Murilloj Swot Analysis Revised

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

Name: J azmin Murillo ITEC 7410, Semester: Summer 2014

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
Most teachers roughly
about 70% have websites
to communicate with
students and parents.
All classrooms are
equipped with one
desktop for student use,
one LadyBug document
camera, and one laptop
for teacher use.
There are four computer
labs equipped with IBM
computers and two
printers for student use-
online research, web-
based projects, Write-to-
Learn, and ClassWorks.
There are 4 laptop carts,
which includes four
cameras, for each grade-
level to share between
While many teachers are
using technology, theres still
evidence of inconsistency
throughout the school.
Accessibility to devices
computer labs and laptop carts
are often booked.
Some teachers generally use
technology for drill and
practice skills (USATestPrep,
ClassWorks, etc.)
Some teachers are not as
comfortable as the students
using technology.
A lot of new technology
expected to be learned by
teachers, but not enough
hands-on training or coaching
within the school.
Bring Your Own Device
(BYOD) school option is
available to boost student
engagement.
Purchase of one laptop cart
for each team per grade
level.
Use of a Technology Coach
to assist in technology
integration and use of
technology which is aligned
to best practices.
Increase collaboration
among teachers integrating
technology
Lack of funds currently for
a one-to-one device
implementation.
Wireless network issues
and Internet down time
with growing number of
devices.
With Common Core and
full curriculum, it doesnt
allow time for sufficient
student training on new
technologies.
Teachers choosing not to
attend professional
development if not offered
during school hours.
Lack of time to plan for
technology implementation.

teachers to support
classroom best practices,
technology integration,
and student engagement.
MimioTeach interactive
whiteboards, MimioPad
Tablets, MimioVote
clickers, and MimioView
document cameras are
available for teachers to
check out at the media
center to use as a part of
instruction to provide a
deeper understanding of
content and to engage
learners.
All teachers use
Allinlearning.com for
assessments and school-
wide data.
Teachers use eCLASS
(D2L) to access
instructional resources,
post curriculum modules,
and post grades.
Principal and leadership
team support technology
integration for student
learning.

Summary/Gap Analysis:
Due to Gwinnett Countys eCLASS initiative, Sweetwater Middle School has experienced a rapid increase to implement technology
into instruction. As Creighton (2003) points out, todays learning environment requires the principal to be a technology leader that
participates in discovering, evaluating, installing and operating new technologies of all kinds, while keeping teaching and student
learning as the guide and driving force behind it all (p. 3). Our principal and leadership team have established vision and goals for
technology in our schools by engaging in professional development that focus on technology integration and providing professional
development opportunities for teachers and staff. The principal has also secured some resources to support technology use and
integration in our school.

Most teachers are using technology routinely as they effectively communicate with teachers, students and parents. Most teachers have
websites to post assignments and communicate with students and parents. Some teachers are using the eCLASS (D2L) to provide
students access to learning modules, digital textbooks, and online research. Our computer labs and laptop carts often booked in
advance. Many teachers are using various Mimio technology devices to support student leaning, collaboration, and student
engagement. A few teachers are embracing the BYOD initiative as a research and study tool, apps, collaborations, and to connect to an
outside audience

Unfortunately, a few teachers are still not integrating technology that promotes student learning, as the majority of teachers use
technology as a presentation tool. As well as, accessibility issues currently existed because limited number of computer labs and
laptop carts available. A few teachers are either overwhelm or scared to change their traditional ways of teaching. Although BYOD
has become a new way for teachers to incorporate collaboration and student engagement at Sweetwater Middle School, we still
struggle with the initiative because many of our students dont have a device due to economic issues.

In spite of the conditions mentioned above, our school strives to embrace our vision and mission on how to routinely incorporate
researched-based teacher practice using technology. We will continue to move forward with great leadership and continuous
professional development in technology integration for student learning. The leadership team, technology coach and teacher leaders
must assist in creating a digital learning environment where our students use technology to construct their own learning and offering
rich context for developing many 21st-century skills, such as critical thinking and problem solving skills.

