ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality

in our school?
Name: Lin-Chiou Lee Semester: Spring 2019
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
 Technology is integrated daily with personalized learning  Day to day instruction is  Teachers’ need for systematic  Teachers perceive that
strategies – choices and voices, varied strategies, and just-in- not consistently aligned to training on how to use a variety of the amount of
time instruction. research-based best educational software already troubleshooting required
practices. provided by the county and with technology makes it
 Technology is targeted towards student achievement purchased by the school to not worth utilizing.
assessed through the use of tools and apps that are aligned  The majority of personalize student learning.
with the prioritized curriculum standards outlined by the technology use is teacher-  Teachers feel frustrated
county. directed. Students use  Work with teachers to design class that they cannot seem to
technology to access activities where students have keep up with all the
 The FastBridge Learning program is used to track all student content (textbook or more opportunities and choices to instructional technology
work progress in English and Mathematics. Every 2 weeks, teacher- made use technology to demonstrate tools they are coming
the Tier 2 students in the Response to Intervention (RTI- presentation) online and learning, collaborate with their across.
remediation) receive a formative assessment in the utilize Microsoft or classmates, and solve problems
FastBridge Learning program to demonstrate mastery and to Google productivity tools with a real-world connection.  Teachers reluctance to
guide the program and the RTI teachers for continuous (PowerPoint, Word, work with the TIM-O
remediation. Every week, the Tier 3 RTI students receive a Slides, Docs, Forms, etc.)  Implement the TIM-O Matrix to Matrix to monitor their
formative assessment in the FastBridge Learning program to to summarize and closely monitor technology own technology
demonstrate mastery and to guide the program and the RTI demonstrate learning. integration. integration.
teachers for continuous remediation.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the approaching level with a 71% in the Student-Centered Learning category.
 Technology is integrated daily with personalized learning strategies – choices and voices, varied strategies, and just-in-time instruction. Technology is also targeted
towards student achievement assessed through the use of tools and apps that are aligned with the prioritized curriculum standards outlined by the county.
 The FastBridge Learning program is used to track all student work progress in English and Mathematics.
 There is an urgent need to work with teachers in designing class activities where students have more opportunities and choices to use technology to demonstrate
learning, collaborate with their classmates, and solve problems with a real-world connection.
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
Recommendations from Gap Analysis:
 To better evaluate the effectiveness of technology integration with a focus on standards-based and student-centered learning, the school should consider
implementing the TIM-O Matrix provided by the county. The TIM-O Matrix classifies technology use as active, collaborative, constructive, authentic, and goal-
directed in five different levels – entry, adoption, adaptation, infusion, and transformation. Before a scheduled teacher observation, the teacher will use the TIM-O
Matrix to self-assess and get a clear picture of which level he or she currently is in for each category of technology use. After an observation, the teacher and the
school Vanguard Technology Team member sit down to have a reflective dialogue about what worked and what did not for the lesson. Based on the teacher’s
decision to advance one level up in a TIM-O category, the Vanguard Technology Team member will then suggest the appropriate technology tools and model
how to integrate them into the next appropriate lesson. The TIM-O Matrix will continue to be utilized to track a teacher’s instructional practice and effective
technology integration (Vanguard Team, personal communication, March, 2019).
Supporting Sources:
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (Appendix A)
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community.
Guiding Questions:
 Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers,
administrators, parents, students, and other community members aware of the vision?
 To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student
learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To
what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?
 To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing tomorrow’s workforce? For motivating
digital-age learners?
 What strategies have been deployed to date to create a research-based shared vision?
 What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement?
Strengths Weaknesses Opportunities Threats
 Teachers and staff are well aware of the 2018-2022 School Improvement  The school needs a separate  A school technology  The teachers feel
Plan: (1) Prepare students with strong academic foundations and the skills technology/plan for the vision (separate from the overwhelmed to
needed to navigate life beyond graduation; (2) Provide a welcoming school. SIP) will be created. implement the
environment and positive school and district culture for students, families, School
and employees; (3) Engage families, community members, and civic  The school has set certain  All stakeholders should Improvement Plan,
organizations as active partners; (4) Manage and protect public funds and technology use expectations be involved in the the personalized
assets through efficient and effective use of available resources. towards teachers and creation of the vision in learning model,
students, but the some form. and the technology
 CHS focuses its personalized instructional model with technology administration also needs to vision.
integration on (1) choice and voice where students express their learning provide support and give  Teachers will be held
preferences as active participants; (2) varied strategies where students teachers who are skeptical accountable for  The most efficient
learn and access the content using traditional and technology tools; and and slow to change ample implementing the shared way to gather all
(3) just-in-time direct instruction where direct instruction is available in time to grow. vision with their input. stakeholders’ input
various modalities based on student needs (2016-Present Fulton County when writing the
 Evaluation of the vision
Instructional Technology Plan).
and progress will be
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
 Teachers agree that technology is critical to improve and motivate student  All stakeholders are not monitored by the school technology
achievement. directly involved in the administrators. vision/plan.
creation of the shared vision.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the beginning level with a 49% in the Shared Vision category.
 The school vision is to “prepare students with strong academic foundations and the skills needed to navigate life beyond graduation” (2018-2022 School
Improvement Plan). Within this vision and following the county personalized learning guidelines, the school has chosen to focus its personalized instructional
model with technology integration on (1) choice and voice where students express their learning preferences as active participants; (2) varied strategies where
students learn and access the content using traditional and technology tools; and (3) just-in-time direct instruction where direct instruction is available in various
modalities based on student needs (2016-Present Fulton County Instructional Technology Plan).
 CHS focuses its personalized instructional model with technology integration on (1) choice and voice where students express their learning preferences as active
participants; (2) varied strategies where students learn and access the content using traditional and technology tools; and (3) just-in-time direct instruction where
direct instruction is available in various modalities based on student needs (2016-Present Fulton County Instructional Technology Plan).
 A separate technology vision/plan needs to be developed to tie the School Improvement Plan and the personalized learning model all together.
Recommendations from Gap Analysis:
 The school should be held accountable to fulfill the three instructional technology goals set forth by the county to promote and teach digital citizenship, utilizing the
Common Sense Media Curriculum. To enhance the education of students through the 1:1 device initiative, making sure that all students’ school-issued laptops have
24-7 access to technology-rich resources and digital content on the Fulton County Launchpad. Moreover, all teachers and students are equipped with all the
educational productivity tools under their Microsoft Office 365 (i.e., Word, PowerPoint, OneNote) and Google Apps for Education – GAFE (i.e., Google Dos,
Sheets, Slides) school accounts.
 Teachers and all other stakeholders should “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and
community building, and develop the leadership and technology skills of others” (ISTE Standards for Teachers, 2014).
Supporting Sources:
2018-2022 School Improvement Plan
2016-Present Fulton County Instructional Technology Plan
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (See Appendix A)
ISTE Standards for Teachers. (2014). Retrieved from https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

