Carrilloe Swot Final

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

Name: Erica Carrillo
ITEC 7410, Semester: Spring 2015
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
Communication is
Even though access
Incentives for creating
Time to plan
technology based
points are available for
technology based
Comfort level of
throughout LMMS
checkout, students often
learning opportunities
teachers
through itslearning.com,
do not utilize them
Shared Resources on
Lack of understanding
Infinite Campus, and
Teachers often use
Subject and Grade
by administrators
Microsoft Outlook.
technology for drill and
Level Content
BYOT Classroom
The expectation at
practice or assessments
Collaboration between
Management issues
LMMS by
only
content areas not just
Georgia Milestones
administrators that
Administration lacks
subject
lesson plans are to be
understanding of best
posted on
practices
itslearning.com along
Many teachers do not
with resources and
post on itslearning.com
activities. At least 2
as expected
formative assessments
Parents do not
must be created in
understand how to
itslearning.com per unit
manipulate
and communication
itslearning.com and
with students and
Infinite Campus.
parents can also be
Access to technology is
implemented through

itslearning.com email.
All attendance and
grade management is
through Infinite
Campus
Microsoft Outlook is
used for email
communication between
staff, parents, and
students.
Teachers use
Promethean Boards to
facilitate classroom
lessons
Students use 4 desktops,
laptop carts, ipad carts,
and BYOT to engage in
learning
Teachers are
encouraged by
administrators to create
lessons that incorporate
the 4 Cs
Teachers create pre and
post assessments using
itslearning.com in order
to produce data driven
standard based lesson
activities
PLCs are designed to
support research based
lessons in the classroom
not adequate for student

population

Summary/Gap Analysis:
Technology at Little Mill Middle School is encouraged for creating authentic learning opportunities and for communication.
The expectation is that teachers implement itslearning.com as a tool for documenting and sharing lesson plans, resources, and
activities, as well as, administering at least 2 formative assessments. This tool is also a great resource for data collection due to
its ability to disseminate data results from pre and post assessments. This data can then drive the development of researchbased lessons that are supported by technology in the classroom. Although teachers send communications through Microsoft
Outlook email, itslearning.com also provides an option for parents, teachers, and students to send messages. Another tool that
teachers must use is Infinite Campus where all grades and attendance are documented. Report Cards and Attendance reports
are managed through this program. Teachers, students, and parents despite the expectation under use the online platforms.
According to my Shared Vision for Technology Integration Survey, teachers do feel they have the knowledge to use the online
platforms, but time seems to be the issue. Some teachers also did not feel comfortable communicating with parents about
technology use. So, if a parent does not attend the parent informational session about technology use, they are not likely to use
it. Also, if teachers are not using it regularly in class then students will not. A limited number of access points are available for
weekend check- outs, but many parents and students do not complete the process to check them out, or they just dont try.
Although my ISTE Diagnostic Tool indicates that my school system scored Meeting on Equitable Access, LMMS does not have
enough laptops, desktops, and iPads to meet the student populations demands. This makes it difficult for teachers to
implement authentic learning technology based opportunities that include the 4 Cs: collaboration, communication, creativity,
and critical thinking in the classroom. Although administrators encourage technology use and research-based lesson planning,

it is evident some administrators lack understanding themselves. BYOT is a definite avenue to bridge the equitable access
issue mentioned, however, it can be a classroom management issue. With the new Georgia Milestones, teachers are hesitant to
incorporate technology into the classroom due to time constraints, and if they do it is often drill and practice. The other issue
according to the Vision Survey is that they lack time to plan authentic learning using technology tools. According to the ISTE
Diagnostic Tool, LMMS meets when it comes to student centered learning with an average of 71%. Ways to support teacher
and encourage use would be to provide incentives for creating authentic technology integrated learning opportunities. Also,
since time is the issue a central shared location for teachers to post resources and activities that are authentic would save time
and provide collaboration between teachers.
Data Sources:
Forsyth County Technology Plan
ISTE Diagnostic Tool.JPG
Little Mill Middle School Improvement Plan
Shared Vision for Technology Staff Survey
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
LMMS vision supports
Some teachers are still
Professional Learning
Administration does not
Forsyth County School
using technology for
Communities are
have the knowledge to
District vision, as well
Drill and Practice
present and created to
make proper decisions
as, state and national
support the Shared
Administrators lack
Teachers do not agree
standards.
Vision
knowledge to support
that technology is
Expectation is that all
School District supports
vision and make
critical to student
teachers create lessons
decisions
LMMS with funds to
growth
that support 4 Cs and
purchase new
Some teachers do not
Teachers do not feel
develop 21st Century
technologies
see the connection
time is available to
students
between authentic
implement authentic
Authentic Learning
Opportunities
using technology and
to support Shared
Common Core
Vision
Collaboration is
Standards
expected
Many teachers have
Use technology to
never heard of ISTE
increase student growth
standards
Teachers,
Although teachers
Administrators, and
participate in PLCs and
Support have a clear
Regular professional
understanding of the
develop, they often do
Vision and where to
not implement skills
find it
learned
LMMS Administration
Equitable access to
conducted survey to
inquiry based projects is
create Shared Vision
not available