Data Sources:
2013-2014 Sweetwater Local School Improvement Plan, Survey Results addressing three areas: (1) personal technology skills, (2)
technology usage, and (3) technology integration., and GTES teacher observations (Gwinnett Teacher Effectiveness System)

ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing
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?
Gwinnett County Public
Schools District has a
Technology Plan J uly 2012
J une 2015. It contains a
Technology Vision and
Mission, goals, and
strategic priorities.
Sweetwater Middle school
has a vision-Sweetwater
Middle School will be a
World Class School for the
21st Century, committed to
honoring the dreams of
families who choose our
school.
There are teachers in our
school considered to be
eCLASS technology
innovator leaders who
support the technology the
vision and technology
integration for student
learning.
Teachers have a varying
opinion and vision of the
integration of technology in
the classroom.
The school doesnt have a
technology shared vision in
place.
Technology is not viewed
as essential by our
population, as many
students fail to have basic
technology available to
them.
Share the districts
technology vision with staff
members and ITSEs
Essential Conditions.
Collaboratively build a new
school technology vision
using ITSEs Essential
Conditions.
Title I funds provide
technology enhancements
when received for educators
and students
Professional development is
offered to teachers in
regards to creating solid
technology lessons to
enhance standards.
Teachers have different
point of views of how
technology should be
integrated.
Teachers cannot keep up
with the growing trends in
the field of technology and
find themselves leaving it
behind for standards based
lesson.
Although the county has a technology shared vision, many teachers were not aware it existed. As well, the school currently doesnt
have a shared vision for technology integration in place and technology integration is not incorporated into the local school plan for
improvement. The school has made good progress in collaboratively establishing a vision and mission for the school, but it doesnt
include technology integration. Despite the weak vision, the school has many dedicated technology leaders and teachers who are
actively engaged to support technology integration and use research-based, best practices in their instruction. Technology is being
used, but its merely seen as another technology tool. As Creighton states (2003), the focus should be on conceptual knowledge of
how technologies can be used to augment student learning (pg. 4). Teachers belief plays a critical role in technology integration.

Data Sources: Gwinnett County Technology Plan 2012-2015, ISTEs Essential Conditions, Survey Results addressing three areas: (1)
personal technology skills, (2) technology usage, and (3) technology integration., and GTES teacher observations (Gwinnett Teacher
Effectiveness System)

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?
Gwinnett County Public
Schools District has a
Technology Plan J uly 2012
J une 2015. It contains a
Technology Vision and
Mission, goals, and
strategic priorities.
The LSPI goals indicate
that teachers are expected
to utilize technology
programs to monitor
The district technology plan
doesnt follow the SWOT
analysis format.
There is no school-wide
technology plan in place.
The LSPI doesnt include
planning for technology
implementation and doesnt
explain how technology
will support enhance
student learning.
The district plan may be
used that a guide to create
technology plan.

Some resistance fromothers who
dont have the same vision for
technology integration or believe
we dont need additional plan.
Time, resources, and funds are
needed to collaboratively write a
technology plan.
Leadership may resist using
SWOT analysis format and
monitoring plan because its time
consuming.

student progress and
strengthen skill acquisition.

Currently, Sweetwater Middle School does not have a technology plan for teachers to follow and use as a guideline. In order to ensure
that all teachers are integrating technology within their curriculum, guidelines must be established. So far a technology committee has
been established, which includes leaderships, teachers, students, and parents. The technology committee and teacher leaders will need
to take the role of establishing a technology plan that will take into consideration everyones ideas, including from the resisters and
saboteur. As Creighton (2003) states, Disagreement and resistance can make a positive contribution to the implementation of
technology in our schools (pg. 66).

