Wardlaw B-Swot Template

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

Name:
Beth Wardlaw
ITEC 7410, Semester: Spring
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)
Teachers utilize the

computer lab to create
lessons for student
learning.
Mounted Smartboards
and projectors are being
used in all academic
classrooms.
Internet and Wi Fi are
available for teacher
and student use.
All students each have a
Google Drive and Email
account to utilize.
Some teachers are using
online learning such as
Edmodo and Google
Classroom.
Many teachers use
Document Cameras
Technology is mostly
being used by the
teachers, not the
students.
Many teachers are not
fully utilizing the
student Google
accounts.
Many teachers are
hestiate of technology.
There is not an adequate
amount of technology
for our students.
There is not enough
adequate professional
development for
technology.
in favor of going 1:1
with chromebooks.
Encouraging more
teachers to attend
Technology Tuesdays
where they can learn
how to utilize more
engaging technology.
Encourage the county
office and
administration to
provide more
professional
development for
technology.
Several new staff
members being hired
next year is an
opportunity to provide
technology refresher
training to get everyone
on the same page and
help newly formed
Teachers do not have

time to practice and
prepare for student
technology use that
fosters higher-level
thinking skills.
Teachers in critical
academic grades feel
pressure to prepare
students for Milestone
testing, which
diminishes time
available to plan for and
use technology with
students.
comfortable or willing
to try new technology.
There is not enough
technology provided in
our school.

each day to facilitate

learning.
Teachers utilize email
daily as their main type
of communication.
Access to viable,
efficient technology
remains in the forefront
for Floyd County
Schools.
75% of teachers do not

assign web-based
projects (e.g., web
collaborations,
WebQuests) to students
that emphasize complex
thinking strategies (e.g.,
problem-solving,
decision-making,
experimental inquiry)
aligned to the content
standards.
teams begin the

collaboration process.
Students are exposed to
more advanced
technology in business
and technology based
classes (STEAM
course).
All students in grades
K-12 have access to the
Online Assessment
System (OAS) web site
to practice testing skills,
and if more teachers
will use this it can lead
to more effective test
practice.
Summary/Gap Analysis:
Teachers are primarily using technology for direct instruction, presentations, and typing essays rather than to engage students in
collaboration and critical thinking activities. While teachers are providing students with some technology time, it is often used for drill
and practice instead of higher order thinking. Students are exposed to more advanced technology if they are in a Business Computer
Science class, or in the STEAM program. Many teachers expressed in the survey that they would like to use more technology if it was
provided and/or they had more adequate professional development in using it.
Data Sources: Teacher Technology Survey , Floyd County Schools Technology Plan
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?
Strengths
Weaknesses
Opportunities
Threats
Armuchee Middle
School follows the
district vision for
technology.
Floyd County Schools
has been given a grant
to allow for more WiFi
spots in the schools and
faster data connection,
allowing for BYOD to
be possible in the near
future.
Floyd County College
and Career Academy
allows for technology to
be used in order to
prepare students for
tomorrows workforce.
The academic
teachers and the CTAE
teachers work together
The teachers at
Armuchee Middle
School are not aware of
the vision for
technology in our
school or district.
Our technology plan for
the system shows many
areas of weakness.
Teachers struggle to
embed the technology
standards, as many are
unfamiliar they exist,
into research based
lessons.
Technology is not
viewed as essential by
our population, as many
students fail to have
basic technology
available to them.
As funds allow, local

administrators allow
teachers to attend
technology seminars,
conferences, participate
in LITE, Google
Bootcamp, Tech Bridge,
and to take local
technology classes
taught at the central
level.
When we reach our 1:1
goal, more students will
be able to use
technology in every
subject.
When we receive more
Instructional
Technologist in our
system, teachers will be
better prepared to use
technology seamlessly
Teachers do not share a

common viewpoint for
how technology should
be viewed and
implemented in the
classroom.
Teachers do not
understand the growing
trends in the field of
technology and find
themselves leaving it
behind for standards
based lessons.
Teachers do not
understand the vision
for technology in our
school and often give
up in frustration.
Technology quickly
becomes outdated, and
instead of spending