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.
Strengths Weaknesses Opportunities Threats
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
 The school is held accountable to fulfill the three  A detailed and separate  The school Vanguard Technology Team needs to  Lack of school-
instructional technology goals set forth by the technology vision is needed be more involved in the entire technology wide technology
county to promote and teach digital citizenship, to strengthen the planning process. vision/plan.
utilizing the Common Sense Media curriculum. To technology planning.
enhance the education of students through the 1:1  To enhance the education of students through the  The school
device initiatives, making sure that all students’  The technology plan needs 1:1 device initiative, making sure that all Vanguard
school-issued laptops have 24-7 access to to address the needs of students’ school-issued laptops have 24-7 access Technology
technology-rich resources and digital content on diverse populations to technology-rich resources and digital content Team needs more
the Fulton County Launchpad. Moreover, all regarding digital technology on the Fulton County Launchpad. time to meet and
teachers and students are equipped with all the equity for low SES and plan with more
gender groups.  To utilize all the educational productivity tools effective
educational productivity tools under their Microsoft under their Microsoft Office 365 (i.e., Word,
Office 365 (i.e., Word, PowerPoint, OneNote) and members.
 There is no instructional PowerPoint, OneNote) and Google Apps for
Google Apps for Education – GAFE (i.e., Google Education – GAFE (i.e., Google Dos, Sheets,
technology coach position  Teachers are
Dos, Sheets, Slides) school accounts. Slides) school accounts.
at our school. resistant to
 There is the school Vanguard Technology Team to change and new
 A subsidized internet service could be offered to initiatives.
help plan technology in the school. families who are in need.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the beginning level with a 42% in the Planning for Technology category.
 The school is held accountable to fulfill the three instructional technology goals set forth by the county to promote and teach digital citizenship, utilizing the
Common Sense Media curriculum. To enhance the education of students through the 1:1 device initiative, making sure that all students’ school-issued laptops have
24-7 access to technology-rich resources and digital content on the Fulton County Launchpad. Moreover, all teachers and students are equipped with all the
educational productivity tools under their Microsoft Office 365 (i.e., Word, PowerPoint, OneNote) and Google Apps for Education – GAFE (i.e., Google Dos,
Sheets, Slides) school accounts.
 The school technology plan needs to address the needs of diverse populations regarding digital technology equity for low SES and gender groups. A subsidized
internet service could be offered to families in need.
Recommendations from Gap Analysis:
 Going forward, the technology planning must address how technology implementation at the local level can better support the district-wide initiative to fully
personalize student learning through the use of technology as every teacher and student continue to utilize Microsoft Surface tablets in the classrooms for the entire
school year.
 How can the school Vanguard Technology Team be more involved in the entire technology planning process? How can the team have more time to meet and plan
with more effective members?
Supporting Sources:
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (Appendix A)
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
 To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based,
student-centered learning?
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
 To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning?
 What tools are needed and why?
 To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of strategies that would benefit your
school/district? (required)
 Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths Weaknesses Opportunities Threats
 1:1 device for all students and teachers.  Not all  A student technology team will be created in  Funding and staff who are
students/fami which students will become technology leaders available after school for the
 Teachers and students have 24-7 access to lies have in the school. Females will be encouraged to Extended Day Learning Lab
technology-rich resources and digital content on the internet become part of the student technology team. days.
Fulton County Launchpad. access at
home to  A subsidized internet service will be promoted  County approval for promoting
 Teachers and students are equipped with all the for families at a discounted rate. the subsidized internet service
support all
educational productivity tools under their Microsoft for low SES families.
the digital
Office 365 (i.e., Word, PowerPoint, OneNote) and  An Extended Day Learning Lab will become
content and
Google Apps for Education – GAFE (i.e., Google available for those with academic needs after  Teachers refuse to utilize
resources
Dos, Sheets, Slides) school accounts. school two days per week. technology to support diverse
provided by
learning needs because they
 Certain software has been purchased to support the the school  Ongoing teacher training on software and like how they have always
diverse needs of our students (i.e., SOLO Literacy and county. hardware that support the diverse needs of done things.
Suite, TouchChat, IXL, etc.) students.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the meeting level with a 70% in the Equitable Access category.
 Teachers and students have 24-7 access to technology-rich resources and digital content on the Fulton County Launchpad.
 Teachers and students are equipped with all the educational productivity tools under their Microsoft Office 365 (i.e., Word, PowerPoint, OneNote) and Google
Apps for Education – GAFE (i.e., Google Dos, Sheets, Slides) school accounts.
 How can the school support low SES students’ technology use at home by providing free WIFI access using wireless providing devices or internet access at a
discounted rate?
Recommendations from Gap Analysis:
 Promoting equity and high expectations for all students and involving families and other stakeholders in promoting student learning. (CHS Improvement Plan,
2018-2022). The ELL teachers at the school should be encouraged to share best instructional strategies that are culturally responsive and testing practices that are
beneficial to students who are learning to speak English since the majority of the teachers do not understand the difference between social/conversational English
(Basic Interpersonal Communicative Skills – BICS) and academic English (Cognitive Academic Language Proficiency – CALP).
 To close the gap in digital divide to fully support low SES students’ technology use at home, the school is working on a solution to provide free WIFI access at
home using wireless-providing devices like Kajeet.
 To increase low SES students’ academic growth, the school also offers Extended Learning Days after school twice a week so that students can receive additional
help to make up assignments, quizzes, and tests. Their performance and progress are tracked every four and a half weeks through their official electronic report
cards.
Supporting Sources:
2018-2022 School Improvement Plan
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (Appendix A)
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
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 teachers use technology daily in  Teachers, who were interviewed,  Teachers do want to provide more student-  Some teachers just don’t
