ITEC 7410 SWOT Analysis For Technology Planning Needs Assessment

ITEC 7410 SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Iliana Lourie Semester: Summer 2016
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
There are several flipped According to the SAMR Teacher and students have Lack of communication
classrooms present at TIS, matrix, the majority of teachers access to 1 or more devices per between the instructional coach
where students are able to are implementing technology at person every day. and most teachers on ways to
access information in the form Substitution or Augmentation integrate technology in
of videos at their own pace. stage most of the time. Teacher and students have innovative ways.
access to high broadband speed
Student uses technology Students are not using as well as virtual private The presence of technology
devices in some capacity daily. technology in innovative ways network during school hours. devices as a substitute is
to promote collaboration, Additionally, TIS stays open viewed as sufficient use of
Teachers use technology authentic and constructive for students after school to technology for many teachers.
devices to plan and for learning. access these resources.
instruction on a daily basis. Lack of engaging and relevant,
Project-based/student-centered Students, particularly in the research-based professional
Teachers use PowerSchool on a learning activities that can secondary grades, are given the learning for technology
daily basis for input of grades promote participation in opportunity to participate in the integration.
and attendance. Robotics and the use of Maker Robotics program. Also, a
Space are minimal. Maker Space is available.
Tianjin International School

(TIS) has an efficient and
knowledgeable Information
Technology team that is always
available to provide support.
Summary/Gap Analysis:
Tianjin International School has all the necessary resources and infrastructure, including 1:1 program, high-speed broadband and
facilities, which can contribute to successful integration of technology for student-centered approach. They also have a competent and
supportive IT team as indicated by teacher survey and ISTE diagnostic tool. However, many teachers lack the skills and knowledge to
integrate technology to promote student-centered learning, which includes authentic and constructive learning and collaboration.
Based on personal communication (S.Friday, June 29th, 2016) may not always know how to integrate technology in innovative
ways. This is partly due to the lack of effective professional learning and communication with the instructional coach for support as
reported by the principal R. Scroggins who said that the technology coach must address his struggle with initiating conversations with
teachers (personal communication, June 26h 2016).
Data Sources: Principal Interview, Staff Technology Survey, Survey, ISTE Diagnostic Tool Results, Observation
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrows 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? Explain how will you advocate for a solution.
The schools Action Plan is The WASC accreditation The transitory nature of
New ways of technology publicly available, but only a committee has pointed out the international schools can lead
integration, norms, few stakeholders have reviewed weaknesses that need to be to many changes within
expectations, and evaluation and understood the specific addressed creating a platform administration, leadership, and
are an integral part of the action steps that address to create common goals and staff. This can hinder the
Schools Action plan for the technology. objectives. progress towards the goals of
next three years. the shared vision.
There has been very little Divisional and departmental
discussion about the SAMR monthly meetings that can Lack of support from parents
The SAMR model has been matrix and how it can affect serve as motivation and due to insufficient information
adopted in the schools Action technology integration in accountability to reach the and understanding of the shared
Plan as a framework to develop classroom instruction. goals of the shared vision. vision.
school-wide norms and
expectations on how teachers Theres very little The monthly meetings with the Students misunderstanding of
will use technology in their understanding of research- Parent Advisory Committee, technology use in the
classroom instruction. based student-centric made up of 12 parents and the classroom due to
approaches that can enhance Parent Teacher Organization inconsistencies in the
The English Language Services student learning. are key to involving the classrooms.
department has utilized community.
technology in ways that are Not all stakeholders,
innovative and shown student specifically parents and
improvement. students, were included in the
development of the schools
Most stakeholders understand action plan, and therefore, do
that technology must be used to not necessarily share a vision.
enhance and improve student
learning to prepare them with
the necessary skills to be
successful in a digital age.
All stakeholders at TIS are aware of the weaknesses in technology implementation as addressed by the WASC accreditation
committee. The Action Plan clearly established the need of the SAMR model as a framework to develop school-wide norms and
expectation for technology implementation. Additionally, most stakeholders agree that technology is necessary to successfully prepare
students for their futures. There is little understanding of research-based practices and methodologies and according to the Staff
Technology Survey not all stakeholders participated in or understand the steps on the Schools Action Plan. PCA meetings can be a
strategic place for informing all parents and making them part of the planning process. As changes in staff at TIS continue to occur, it
will be important to implement systems that serve as motivation and accountability to fulfill the goals set by the shared vision.
Developmental and divisional meetings can serve to leverage these systems to ensure motivation and accountability.
Data Sources: Principal Interview, Schools 2016 Action Plan, Staff Technology Survey, ISTE Diagnostic Tool Results, Observation
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of
ICT and digital learning resources.
Guiding Questions:
Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?)
What should be done to strengthen planning?
In what ways does your school address the needs of diverse populations in the school or district to include how race, gender,
socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students access to
school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology
mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.
Diverse populations are not There is a full-time
There is a clear understanding addressed in the Schools instructional coach that who
that adequate professional Action Plan. can play an integral role in the Currently, there is no specific
learning must take place for implementation of adequate technology plan at TIS.
effective use of technology at Some teachers implement professional development. Different demands on teachers,
TIS. policies in their classroom for which lead to varying
after school assignments that There is after school dispositions among them
Administration and teachers require access to high-speed transportation for students regarding their role in the plan.
agree on the importance on Internet. However, there is no participating in extracurricular
reviewing data to evaluate common policy to address this activities, which can provide an
technology use and its impact limitation, which hinders the opportunity to access high-
on student learning. learning of all students. speed internet.
All Middle School students