to implement lessons to
ensure that the
academic content will
have more real world
relevance to our
students.
(school survey)
Lack of technology
leadership within the
building to develop a
shared vision for
technology
implementation.
Few teachers have
training within the field
of technology to help
support and create a
school wide vision for
technology.
Technology use is not
equitable across student
groups; higher level
students use technology
more frequently and for
projects that require
higher-level thinking
skills while technology
is used as a reward or
for drill-and-practice
more frequently with
lower-level students.
in every lesson.
Include local school
governance teams, and
all community stake
holders in the decision
making process.
more money to update

it, many schools have
lost equipment needed.
Teachers and
administration disagree
about which types of
technology help to
create best practice in
the classroom which
results in a barrier of
new technologies.
Floyd County Schools has developed a strong technology vision, mission, and specific 3-year technology plan, however teachers are
minimally aware of this plan and it has not been used to drive a school-based technology vision or technology plan. Providing
efficient, up-to-date technology is an essential function of all school districts in the 21st Century. DOE technology survey data shows a
steady improvement over the past 15 years throughout our system. This includes a better network infrastructure and greater access to
technology based hardware and software. However, the student to computer ratio has dramatically risen to over 5.28 students per one
modern internet connected instructional computer. The system needs to be prepared to use all sources of funding available to help
bring this number back down. Starting in June 2014, Floyd County will utilize e-rate and SPLOST IV funds to improve switches at the
central office, install twenty or more wireless access points in all primary, elementary, and middle school, and thirty new wireless
access points for all of our high schools. When we reach our 1:1 goal, our plan is to eventually have four Instructional Technologists at

four different grade levels, an example would be 9-12, 6-8, 3-5, and K-2. In addition to the four Instructional Technologists, Floyd
County Schools needs to be prepared to add four additional technology support specialist to help manage and support 10,000 plus
Chromebooks. Armuchee Middle School needs administration to believe in technology and encourage teachers to use it more in the
classroom and lesson making process.
Data Sources: Teacher Technology Survey , Floyd County Schools Technology Plan, Walter Creek Middle SWOT
ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of
ICT and digital learning resources.
Guiding Questions:
Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?)
What should be done to strengthen planning?
Strengths
Weaknesses
Opportunities
Threats
Armuchee Middle
School follows the
district technology plan.
have a strong
technology plan for our
system.
Technology director has
excellent ideas
regarding 1:1
implementation for our
system.
75% of teachers at
Armuchee Middle
School did not know the
plan for Technology at
our school or district
level.
Our school does not
currently have its own
guide to technology use
at our school, even in
the SIP.
Teachers and
administrators should
create a localized
technology data team to
speak and give feedback
for/from our teachers
and students.
Conduct more surveys
to inquire about
technology weaknesses
of the staff in the
building
Data collected on
technology integration
during GA KEYS
observations by
The county office is

more concerned about
funding than placing
new technology in the
schools.

administration on
technology use in the
classroom can be used
to plan for needed staff
technology PD
Overall, most teachers remain unfamiliar with the district technology plan and teacher observations have never focused on whether or
not teachers are using technology. Having administration focus more on how technology is being used and what higher-order thinking
skills are evidenced in lessons during walk-throughs and observations would provide data for planning. Creating a committee to help
with the schools vision for technology would benefit the teacher buy in. Administration can help by asking and expecting teachers to
use technology. Funding still plays a huge role in how much technology is given at each school.
ESSENTIAL CONDITION FOUR: Equitable Access

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to
support engaging, standards-based, student-centered learning?
To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
What tools are needed and why?
Do students/parents/community need/have beyond school access to support the vision for learning?
Strengths
Weaknesses
Opportunities
Threats
Teachers lack the skills
A committee of
Teachers are frustrated
Students are given the
and resources to create
stakeholders is involved
and have given up on a
opportunity to engage in
student centered
in making decisions for
lot of the technology we
technology enriched
technology lessons for
purchasing large
do have.
classes through TSA
student learning.
items/programs or
and BCS classes.
Funding makes it
Many students and
system-wide initiatives.
Maker Academy/coding
difficult to stay current
parents do not have

Each teacher has a class

website they can use to
communicate with
parents and the
community.
Each academic teacher
has a SMARTboard and
teacher computer in
their classroom.
There is an academic
lab available with 21
computers for teachers
to use.
with technology trends.