their classrooms. state they would rather wait to try centered technology integration for problem want to learn new forms of
out a new tool rather than solving and collaboration. technology. They may be
 Teachers who were interviewed feel they jumping in right away. close to retiring or just not
have the necessary capabilities and skills  Teachers who were interviewed feel excited like change.
to integrate digital resources successfully  Administrators encourage and about implementing new technology in the
into their classroom instruction. evaluate technology integration classroom if they can do this under their own  Time and funding issues
but fail to lead by demonstrating volition. They want to keep up with all the when it comes to training
 Teachers, who were interviewed, feel their technology capacity and new technologies rather than falling behind. personnel on specific
comfortable planning their daily skills. topics.
instruction with varied strategies where  Working with the school Vanguard
students can learn and access the content  The majority of current technology team, administration will promote  Administrators
in different stations with a combination technology use in teacher one form of technology to the staff showing cooperation on learning a
of online tutorials, online practice, and classrooms is teacher-directed and they are using it and encouraging it from new tech tool to
teacher-directed enrichment activities. intended as extension or others during the monthly faculty meeting. demonstrate during
enrichment activities. monthly faculty meeting.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the approaching level with a 71% in the Skilled Personnel category.
 Most teachers use technology daily in their classrooms.
 Teachers do want to provide more student-centered technology integration for problem solving and collaboration.
 Administration should consider promoting one form of technology to the staff showing they are using it and encouraging it from others during the monthly faculty
meeting.
Recommendations from Gap Analysis:
 The school should consider offering more job-embedded and self-paced professional learning outside teachers’ planning or lunch time such as collaborative lesson
study, analysis of student work, problem-solving sessions, curriculum development, and action research.
 To nurture more skilled personnel, the school should consider providing school-wide training sessions to systematically broaden every teacher’s instructional
technology pedagogy. These trainings are intended to demonstrate how integrating technology-enhanced learning can best support student choice and voice in
content access, instruction delivery, and mastery-based assessments in their classrooms. During our Tech Tuesday sessions, we have learned and discussed (1)
productivity tools like Microsoft OneNote Class Notebook, Google Apps for Education, and Padlet; (2) online assessment tools like Socrative, ZipGrade, Microsoft
and Google Forms, and Quizizz; (3) online review or gamification tools like Kahoot and Quizlet Live; (4) tools that take learning beyond the classroom like
Twitter, blogging, and Skype; (5) presentation tools like Flipgrid, Microsoft Sway, and Podcasting.
Supporting Sources:
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (Appendix A)
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.
Guiding Questions:
 What professional learning opportunities are available to educators? Are they well-attended? Why or why not?
 Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see Skilled Personnel)
 Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)?
 Do educators have both formal and informal opportunities to learn?
 Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate topic?
 How must professional learning improve/change in order to achieve the shared vision?
Strengths Weaknesses Opportunities Threats
 The district sends several teachers from each  Not all teachers who are  More teachers will be encouraged to  Funding as it costs money to
school to the GaETC conference every fall. interested to attend GaETC attend/present at various professional build a school culture where
get to attend the conference learning events and conferences. professional developments
 Teachers are highly encouraged and every fall due to funding. are valued.
oftentimes funded to attend/present at various  Professional learning sessions will be
professional learning events and conferences  Only a small group of systematically offered on teacher  Time to offer professional
of their choices if these opportunities are teachers take advantage of workdays and county-mandated developments is always a
aligned with student learning goals, the Professional Learning professional development days. challenge as teachers do not
Professional Learning Community (PLC) Funding Program since they Professional Learning Community (PLC) want to miss instructional
goals, or personal/professional/department do not want to be held work sessions will be included in the and their own planning time.
goals written in the Teacher Keys accountable for redelivering professional learning plan so that teachers
Effectiveness System (TKES). Teachers must the content at the school can immediately put their learning into  Teachers see professional
submit their Professional Learning Funding level. practice while collaborating with others. learning sessions as a waste
Request forms to request any types of of time since most of the
professional development funding.  Systematic and ongoing  A school instructional technology page time the content do not meet
professional development will be created by the school Vanguard their needs or they feel they
 Teachers who attended educational sessions that meet the staff technology team under the media center have not learned anything
conferences are expected to provide content- needs are not always website, sharing useful tools and valuable that can be applied
related professional development training at offered and planned with resources that they should give it a try in in their classrooms.
the school level. the right timing. their classrooms.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the approaching level with a 71% in the Ongoing Professional Learning category.
 The collaborative professional learning teams at my school are called the Professional Learning Community (PLC). A teacher usually works within two to three
different PLCs since he or she teaches two to three different courses. For instance, a math teacher needs to meet in his or her Algebra 2, Geometry, and AP Calculus
PLCs while a science teacher has Biology and Honors Biology PLCs each week. Teachers are required to work in each of their PLCs for at least 45 minutes every
week, reflecting on best practices, collaborating on formative and summative common assessments, and developing personalized learning activities. PLCs are also
expected to perform item analysis on major common assessments in order to make the best decisions regarding remediation and acceleration (D. White, personal
communication, March, 2019).
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
 The school should consider offering more job-embedded and self-paced professional learning outside teachers’ planning or lunch time such as collaborative lesson
study, analysis of student work, problem-solving sessions, curriculum development, and action research.
 The school should consider continuing to allow teachers to grow as a teaching professional by attending educational conferences of their choices. The school should
also consider requiring teachers to attend or present at local and national educational conferences as strong teacher leaders.