take part in a Technology Skills
class, where important skills of
technology literacy are
addressed.
Although there is no current technology action plan, the schools improvement Action Plan 2016 includes technology elements. The
technology planning will focus around professional learning and obtaining data to evaluate the use of technology and its impact on
student learning. Diverse populations and limited high-speed internet access after school have not been addressed anywhere. The after
school hours can be leveraged to address the high-speed internet issue and diverse populations need to be included in the technology
plan . Another element that must be addressed is the dispositions of teachers towards technology implementation due to lack of time.
Data Sources: Principal Interview, Schools Action Plan, Staff Technology Survey, Communication with Staff
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups ie.
females.)
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?
How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)?
Do students/parents/community need/have beyond school access to support the shared vision for learning?
All teachers and students, Not all students have a virtual Transportation is provided for Unforeseeable firewalls that
regardless of SES, have access private network is necessary to students after school hours, limit internet access.
to one or two devices every day access important websites. which could be leveraged by
during school hours. teachers to allow students Lack of teacher flexibility and
Not all students have access to access to the school resources disposition to manage the
All teachers and students have high-speed internet in their beyond the classroom. resources appropriately to
access to high-speed internet homes. allow access after school.
with minimal troubleshooting Established Robotics program
problems and a server with Technology is not leveraged in and equipped Maker Space that
VPN during school hours. all classrooms for engaging, fosters student-centered
standard-based, student- learning.
Administration and IT work centered learning for all groups.
with students whose devices
have problems by loaning them Some teachers deprive students
devices to ensure they always from rich learning experiences
have access. due to limited high-speed and
VPN access after school.
According to Tianjin International Schools Self Study Report, the school adopted a 1:1 program in 2010 that allows all students
access to devices. Additionally, students of lower SES are able to lease or purchase devices at discounted prices. The IT department
also works with students by providing services to their devices and loaning other devices to make sure they dont miss out on learning
opportunities. The major obstacle per staff survey is the lack of high-speed internet and VPN in students homes. However, with the
right attitude, predisposition, and management skills, teachers could leverage the opportunity students have to stay after school. A
rotating schedule to provide students opportunities at all times are Also, the established Robotics program and Maker Space should be
encouraged among all students, including girls and students with lower English proficiency.
Data Sources: Principal Interview, TIS Self Study Report 2016, Staff Technology Survey, Communication with Staff, ISTE
Diagnostic Tool Results
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?