There is not an adequate
amount of technology in
our school.
5.28:1 student to
computer ratio shows
that the gap in pupil to
computer ratio has
gotten to levels that
make teaching in a
modern classroom
unacceptable.
club is available for

students interested in
technology outside of
the classroom.
availability to
technology outside of
the school.
Teachers may not share
a common vision or
ground on the
implementation of
technology in the
classroom.
Lack of time to learn
precision on
technologies, they are
often overlooked or not
used due to the
teachers ability to
understand.
Lack of specific
technology, such as
iPads, is not available
due to lack of funds.
Development of strong
technological lessons
take time and many
teachers do not want to
create more time
constraints on
themselves as they
create their plans.
Access to viable, efficient technology remains in the forefront for Floyd County Schools. The technology gap has closed in the past
three years in relation to what we have and what we need to meet our goals; however, meeting the demands of changing technologies
never ends. Teachers have access to limited technology during the school. Internet is readily available and all teachers and staff have
their own computer during the school day. Teachers and students both have access to a Google Drive account including their own
email to communicate and collaborate. FCS currently has networked computers in all classrooms, and one or more academic
computers labs for student use. All high and middle schools have various vocational computer labs. All middle and high schools have

one or more classroom sets of graphing calculators. Technology peripherals, such as networked printers, digital cameras, interactive
boards, student response devices, scanners, projectors, etc. are used in varying degrees in the schools. While some schools have
adequate numbers of peripherals, other schools could definitely use more if available. Our primary inadequacy is student use
computing devices such as tablets and Chromebooks.
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 feel

comfortable using
Google and MS.
(Teacher survey)
67% of teachers rate
themselves as confident
in using technology.
(Teacher survey)
84% of teachers use
technology in the
classroom at least
monthly.
Teachers are hesitating

to try new technology in
the classroom.
17% of teachers stated
that they only use
technology for checking
email and entering
grades.
Most teachers are not
using technology on a
daily basis.
Teachers express that
Edcamp Rome will help

teachers interested in
learning how to
incorporate technology
into the classroom.
FCS will continue
sending educators
interested in technology
to Georgia Educational
Technology Conference
to learn more about
technology integration.
Funding for
professional learning
has been restricted from
the state the past few
years which has cut
back on some staff
development programs
and activities.
Teachers are not held
accountable by
administration for
technology use.

67% of teachers feel

comfortable using their
SMARTboard.
Our instructional
technologist develops
recorded videos to help
teachers with issues
related PowerSchool,
Google, and Office
when addressing system
wide learning needs.
Many outside sources
use our computer lab
facilities to conduct
presentations for
administrators,
counselors, teachers,
media specialists,
secretaries,
paraprofessionals,
lunchroom workers,
special education
personnel, etc.
they do not have

enough time to
adequately plan
technology lessons.
Have administrators
start documenting
technology use in TKES
walk through and
observations.
Technology instruction integration supports engaged learning by giving students opportunities to use higher order cognitive strategies
and provides increased time on task. Students are motivated and challenged to become critical thinkers with experiential activities,
interdisciplinary units, personalized learning, research and problem-solving skills, project-based learning and meaning-making
activities. Administrators need to make sure teachers are using the technology to analyze, synthesize, and evaluate and to support the
alignment of standards, instruction, and assessment. Teachers will begin to expect students to gain knowledge in doing technology.
Teachers should hold the expectations that students will learn to use technology as resource and productivity tools and to use the