To enhance a focused, shared vision across the entire school, a new technology plan should be collaboratively established that
supports research-based strategies that will prepare our students to be independent, digital-age learners, and problem solvers for
tomorrows workforce. The technology plan should also be part of the local school plan for improvement. Once established, the plan
must be effectively communicated on an ongoing basis and referred to as progress toward it is also shared. There must be measurable
objectives and tasks to support the vision and their accomplishment must be monitored routinely to sustain it.

Data Sources: Gwinnett County Technology Plan 2012-2015, 2013-2014 Sweetwater Local School Improvement Plan, Survey
Results addressing three areas: (1) personal technology skills, (2) technology usage, and (3) technology integration., and GTES
teacher observations (Gwinnett Teacher Effectiveness System)

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?
All students, teachers and
administrators have access
to computers and digital
Computer labs and laptop
carts are always booked and
theres not enough for
Create a better a plan for
lab sign up that maximizes
equitable access.
Teachers and parents still
resisting to embrace shared
vision of technology
resources. The school has
four computer labs with 30
IBM computers and two
printers. There are 30
desktops, one BW printer,
and one color printer in the
Media Center. Each staff
member is also supplied
with a laptop computer.
Students can save work to
their own folder in the
network.
Due to BYOD, every
student has access to
wireless network in the
entire school.

everyone to use.
Laptops are slow to log on
and it discourages teachers
when instructional time is
lost.
Most families in our
community cant afford
computers or internet
access at home for at home
digital resources.
Many students dont have
handheld devices to support
out 1:1 BYOD initiative.
Using the eCLASS system
for learning modules,
quizzes, collaboration, and
assessments.
Provide encouragement and
support for more BYOD
student participation.
Encourage teachers to write
grants for iPads or tablets to
support BYOD 1:1
initiative.

integration.
Equitable Access at home
for students and parents.
Not enough teachers eager
to write grant proposal for
iPads or tablets.
All of Gwinnett County Public Schools are well equipped with a great deal of technology tools and programs. Due to Sweetwater
Middle School high numbers of students, technology tools available are not enough. Most of the technology were purchased with
Title I funds. Teachers are using technology for clerical purposes, such as attendance, recording grades, collecting and analyzing data,
and communicating with parents and staff. Wireless network is available to 1:1 BYOD initiative, but the social economic levels of our
parents and students poses a problem.

In order to create a student centered learning environment, teachers need receive additional support from technology team on how to
create technology infused lesson that encourages collaboration and high-order thinking. Teacher volunteers will be needed to write
grant proposal to receive the funding necessary for more devices to support BYOD 1:1 initiative. As we increase the number of
devices, student accessibility will continue to improve.

Data Sources: Survey Results addressing three areas: (1) personal technology skills, (2) technology usage, and (3) technology
integration., and GTES teacher observations (Gwinnett Teacher Effectiveness System)

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.
70% of teachers are
comfortable with how to
use technology.
The local school technology
coach and media specialist
are both highly skilled.
The leadership teams are
computer literate.

For some teachers,
technology is often viewed
as being just as another
extra thing to use.
Teachers are overwhelmed
with the new common core
curriculum and they
struggle to find time to
create project based
learning with technology
integration.
Some administrators lack
confidence when using
technology.
The district offers ongoing
training and coaching
courses to meet the
technology needs of
teachers and administrators.
Ongoing support for the
learning of eCLASS
applications.
eCLASS innovators at each
school to help with training
teachers and offering
support at the school level.
Compensation and
recognition for teacher
training completed during
after school hours or
summer breaks.
Teachers unable to
participate in training
(which is often outside of
school).
Training for teachers not
differentiated to meet all
the needs of the teachers.
More than half of the schools staff feels very comfortable using technology. The school is also fortunate to have a Local School
Technology Coach who highly trained and offers a lot of support to the teachers. The school administrators are also very supportive of
technology integration and are computer literate as well. As well as the media specialist, she is extremely supportive and is highly
skilled with many tech tools and programs. The confidence is evident overall with most of the staff, but the school is still having a
hard time making the shift to using technology as an instructional tool to enhance students learning.