There is a very competent IT Not all teachers know exactly There are some strong teacher Some teachers have a lack of
department that is able to how to integrate technology in leaders that integrate desire to learn or feel they
troubleshoot with and for the classroom in innovative technology effectively. These dont need to or dont have
teachers and students. ways or dont understand teachers can collaborate with time.
higher levels of integration. others teachers to spread these
All teachers have basic skills among teachers and
understanding and knowledge Many teachers dont have the students.
different software used in necessary skills to guide
school, such as Microsoft students through learning In the same way, TIS can take
Office, PowerSchool, various applications or advantage of students with high
VLEMoodle, etc. programs for student-centered technology literacy and skills.
learning.
Several teachers are Based on the WASC report,
knowledgeable and can do school leadership understands
basic troubleshooting. the urgency in supporting
teachers to acquire these skills.
All staff surveyed unanimously agreed that the IT department is very proficient and proactive. They have the necessary skills to meet
the needs of teachers and students in a timely manner. The understanding and knowledge of the basic software is a requirement for the
schools daily routines. However, some teachers surveyed thought that some teachers can't teach students to use it (technology) and
just leave it up to whether students happen to already know or not (online survey June, 30 2016). This is also consistent with the
results from the ISTE diagnostic tool. Teachers responses show that they also see the existing opportunities for all teachers to further
their skills by providing a platform of collaboration. It will be paramount for leadership to stress and encourage the need for this
improvement in technology integration to meet the parameters of the schools accreditation.
Data Sources: Principal Interview, Staff Technology Survey, Schools Action Plan, Communication with Staff, ISTE Diagnostic Tool
Results
ESSENTIAL CONDITION SIX: Ongoing Professional Learning
ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.
Guiding Questions:
What professional learning opportunities are available to educators? Are they well-attended? Why or why not?
Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see
Skilled Personnel)
Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)?
Do educators have both formal and informal opportunities to learn?
Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate
topic?
How must professional learning improve/change in order to achieve the shared vision?
All teachers attend the yearly There has been minimal A substantial amount of the There is a lack of ongoing
educational conference hosted collection of data to identify and schools budget is allocated to evaluation of professional
by the International Schools of differentiate the professional professional learning and the learning needs. Currently, it
China, where teachers have a learning needs tools necessary for its happens primarily during
choice in a variety of implementation. accreditation years.
workshops. The instructional coach is
rarely sought out and the Teachers schedule have time
Teachers at TIS chose two communication and embedded for time away from
goals each year based on self- collaboration for integration of the classroom with a substitute,
evaluation of teacher standards. technology is not maximized. approving substitute teachers,
This is evidence of personal and giving teachers time to
accountability to enhance There is very little variety of collaborate.
individual performance. models of professional
learning, which occurs
primarily through workshops.
Summary/Gap Analysis: Principal Interview, Staff Technology Survey, Schools Action Plan, Communication with Staff
According to the Schools 2016 Self-Study and communication with the principal, professional learning is highly valued at TIS. This
is evident in the amount of financial resources that have been allocated to it. There is a yearly, mandatory conference in which several
international schools with American curriculum come together to improve their professional practices. Additionally, teachers are
encouraged to collaborate and share ideas. The issue with professional learning according to one principal R. Scroggins (personal
communication June 26th 2016), is that most of it has not been driven by data of student outcomes and teacher needs. Also, according
to many responses from the Staff Technology survey, currently not all learning styles and skill levels are addressed in the current
models of professional learning. In order to address this, TIS must take advantage of the opportunities given to teachers to collaborate
and share ideas. This is consistent with Sheningers (2014) professional growth pillar of digital leadership, which encourages personal
learning networks to meet diverse learning needs. However, many of the staff members think an element of accountability needs to be
put in place. Also, the professional learning must be continuously evaluated to make sure is effective and improves student learning.
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA:
Corwin. http://ericsheninger.com/
Data Sources: Principal Interview, Staff Technology Survey, Schools Action Plan, Communication with Staff
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?
Students at TIS in grades 3-6 a Teachers rely heavily on IT for The high level of knowledge Change in staff in the IT
provided with an iPad that basic troubleshooting issues. and skill from the IT department could potentially
meets specification for department can be transferred post a big problem if teachers
maximum operability. Availability to help with to teachers and students to help continue to rely heavily on
instructional issues when using minimize issues when them.
Students at TIS in grades 7-12 technology has not been clearly integrating technology.
are required to purchase a Mac communicated.
Book with minimum
specifications for maximum
operability. The loaned laptops
also meet these specifications.
The IT department responds

promptly to give technology
assistance and are very
knowledgeable about current
procedures and best practices in
technology.
IT resolves connectivity issues

with outstanding speed.
According to the staff surveyed and based on observation, the IT department does an outstanding job responding to technology issues.
In addition to that, they are proactive in finding potential connectivity, hardware, or software issues that can cause disruptions in the
classroom. This is one of the schools greatest strengths according to ISTEs diagnostic tool results. However, issues that arise
instructionally when using technology are not always addressed adequately. According to some responses, they teachers dont always
know how to access the instructional coach or perceive him as busy. Another weakness that could potentially be a threat is how
teachers rely heavily on IT to deal basic troubleshooting issues. This could be addressed by providing teachers with training that
involves this type of information. IT does a great job with an initial training for new staff, but this is not ongoing.
Data Sources: Principal Interview, Staff Technology Survey, Communication with Staff, ISTE Diagnostic Tool Results
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students)
Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction
and not teach technology as a separate subject?
To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/CCS as appropriate?
How is student technology literacy assessed?
Technology literacy is taught in The separate technology class The lack of data of student
Administration, technology isolation and not an integral can serve as a platform to foster outcomes and the impact of
coach, and technology teachers part of students learning. technology literacy that aligns technology implementation in
have a solid knowledge and to content standards. student learning can lead to
understanding of the ISTE There is no system in place to incorrect choices for
standards for students. assess and report student Collaboration between the curriculum.
technology literacy. technology teacher and content
The majority of teachers have area teachers can yield great
access to an online/digital results in student outcomes.
version of the textbook use in
class.
All students have access to the

available digital/online version
of textbooks.
Based on Staff survey and ISTE Diagnostic Tool Results, there are two of the conditions that require most attention. Firstly, teachers
feedback shows only a few stakeholders have a clear understanding of the ISTE standards for students. They also have not been
officially embedded in the curriculum, so teachers continue to have no interaction with them. This leads to a haphazard
implementation of technology in the classroom without clear goals goals. Technology literacy is taught in a separate classroom where
students disconnect it from subject contet and dont see the relevant integration of those skills in the rest of the curriculum. However,
the technology teacher is very proficient and also willing to collaborate with content teachers to help them apply what students have
learned. This can be a great opportunity for teachers to extend the instructional they have with students. Another important element to
address is the lack of a system that assesses student technology literacy.
Data Sources: Principal Interview, Staff Technology Survey, Communication with Staff, ISTE Diagnostic Tool Results

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ITEC 7410 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,

Tianjin International School

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

All Middle School students

ESSENTIAL CONDITION FIVE: Skilled Personnel

Strengths Weaknesses Opportunities Threats

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ESSENTIAL CONDITION SEVEN: Technical Support

The IT department responds

IT resolves connectivity issues

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

All students have access to the

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