timely
manner and can also be
used to provide
important resources for
students and their
parents
 IWB’s and computers
are sometimes used for
drill and videos and are
in ways used as the
teacher to keep students
busy
 Internet use must be
managed closely and
proper training for
teachers and students
must be implemented
 Students aren’t always
given proper instruction
on the effective use of
using the internet or
computers
 Teachers don’t want to
dedicate time to being
trained on Web 2.0
tools and constructivist
teaching learning
strategies through
technology, and existing
hardware which
threatens the
achievement of

are participating in
flipped classroom
models
 Software is available to
track reading progress
and also task progress
 Student response
systems/clickers are
available for assessment
and engagement
home to view the
websites of teachers
 In the flipped
classrooms, not all
students have access to
technology to bring to
school and could be at a
disadvantage
students.
Summary/Gap Analysis:
Technology is used frequently in my school but not always in the most efficient manner. Much of the technology has been
provided without the necessary training to go along with it. Training is offered, but many teachers feel like it is a nuisance to attend
extra trainings therefore allowing them to use their technology in basic ways without creating authentic learning for students. Rarely is
technology used to reflect researched based practices and higher order thinking skills. I wasn’t aware that I wasn’t using technology
effectively until beginning this program. I now make sure that I work to use technology to engage students in learning and require
them to use their higher order thinking skills. I don’t believe teachers refuse to use technology this way, I just believe that they aren’t
equipped to use it in this way. However they are reluctant to spend time learning the necessary steps to insure the successful
implementation of authentic technology use into their lesson planning. I am getting the training to be able to do this, but this isn’t
available to most of our other teachers. I believe it’s important to use this knowledge to create an effective technology implementation
plan for my school so that we can move our technology instruction into engaged and authentic learning. For training to be successful,
it needs to be part of scheduled staff meetings or PLC meetings where teachers are in the computer lab and are able to see the tools,
programs, applications, software, and hardware in action and are able to explore while the training is taking place. Just as instruction
in our classroom is most successful when students are active participants in their learning, the same principle applies to adults. As
indicated in the action evaluation plan, teachers will be supported by follow up visits from the Title I Instructional Technology
Specialist to work in the individual classrooms with the teachers to help navigate the technology and answer any questions. The
implementation of technology into planning and instruction will become more natural and less daunting when introduced this way
versus being forced to sit in long meetings with a person just talking and lecturing while requiring excess time and energy.

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?
 There is a vision for the
district concerning
technology
 The vision includes best
practices and higher
level thinking skills that
align with the CCGPS
technology standards
 CCGPS standards
incorporate tasks to help
prepare students to be
career and college ready
 Not many are aware of
the district’s shared
vision
 The shared vision
provides a feasible plan
to help students and
teachers use technology
effectively and
authentically. There is a
district technology
committee that is
dedicated to
implementing the vision
 Technology
implementation
throughout the district
will be uneven and
disjointed if the vision
is not clearly stated and
made accessible for all
stakeholders.
“The mission of the Douglas County School System is to provide a quality education for all students in a safe, supportive
environment. The Douglas County School System Technology Department supports the mission by identifying, recommending, and
providing appropriate technology tools that are effectively integrated into the learning environment”. For the vision to be implemented
throughout the district, teachers must be aware of this vision. All teachers, students, parents, and community members are needed to
make the vision successful and help move our technology instruction into 21st
Century learning. Teachers must be made aware of this
vision and be willing to actively participate and commit to its successful implementation. Many teachers believe that if they have
students on computers, they are using their IWB’s, and students are using different types of technology, that they are doing what needs
to be done where technology is concerned. Technology must be used to deepen the understanding of our students and allow them to
engage in authentic learning experiences while using higher order thinking skills. 20% of teachers indicated in the survey that their
main use of technology is computer drill and review and students playing learning games on the promethean board while teacher does