The BYOD and eCLASS initiative has many teachers feeling overwhelmed and unskilled. In addition, concerns are still uprising
since technology support provided by the buildings two specialist is not enough to keep up with the increasing demand. As well as,
teacher time constrains and the pressure of new common core doesnt allow enough room for training. Therefore, the school needs to
consider providing teachers with time to receive additional training on how to integrate technology effectively.


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?
The county offers
summer professional
learning for technology
integration and a
summer digital literacy
conference.
Administration
provided teachers with
collaborative planning
to create lesson plans
infused with technology
A few eCLASS
Poor attendance to
trainings being offered
through the year at the
school and county
County offers face to
face and online
technology training that
can be counted for PLU
Negative attitudes in
regards to training due
to past experiences and
a resistance to change.
Some training may be
ineffective and may not
offer follow up training
or classroom support.

innovators are willing to
provide training before
or after school for
teachers.
There plenty of opportunities available at the county and school level for technology training, but many teachers choose not to take
advantage of these opportunities. Most of the opportunities are free and offer a paid stipend. In addition, the school offers several
trainings after school and on Saturdays, but they usually dont offer ongoing classroom support. As well as many of the trainings
focus on introducing various technology tools rather than focusing on how technology could be implemented into lessons to enhance
student learning.

Although training is available, it is still not very flexible for teachers to attend. Smart solutions should be thought out to help teachers
with time constraints. The schools should considered more online professional learning for teachers to attend course learning from
home and followed by classroom support on how to integrate technology. In order to improve the use of technology throughout the
school, a technology plan has to be established, along with a shared vision with input from all stakeholders.


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?
The school has
technology specialist
who is available to fix
any technology issues.
The school uses a
create a ticket system
for staff member to
request help.
Quick response usually
received when a repair
ticket has been entered.
All technology
equipment is relatively
updated and new
because so got
retrofitted two years
ago.
Technology specialist is
only available to fix
issues
Periodically send out
teacher surveys to
determine needs.

Laptops are easily
damaged by students
and are shut down
unexpectedly.
The county and school are fortunate enough to have fairly new technology retrofitted about two years ago. When problems arise the
technology support specialist is available to assist and problems are fixed within a timely manner. With one technology specialist,
sometimes it can be quite challenging to keep up with the demands. The school is lucky to have a handful of teachers that are tech
savvy that can trouble shoot when needed. The downfall is that the technology specialist is not trained to offer support in regards to
technology integration in teaching and learning.

integration

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?
Teachers are very
knowledgeable of
Gwinnett Countys
AKS standards and use
the standards to drive
instruction.
Kid friendly AKS
standards are posted
daily for students, and
they are shared with
parents in course syllabi
and online.
Digital resources and
digital textbooks are
linked from the schools
website and from
teachers websites for
quick access.
Teachers are not
familiar as to where to
locate the technology
standards
Parents and students do
not know technology
standards.

Publicize technology
standards online for
parents and students.
Publish them in teacher
websites along with
content standards.
Reference them in
lesson plans and in
instruction as we do
content standards.
Content standards are
tested in the CRCT and
teachers are held
accountable for yearly
progress, whereas
technology standards
are not. This may result
in resistance to fully
integrating technology.
The teachers use Gwinnetts county AKS standards to drive instruction. Every students and parents receive the AKS standards booklet
at the beginning of the year. AKS standards are used to drive instructions. As well as technology is being used by about 70% of
teachers to support instruction and engage students. Many digital curriculum resources are available for teachers and students online
through eCLASS.

Currently, there is a need to implement more technology into the countys curriculum. The need of a shared vision, a mission, and a
technology plan is crucial for teachers to think out of the box and seamlessly integrate technology to foster student collaboration,
critical thinking, and student engagement.


Work Cited

Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press.
International Society for Technology in Education (2012). Essential conditions: necessary conditions to effectively leverage
technology for learning. Retrieved from http://www.iste.org/docs/pdfs/netsessentialconditions.pdf

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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