Recommendations from Gap Analysis:

 The bad impression of those traditional professional developments can be flipped by implementing the Pineapple Professional Learning Module. A Pineapple PL
module promotes a sense of peer learning where teachers learn best practices they can bring back to their own classrooms through observing one another. Once a
Pineapple Teacher decides to share his/her instructional strategies, he or she lets other teachers know by signing up a specific date on the Pineapple Calendar and
placing the pineapple signage outside the classroom. This Pineapple Calendar becomes the best resource teachers can have when they want to see research-based
strategies and principles in action. Teachers are also welcomed to suggest what they would like to see being “pineappled” and people who are implementing those
techniques in their classrooms can then add themselves to the calendar as examples for others. A Pineapple Teacher is a teacher who is proud of something either
new he/she is trying or a strategy he/she has mastered and is willing to open his/her classroom to be observed by other teachers. Moreover, teachers who attend
educational conferences can demonstrate content-related strategies they acquired through the PL module.
 Due to the time demands of all required PLC meetings, the school should develop and implement a new master schedule that maximizes time in the school day for
stress management and collaborative work time for teachers and students (Chattahoochee High School Improvement Plan, 2018). It is recommended that the
administrative team communicates the professional learning guidelines and evaluation process with the entire teaching staff at the first faculty meeting of the school
year. These expectations should also be revisited and discussed during the monthly faculty or department meeting. The administrative team should also sit in
different PLC meetings to monitor progress and give feedback and input to the different PLC meeting minutes that can be located in the OneNote notebook.
Supporting Sources:
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (Appendix A)
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