guided reading or tends to other students. Almost half of the staff seems reluctant to dedicate time to extra training and
implementation because they believe they don’t have enough time to get accomplished everything that is already required of them.
Through effective training of technology instructional strategies, tools, hardware, and software and support during the implementation
of these technologies teachers will be able consolidate teaching tasks and help shift learning from teacher centered to student centered
constructivist learning.
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?
 There is a district wide
technology committee
that works to fulfill the
technology vision for
our students
 Teachers work to
incorporate technology
as much as possible into
planning
 Technology is not
explicitly listed in the
school SIP
 Technology is widely
available through the
school but little training
has been used for these
devices.
 The technology
committee has one
representative from
each school. The
committee meets
monthly and in the
evening so that parents
and other stake holders
may attend. County
wide emails are sent
with an open invitation
to attend.
 Many are unaware of
the district vision for
technology
 Few teachers want to
take the time to go to
meetings that take place
in the evening
 Technology is not
specifically indicated in
the SIP and can be
overlooked in
instruction because of
it.
Technology isn’t clearly listed in our SIP and does not reflect the technology vision for the county.

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?
 Interactive White
Boards are installed in
all classrooms
 Document cameras
have been placed in
each classroom
 At least 4 desktop
computers are in each
classroom
 Computer lab with
technology teacher
 Clickers/Student
Response Systems are
available for every
student
 Administrators have I
Pads for teacher
observations
 Document cameras
were placed in
classrooms over fall
break with no training
or information
concerning them
provided for teachers
 Computers are often
used for drill and kill
practice
 Student Response
Systems are not being
used in every
classroom. Proper
training has not been
provided for many
teachers and they don’t
want to be bothered
with setting them up
themselves.
 The opportunities are
endless when a plethora
of technology resources
are available. Students
are able to participate in
authentic learning
experiences and play an
active role in their
learning.
 Teachers aren’t
properly trained on the
technology available
 Technology can be used
to replace the teacher
instead of enriching the
teacher’s instruction
Students, teachers, and administrators have a plethora of technology resources at their disposal. There are so many opportunities to
use technology and create authentic learning experiences. Unfortunately, technology isn’t being used to its full potential. Teachers and
administrators need to be provided with the training needed to be able to use technology more effectively. State and national standards
must be known and understand so that effective implementation can take place. A school-wide technology committee would be a step
in the right direction to help make sure that teachers are aware of these important standards so they can be made aware of all of the
wonderful resources available to help engage our students in effective technology 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.
 Teachers are skilled in
basic technology uses
such as Microsoft
Office, basic uses of
IWB’s and software for
student learning
 There aren’t any school
level technology go-to
people.
 Teachers aren’t using
technology promote
higher order thinking
skills as much as they
should
 There is a Title I
technology specialist
that comes and trains
teachers as needed. She
does walk trough’s of
classrooms and
provides timely
feedback on the use of
technology in the
classroom and ways to
use the technology more
effectively
 Few teachers want to
take the time needed to
be more proficient in
technology
 It’s very difficult for
students to engage in
skills while using
technology when the
teachers don’t have the
training to promote this
type of technology
learning
Teachers and administrators need to be provided with the training needed to be able to use technology more effectively. State and
national standards must be known and understand so that effective implementation can take place. A school-wide technology
committee would be a step in the right direction to help make sure that teachers are aware of these important standards so they can be
made aware of all of the wonderful resources available to help engage our students in effective technology learning.