Internet in the content being studied and in an interdisciplinary manner. Technology needs to become integral part of instruction with
the use of Google Drive, audio/visuals, interactive boards, BYOT, document cameras, streaming video clips, sound files, and music
being used as important parts of the lesson presentation. Administrators can make sure this is being done through TKES observations
and holding the teacher accountable.
ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.
Guiding Questions:
What professional learning opportunities are available to educators? Are they well-attended? Why or why not?
Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see
Skilled Personnel)
Do professional learning opportunities reflect the national standards for professional learning (NSDC)?
Do educators have both formal and informal opportunities to learn?
Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate
topic?
How must professional learning improve/change in order to achieve the shared vision?
Strengths
Weaknesses
Opportunities
Threats
The redelivery model is

used to train teachers
and administrators in
the effective use of all
technology based
programs.
uses a professional
learning outline that
assures all personnel
have an opportunity to
50% of teachers feel

that technology
opportunities are not
adequate at our school.
25% of teachers admit
that it is offered, but
they have not taken any
technology PD.
Educators in our system
do not have both formal
EdCamp Rome will

allow for teachers to
share what is working
in their classrooms and
is usually very
beneficial.
FCS hopes to
implement new
Instructional
Technology positions
when we go 1:1 in the
Funding for
has been restricted from
the state the past few
years which has cut
back on some staff
development programs
and activities.
Administration is
hesitate to let teachers
go to PD during the

enhance their
professional skills
embedded within
their duties and
responsibilities and to
assure professional
learning is an on-going
process.
FCS assures
activities are
scientifically and
researched based
programs by working
closely with State and
local RESA personnel.
Math teachers have
been given live binders
to use with their
SMARTboard and
training was provided to
all SPED teachers.
and informal
opportunities to learn.
Technology related PD
is usually isolated into
separate learning
experiences.
next three years.

Technology Tuesdays to
be offered again for
teachers after school
each week to share and
learn new technology
practices.
school day, due to

testing and student
learning.
In 2013, Floyd County Schools hired a certified Instructional Technologist to help with professional development related to
technology. While this position has greatly enhanced integrating technology into the curriculum, a gap still exists between what we

have and what we need. Lee Green, Instructional Technologist, has brought tremendous value to the technology department. During
his first year, Lee has earned a Google Certified Teacher certificate, spoke at several state level technology conferences, and developed
teacher led school level professional development programs district wide. When we reach our 1:1 goal, our plan is to eventually have
four Instructional Technologists at four different grade levels, an example would be 9-12, 6-8, 3-5, and K-2. In addition to the four
Instructional Technologists, Floyd County Schools needs to be prepared to add four additional technology support specialist to help
manage and support 10,000 plus Chromebooks.
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
There is a strong
internet connection that
helps teachers stay
connected throughout
the day.
Technology specialists
are very knowledgeable
and are able to offer
suggestions and
solutions to problems
when they do arise.
Teacher computers were
5.28:1 student to
computer ratio shows
that the gap in pupil to
computer ratio has
gotten to levels that
make teaching in a
modern classroom
unacceptable.
Tech support is often
slow due to the high
volume of work they
have to do.
The county wide

Instructional
Technologist has made
a Tech Guide to help
trouble shoot common
problems and shared it
via Google Docs.
Wait time to fix broken

technology can take
long periods of time.
Computer labs and
laptops are easily
damaged by students
and are shut down
unexpectedly.
Large county size with
limited techs, causes
problems managing
technology problems at

all updated recently and

work well.
The technology teacher
is able to help trouble
shoot simple problems
throughout the day.
Work orders are very
easy to fill out from any
computer.
Teachers often wait

weeks to get help with
technology issues.
There is only one
Instructional
Technologist in our
system.
Desktop computers are
often not reliable in the
computer lab.
the local school level.
There is definitely a wide gap in what we have and what the schools desire regarding student use computers. Floyd County Schools
historically does not buy student machines; however, we provide them to the classroom by refreshing labs and moving older
computers. A big concern at this point, with computers, is getting all students and teachers on the same operating system. At this point,
all new computers are equipped with Windows 7 (OS) and Office 2010; however, we have a large number of computers that are
running Windows XP and Office 2000/2003. Starting June of 2014, FCS technology department began a three phase project to
upgrade all teacher XP computers, all upgradable lab XP computers, and discard all non-upgradable XP machines. All students and
employees have access to modern Internet connected computers including subgroup areas of gifted students, special education
students, and ESOL students. However, there are such a large number of students and technology needs, that response time is not as
good as it should be. Teachers are often waiting a significant amount of time to have technology needs addressed.
ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources

Guiding Questions:
To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S)
Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction
and not teach technology as a separate subject?
To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/QCCs as appropriate?
How is student technology literacy assessed?
Strengths
Weaknesses
Opportunities
Threats
All K-12 schools have

access the Online
Assessment System
(OAS) web site to
practice testing skills.
Math uses Live Binders
to access digital
curriculum resources.
Floyd County 8th grade
students are assessed by
their teachers when the
State Technology
Inventory survey is
performed at the local
schools.
Most teachers, students,

and parents at our
school are unaware of
student technology
standards.
Technology standards
are not aligned to
content standards
Administration should
start checking lesson
plans to make sure they
align to both content
and technology
standards
Include the technology
standards in
observations.
Teachers can share their
knowledge of the
technology standards
with other teachers.
Technology leaders can
create learning
opportunities for
educators on ways for
best practice in
implementing
technology standards
into everyday lessons.
Most teachers, students,

and parents at our
school are unaware of
student technology
standards.
Technology standards
are not seen as
important by
administration,
therefore there is not a
large amount of focus
on them being used.
Many/most teachers at
AMS see technology as
something they can add
on, if they have time.
Many teachers consider
the use of a
SMARTboard for
displaying notes as
using technology for
student learning.
Technology should be seamlessly integrated into all curriculum areas. Teachers need to feel totally at ease with using available
technology just as they would any other teaching tool. We feel that all students need basic instruction in keyboarding skills and using

computers as an educational tool for learning. Students should continue using current reading, writing, and math programs to enhance
and build on new skills. Our 2014 test scores were at or above state and national averages in most areas. Floyd County 8th grade
students are assessed by their teachers when the State Technology Inventory survey is performed at the local schools. Floyd County
middle school students must have passed the connections computer class with a 70 or better or passed a pen and pencil computer test.
In the event they didn't take the test or take the class (or pass them), they are counted as not mastered.
Appendix
Teacher Technology Survey
Summary
What subject and grade level do you currently teach?
6th grade ELA
PE 6-8
ELA 8
6,7,8 Social Studies
8th ELA
Music - 6, 7,8
6-8 SED
6th&7th Math/Science
6th grade math/science
6-8 Connections-Technology and BCS
6-8 Band

As a technology user, how would you classify yourself?
non user
0%
beginner
33%
confident
50%
comfortable teaching others
17%
How would you rate your classroom use of technology for students?
seldom or never
8%
2-4 times a year
8%
monthly
25%
weekly
17%
daily
42%

What type of technology are you currently using in your classroom?
SMART Board
67%
SMART Response (Senteo, clickers, CMS)
0%
LCD Projector
25%
11
92%
Microsoft Office
50%
Digital Camera, scanner, and/or digital video
25%
Internet based learning tools
25%
DVD/VCR
42%
Online learning
17%
Document Camera
33%
Moodle
0%
Blogs
8%
Wikis
8%
Classroom web page
8%
Ipod Touch/Ipad
50%
Internet search engines
58%
Other
0%
Internet
Technology staff development offered at my school is:

not adequate
50%
not offered
8%
offered, but I have not taken any
25%
adequate
17%
Please rate yourself on your use of technology in the classroom.
I can get very frustrated and therefore I dont use technology very often.
8
%
I have a basic understanding of technology tools. I use the computer mostly to access email and online grading.
17
%
I can use several Microsoft Office programs. I do not teach students how to use these tools.
17
%
I am comfortable using a variety of technology tools in my classroom. I occasionally teach students how to use these tools.
50
%

I am very confident utilizing technology in my classroom. I use these tools on a daily basis, my students know how to use
them appropriately, and the tools guide individual instruction for each individual student.
8
%
Do know what the shared vision for technology in our system is?
yes
17%
no
75%
I expect students to use the digital tools and resources for research purposes (e.g., data collection, online
questionnaires, Internet research) that require them to investigate an issue/problem, take a position, make
decisions, and/or seek out a solution.
True
11
92%
False
8%

What type of different digital media and formats do you use to communicate information effectively to students,
parents, and peers?
blogs
8%
online newsletters
50%
online lesson plans
0%
podcasting
0%
digital documents
25%
none of the above
50%
True or False: I assign web-based projects (e.g., web collaborations, WebQuests) to my students that emphasize
complex thinking strategies (e.g., problem-solving, decision-making, experimental inquiry) aligned to the content
standards.
True
25%
False
75%
I can use digital media for a variety of instructional purposes.