At Little Mill Middle School a Shared Vision has been developed that supports the Forsyth County School District Vision for
technology integration. According to the ISTE Diagnostic Tool, LMMS is meeting the Shared Vision with an average score of
76%, and the Shared Vision Survey supports that as well. The shared vision is to develop productive and global citizens, and it
will be implemented by developing authentic learning opportunities that incorporate the 4 Cs: collaboration, creativity, critical
thinking, and communication. It is evident after conducting my Shared Vision Survey that teachers and administrators are
aware of the vision and aware of where to find it. They also feel that they did have a voice in creating the vision and its
supportive PLC groups. Unfortunately, teachers do have professional learning opportunities but do not implement these new
skills in the classroom due to curriculum pressures. Although Forsyth County Schools supports technology at LMMS with
funding, administration does not have the knowledge needed to make decisions about technology. According to the ISTE
Diagnostic Tool, LMMS scored in the category of Empowered Leaders approaching with an average of 50%. Improvement
can be made by administration becoming active learners that can make informed decisions. Also, equitable access to inquirybased -projects is not present. Gifted/Advanced classes tend to have more access where at risk or special needs students
typically use technology for drill and practice. Also, access to authentic learning and 4Cs is usually not equitable due to
varying level of skills and comfort among teachers. Parents do support technology use, but often do not understand
themselves.
Data Sources:

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
There is a clear plan to

guide technology
integration
There are PLCs to
support
Research based data is
used to guide the
development of the
Forsyth County
technology plan
LMMS School
Improvement plan
provides PLCs to
support engaged
learning using
technology
The county plan is too

broad for individual
school use
LMMS plan does not
have a specific
technology goal
ISTE/NETS standards
are not specifically
connected with the SIP
BYOT is useful in the
classroom, but can
cause classroom
management issues
TKES observations can

be used to develop new
school improvement
goals
Forming a diverse
committee of all
stakeholders for
technology planning
Not using research to

choose most effective
tools for the classroom
Not using budget to
purchase most effective
tools
Little Mill Middle School has a clear vision and plan in place to integrate technology, however, the SIPS does not include a

specific ISTE/NETS standard or technology goal. Technology integration is supported through PLCs to encourage teachers to
create authentic student-centered learning opportunities. Although BYOT is useful in the classroom, it can cause classroom
management issues that are difficult to control. Administrators also need to be active participants so that educated decisions
can be made when choosing technology resources. When financial issues occur, technology funds are used for other areas.
When observing teachers for TKES, it would be beneficial to use feedback to then develop SIP technology specific goals based
on the needs of teachers. Also, forming a diverse group of stakeholders to identify needs and then develop a technology plan
would be beneficial for the school. This group should have representatives from all stakeholders. According to the ISTE
Diagnostic Tool, LMMS is meeting with an average of 96%.
Data Sources:
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
Access Points and

laptops are available for
student check out
Laptop carts, iPad carts,
and desktops are
available for teacher
check out
2 computer labs
BYOT policy in place
Staff members are
issued a laptop
Itslearning.com is a
planning and
assessment tool which
provides opportunities
Weaknesses
Although available,
students often do not
check out access points
and laptops for home
use
Technology is not
enough for student
population
Gifted/Advanced often
have more access to
project based learning
opportunities
Varying Teacher Skill
levels
Varying Student Skill
levels
Opportunities
Incentives for teachers

who provide engaging
standards-based,
student-centered
learning
Subject/Grade alike
common planning
itslearning.com can be
used as a tool for
engaging students
Threats
Time to create
engaging, studentcentered, technologybased learning
opportunities is
challenging
Not all stakeholders
share the vision and use
of itslearning.com
Funding for technology
is limited
According to the ISTE Diagnostic Tool, LMMS is meeting when it comes to Equitable Access with an average of 75%. Little
Mill Middle School provides teachers with 2 computer labs, 4 desktops in each room, teacher laptop, and printers for each
grade level, laptop carts, and iPad carts. There is also a BYOT policy in place that alleviates some of the equitable access
issues. Although students may check out access points and laptop for up to 3 days, students often do not. It is unclear why
students do not, but it is possibly because parents must come in for an informational session with the ITS and sign a form.