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?
 Title I technology
specialist provides an
array of technology
professional learning
opportunities in the
summer for Title I
teachers
 Technology
professional
development is only
available in the summer
and many teachers
aren’t available for this
training.
 The professional
development for the
county is only available
for Title I teachers
 Opportunities are
available for technology
professional learning
based on skill level
during the summer
 Most teachers only take
these trainings in the
summer to receive the
stipends for attending
the training and not
necessarily for the best
practices for technology
Honestly there isn’t a lot of ongoing professional learning going on at a district level. Our principal has invited our Title I
technology specialist to come to some of our team meetings to help us learn important uses of our IWB’s and ways to make effective
flipcharts and implement activities using our student response systems. She also does walk trough’s of classrooms and leaves timely
feedback. If technology isn’t being used to further student learning, she gives examples of how to do achieve that using the technology
she witnessed in the classroom. More technology professional learning must be imbedded into our professional development learning
opportunities at a school level so that the district vision can be implemented. Teachers must be willing to take the time to learn how to
use technology effectively and a school wide plan must be put in place to help achieve this.
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?
 There is a technology
help desk through the
intranet that allows
teachers to report any
technology problems
they are having
 Technology personnel
is quick to respond to
technology help desk
requests and follows up
with an email detailing
how the problem was
solved or what the next
steps are in solving the
problem
 Technology specialist is
available to come help
and give demonstrations
on proper technology
use
 Teachers don’t always
report their technology
issues when they occur
and this leaves the
students at a
disadvantage when they
are unable to use
technology for
something they are
learning or working on
 Teachers don't use the
technology specialist to
help technology
instruction
 Technology support is
available and quick to
respond to technology
issues as they arise
through the technology
help desk.
 Some technology is
older and cannot always
be fixed and alternatives
are not provided.
Several of our desktop computers were replaced last summer but there are many that had not reached their warranty so they were
not replaced. Often the computers are a bit slow. The internet seems to be more unreliable than reliable lately but that is at a county
level and there is little that can be done about that. Our county technology specialist always sends out technology updates for upgrades
and if there is going to be down time. Most of the printers have lasted past their life expectancies and are not being replaced and only
one printer is made available per grade level now. This makes word processing and other uses difficult. The technology team is very
quick to respond to technology help needs. Other than the computers and printers, all of the other technology we have available to us
is new and the technology team is quick to fix something if we have a problem.

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?
 CCGPS requires
students to use higher
order thinking skills by
creating research
projects and using
various technology to
demonstrate mastery of
the curriculum
 NET-S are available for
teachers to use
technology to reflect
engaged learning and
higher LoTi.
 Not all teachers are
aware of the national
technology standards.
 Teachers and
stakeholders are able to
attend the district
technology committee
meetings to share ideas
and be up to date on the
county’s plan for
technology and the next
steps that will be taken.
 Without being aware of
the national technology
standards, teachers
aren’t using technology
to its full potential to
help students achieve
through the use of
technology
Teachers must be made aware of the national standards for both teachers and students to be able to use technology to its fullest
capabilities. Web 2.0 tools, presentation software, virtual fieldtrips, Epals, and so many other uses for authentic technology use are at
our fingertips but few teachers are made aware of these. A plan needs to be put in place at a school level to match the district wide
technology plan so that teachers are able to meet the deeper needs of our students and learn ways to help our students meet these
standards. Teachers were given a survey that asked questions about technology proficiency. A small percentage of teachers were
aware of the national ITSE standards. Teachers were aware of increased technology requirements in the CCGPS curriculum but
weren’t aware of their origin. The CCGPS give the outcomes expected but are not as explicit as the ITSE NETS standards. A list of
activities and lesson suggestions would be helpful to accompany each of the NETS-T and NETS-S to help teachers create appropriate
lessons and activities to achieve the standards through constructivist authentic lessons. Creating these activities could be a task of a
technology committee made up of representatives from all grade levels.

Appendix:
A teacher survey was given to teachers to answer questions regarding technology. The following questions were asked:
What technologies are you using in your classroom?
What programs are you utilizing on your computers for your students?
Are you using your clickers?
How are you using your Promethean Boards?
Do you feel comfortable using your promethean Board?
Would you be willing to take trainings to help you use technology more effectively?
What are the national standards regarding technology?

S. evans swot_analysis

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a S. evans swot_analysis

Similar a S. evans swot_analysis (20)

Último

Último (20)

S. evans swot_analysis