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
 Every teacher is equipped with a Dell teacher laptop  When a software or hardware  An expansion of the school  Teachers are less reluctant to
and a Microsoft Surface 3 tablet for instructional technical issue needs to be Vanguard technology team attempt technology integration
purposes while every student can check out a resolved, a help request ticket to include more teachers with their daily instruction since
Microsoft Surface 3 tablet every school year for must be submitted who are passionate about they are not confident about
learning purposes. electronically to the technology integration from troubleshooting on their own and
centralized help desk before different content areas. they do not receive immediate
 Every classroom is upgraded with faster internet any technical support can be support when technical issues
connection, an Epson Interactive projector, and provided on site. happen in their classrooms.
document camera.
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
 The school does not have an  The Vanguard team  Teachers require guidance and
 Every school has a school-based technology instructional technology members can also help those collaboration with a full-time
specialist for onsite software and hardware support. coach. The media specialist, in their hallways with instructional technology coach,
The county office also has a technology help desk along with four other teachers technical issues that can be which the school currently does
hotline that staff can call in for help. on the school Vanguard quickly fixed. not have a position for this specific
technology team, share the role.
 The media specialist, along with four other teachers
responsibilities for technology  A technical support and
on the school Vanguard technology team, also act as troubleshooting Q&A page  The funding to hire a full-time
integration and instructional
instructional technology coaches, collaborating with will be linked on the school instructional technology coach to
training.
teachers on technology integration with personalized media center website to share the responsibility with the
learning strategies. address technical issues or media specialist.
questions that are frequently
happening.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the meeting level with an 84% in the Technical Support category.
 The school has a well-organized technical support structure where a school-based technology specialist is onsite for software and hardware support. The media
specialist, along with four other teachers on the school Vanguard technology team, also act as instructional technology coaches, collaborating with teachers on
technology integration with personalized learning strategies.
Recommendations from Gap Analysis:
 The school should consider the possibility of adding an instructional technology coach to oversee technology integration and instructional training. Teachers do
require guidance and collaboration with a full-time instructional technology coach, which the school currently does not have a position for this specific role.
 The school should consider an expansion of the school Vanguard technology team to include more teachers who are passionate about technology integration from
different content areas. These members can also provide technical support to other teachers in their hallways to ensure troubleshooting in a more timely manner.
Supporting Sources:
Administrator Interviews using the Technology Integration Interview Questionnaire (See Appendix B)
ISTE Lead and Transform Diagnostic Tool (Appendix A)
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