Equitable Access of project-based learning is not present at LMMS. Gifted/Advanced students are also more likely to receive
project-based, student-centered opportunities that utilize the 4 Cs than an at risk student would who is predominantly
participates in drill and practice activities. Factors that may contribute to this issue are varying teacher and student skill
levels. Teachers indicated on the Shared Vision survey that time was needed to collaborate and develop engaging technology
integrated plans for all students. The tool, itslearning.com, can be used to engage students through blog and web page
creation, but teachers need training. Due to lack of education, some stakeholders do not share the technology vision.
Data Sources:
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
Most teachers are able

to manipulate
itslearning.com to post
lesson plans
to use Infinite Campus
to use Interactive White
Boards
to use itslearning.com
to collect and analyze
data
LMMS has an
Instructional
Technology Specialist
Parents and students
have access to
itslearning.com daily
plans, as well as, grades
on Infinite Campus.
to use apps and web
based tools
Weaknesses
Most teachers do not

know the aspects of
itslearning.com that
allow teachers to create
engaging lessons
Administrators are not
knowledgeable of tools
other than productivity
Some teachers are either
not integrating
technology, or are using
it primarily for drill and
practice
Teachers are
inconsistent with
itslearning.com planner
use
Opportunities
Teachers have PLCs

that can be used as
sharing and
brainstorming
opportunities
Subject/Grade level can
create and share
engaging activities on
itslearning.com
Threats
More experienced
teachers sometimes are
resistant to technology
integration
Collaboration is
expected but a clear
definition is not given
LMMS, according to the ISTE Diagnostic Tool is meeting with an average of 93%. The Shared Vision Survey also indicates

that most teachers are able to manipulate itslearning.com, Infinite Campus, and Interactive White Boards, as well as, use apps
and web. Although teachers are able to use the planner, as well as, collect and analyze data using itslearning.com, most
teachers do not know how to use this tool to create engaging lessons. Parents and teachers have access to itslearning.com daily
plans, as well as, grades on Infinite Campus, however, some parents are unclear on its use. However, inconsistencies by
teachers also contribute to some parents being unsupportive of its use. There is an Instructional Technology Specialist that
provides insight for teachers, however, her time is limited due to her other responsibilities. Teachers participate in PLC groups
so that would be an appropriate setting for brainstorming ways that technology could be integrated in lessons. Another
opportunity for creating and sharing could be grade level and subject meetings. Although collaboration is expected, there is a
need for a clear definition. One of the biggest threats are the more experienced teachers who are resistant to change and
technology integration due to lack of knowledge.
Data Sources:
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
Monthly PLC meetings
are regularly attended
Tech Tuesdays
Instructional
Technology Specialist
District subject area
professional
development
District professional
Administrative support
for educator
participation in nonschool related
professional learning
Professional
development at LMMS
is based on SIPS,
Forsyth County
Technology Plan, and
Teacher input on survey
Teachers mentor each
other
NSDC and ISTE
Teachers do not
implement learned
skills due to
inconsistent follow-up
Teachers feel more
authentic learning
professional
development is needed
Teachers need
itslearning.com
professional
development on
authentic learning uses
District subject area
professional learning is
not beneficial
Follow up support can

be differentiated for
teacher preference
Time to develop
authentic learning
opportunities
integrating technology
Train and position
experts in each grade
level/department
Teachers feel
overwhelmed by the
idea of integrating
technology
Funding is limited for
outside of school setting
professional
development