Not Yet
25%
Aware of
25%
Learning
33%
Capable & Comfortable
8%
Could Teach Others
8%
In what ways do you use technology for student centered learning?

Do not have technology in gym.
Webquests, research, use of microsoft office to produce Powerpoint, brochures, word documents.
Common Core based livebinders lessons on smart board
I can design use technology for accessing information (browsing the web, opening an attached file, retrieving
information from a flash drive/CD-ROM)
Not Yet
25%

Aware of
8%
Learning
17%
Capable & Comfortable
8%
Could Teach Others
33%
Do your students have unlimited access to technology during the day? (Or in your classroom?)
Yes
8%
No
11
92%
0%
Unsure
Is the technology in your classroom meeting your needs?
Technology is not adequately available.
67%
Technology is in place, but not working properly or is slow.
25%

I am happy with the current technology in place.
8%
What restricts you from using more technology in the classroom?

Not enough of it, not enough training
Technology is slow and often times does not work properly.
Money
We do not have the tools
having it
Lack of access for the students in my classroom.
Money! Lack of technology!
Lack of resources
lack of knowledge/training
Do you use our system wide Google Accounts in your class?
Yes
50%
No
42%
What is that?
0%
How would you rate your comfort level using Google Drive?

0%
17%
25%
42%
8%
How do you feel about going 1:1 with Chromebooks?
Strongly favor
17%
favor
25%
Somewhat favor
17%
Neutral
25%
oppose
8%

Greatly oppose
0%
How do you think 1:1 with Chromebooks could benefit your classroom?
Students will have access to technology 24/7.
I have not been satisfied with the reliability of the Google based products that my students have used in the classroom. I would much rather them
have access to IPads or Microsoft products, as they have proven more reliable when my students are trying to work with technology.
would allow fitness tracking, nutrition logs, etc
I believe the possibilities would be endless with unlimited access for all students. I would be 100% willing to seek more training in using technology
in my classroom if I/my students had daily access to these resources.
If I had the training, I would be able to advance my student's knowledge so they could be more interested in school subjects.

Wardlaw B-Swot Template

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Wardlaw B-Swot Template

Hochgeladen von

Copyright:

Verfügbare Formate

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

ITEC 7410, Semester: Spring

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Teachers utilize the

Teachers do not have

SWOT Analysis Template for Technology Planning Needs Assessment

each day to facilitate

75% of teachers do not

teams begin the

ESSENTIAL CONDITION TWO: Shared Vision

SWOT Analysis Template for Technology Planning Needs Assessment

As funds allow, local

Teachers do not share a

SWOT Analysis Template for Technology Planning Needs Assessment

more money to update

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION THREE: Planning for Technology

The county office is

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FOUR: Equitable Access

SWOT Analysis Template for Technology Planning Needs Assessment

Each teacher has a class

with technology trends.

club is available for

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FIVE: Skilled Personnel

Most teachers feel

Teachers are hesitating

Edcamp Rome will help

SWOT Analysis Template for Technology Planning Needs Assessment

67% of teachers feel

they do not have

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

The redelivery model is

50% of teachers feel

EdCamp Rome will

SWOT Analysis Template for Technology Planning Needs Assessment

next three years.

school day, due to

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SEVEN: Technical Support

The county wide

Wait time to fix broken

SWOT Analysis Template for Technology Planning Needs Assessment

all updated recently and

Teachers often wait

the local school level.

ESSENTIAL CONDITION EIGHT: Curriculum Framework

SWOT Analysis Template for Technology Planning Needs Assessment

All K-12 schools have

Most teachers, students,

Most teachers, students,

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

comfortable teaching others

2-4 times a year

SWOT Analysis Template for Technology Planning Needs Assessment

SMART Response (Senteo, clickers, CMS)

Digital Camera, scanner, and/or digital video

Internet based learning tools