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?
Strengths Weaknesses Opportunities Threats
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
 Teachers have many digital resources  Students, parents, teachers, and  Students, parents, teachers, and  Teacher buy-in to
provided by the county to help integrate administrators are not fully aware of administrators will become knowledgeable integrate yet another set
technology into the county-mandated the ISTE Standards for Students. of the ISTE Standards for Students. of standards into their
prioritized standards in each content area. daily instruction.
 Technology literacy is not embedded  Teachers will be trained on the ISTE
 Technology literacy is taught explicitly and systematically assessed within the Standards for Students and Teachers.
using the Common Sense Media current curriculum.
 Teachers will integrate the ISTE Standards
Curriculum every August for a week.
for Students into their daily instruction.
Summary of Results/Conclusions:
 Based on the ISTE Lead and Transform Diagnostic Tool (Appendix A), CHS is at the approaching level with a 71% in the Curriculum Framework category.
 Even though teachers have many digital resources provided by the county to help integrate technology into the county-mandated prioritized standards in each
content area, students, parents, teachers, and administrators are not fully aware of the ISTE Standards for Students.
 Even though technology literacy is taught explicitly using the Common Sense Media Curriculum every August for a week, technology literacy is not embedded and
systematically assessed within the current curriculum.
 It will be challenging to convince teachers integrate yet another set of standards into their daily instruction.
Recommendations from Gap Analysis:
 Teachers need to be trained on the ISTE Standards for Students and Teachers. Teachers will also need to integrate the ISTE Standards for Students into their daily
instruction.
 The school technology vision/plan needs to incorporate the ISTE Standards for Students and Teachers to cover both the content and technology standards.
Supporting Sources:
ISTE Lead and Transform Diagnostic Tool (Appendix A)
ISTE Standards for Students. (2016). Retrieved from https://id.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-sheet_final.pdf
Student Interviews
Teacher Interviews using the Technology Integration Interview Questionnaire (See Appendix B)

References

Florida Center for Instructional Technology. The Technology Integration Matrix. Retrieved from https://fcit.usf.edu/matrix/matrix/

ISTE Standards for Students. (2016). Retrieved from https://id.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-sheet_final.pdf

ISTE Standards for Teachers. (2014). Retrieved from https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

Appendices

Appendix A: ISTE Lead and Transform Diagnostic Tool Results

 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?

Appendix B: Technology Integration Interview Questionnaire

1. As an educator, I am skilled in the use of technology for teaching and learning.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
2. I have consistent access to appropriate professional development to support my use of technology in the classroom.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
3. There are proactive leadership and support in regards to the implementation of technology for teaching and learning.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
4. There are continuous assessment and feedback to evaluate the effectiveness of my technology use for teaching and learning.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
5. Teachers at my school are given clear expectations in regards to the implementation of technology for teaching and learning.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
6. Educators at my school receive timely assistance for maintaining and using the technology when technical issues rise.
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment – What is the current reality in our school?
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
7. Teachers at my school regularly share innovative ideas for instructional technology resources to support standards-based instruction.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
8. Teachers and students at my school genuinely enjoy the use of technology in the classrooms.
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree
9. Can you briefly describe our school's expectations regarding technology integration?
10. How do you use technology to differentiate or personalize student learning?
11. What digital tools do you rely on the most and how have those tools been beneficial to student learning?