standards are the basis
for technology training
Ongoing Profession Learning at LMMS, according to the ISTE Diagnostic Tool, is Meeting with an average of 86%. Forsyth
County along with Little Mill Middle School provide ample opportunities for professional learning, however, the biggest issue
according to the Shared Vision Survey is inconsistent follow-up after sessions. The ITS leads professional development by
providing Tech Tuesdays and PLC meetings. Many teachers felt that this follow-up should be differentiated with the option of:
one-on-one sessions, online tutorials, observing colleagues, collaborating with skilled colleague, modeling, and more sessions.
Teachers did feel that they had input on professional development choices. Also, professional development does support
Forsyth County Technology Plan and SIPS especially through PLCs. Teachers indicated that there is a need for more authentic
learning professional development, as well as, time to plan. Although district subject area professional development training is
provided, it tends to be considered a waste of time. Training and then positioning experts in each department or area would
be a way to support teachers and assist in implementation of learned skills. This would help alleviate overwhelming feelings of
integrating technology. Administrators tend to limit funding of outside professional learning opportunities when budgets are
stretched.
Data Sources:

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
District Technology
Support has quick
response
Instructional
Technology Specialist is
local and able to assist
with most trouble
shooting
Support Staff lacks

knowledge of
technology use for
authentic learning
There are areas in the
school with WiFi
inconsistencies
Often when all students
are on the internet,
connectivity is very
slow or nonexistent
Training for teachers on

common
troubleshooting
strategies
Identify and train
technology
troubleshooting experts
for each grade level
Trouble shooting issues

occur during class and it
is difficult to get
assistance in the
moment
Funding is limited to
repair or replace
technology damaged

Technical Support is critical in the school setting to maintain technology for students and staff. According to the ISTE
Diagnostic Tool, LMMS Approaching with an average of 73%. The ITS is local and able to assist with most troubleshooting,
but bigger issues are supported quickly by the district technology department. One challenge teachers face in the classroom is
inconsistencies with connectivity when all students are trying to access the internet. It would be beneficial to identify and then
train experts for each grade level who can assist teachers more quickly and solve the in the moment issues that arise
throughout the day. Funding is also limited to repair or replace damaged technology.
Data Sources:
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
Forsyth County stated
NET-s standards are not
in technology plan that
clearly visible in
curriculum included
curriculum plans
NET-s standards
Teachers are not aware
Instructional
of the NET-S standards
Technology Specialist is
Student technology
knowledgeable and
literacy is assessed
assists staff with
through observation, as
technology standards
well as, in Connections
All stakeholders agree
classes through SLO
that technology is
Few teachers
necessary in developing
incorporate the ISTE
21st century learners
and NET-S standards
due to lack of
knowledge
Opportunities
Professional learning to
educate staff about
integrating
NET-S standards
Collaboration with
Instructional
Technology Specialist,
technology teachers,
and subject alike
teachers to create
lessons incorporating
NET-S standards
Promoting ISTE and
NET-S standards to all
stakeholders
Forming a committee to
align technology and
content standards for
day to day instruction
Threats
Resistance at having to
incorporate more
standards
Attitude that these
standards are add-on
and not required
Most stakeholders are
not aware of the NET-S
and ISTE standards
According to the ISTE Diagnostic Tool, LMMS is Approaching with an average of 69%. Although Forsyth County stated in
the Technology Plan that curriculum included NET-S standards, they are not visible in curriculum plans. Not only are they
not stated, but, most stakeholders are unaware of the standards and what they mean. All stakeholders agree that technology is
necessary in developing 21st century learners, but teachers are resistant to the idea of making those standards mandatory in
addition to his or her subject standards. It will be necessary to educate teachers on the standards, what they mean, and how to

integrate them in all content areas. Another issue is that student technology in the classroom is usually assessed through
observation that is subjective with the exception of SLOs in Technology Connection classes. Ways to address these challenges is
by collaborating with ITS, technology teachers, and subject alike teachers to develop lessons incorporating NET-S standards.
This could committee could align the technology standards for day-to-day instruction. Once these are created the standards
need to be promoted to all stakeholders as critical to meeting the technology vision.
Data Sources:
Appendix

1.
What is your position at Little Mill Middle School?

Teacher SupportStaff
2.
3.
4.
5.
6.
7.
Leadership
What subject do you teach?

Science
Social Studies
Language Arts
Math
Special Education
Connections
Other
How many years experience do you have in education?
1-5
6-10
11-15
16-20
More than 20 years
It is easy to access the technology integration plan in place at Little Mill Middle School.
Strongly Agree
Agree
Disagree
Strongly Disagree
I have a clear understanding of the Little Mill Middle School technology integration plan.
Strongly Agree
Agree
Disagree
Strongly Disagree
Teachers and administrators have input in how technology is integrated.
Strongly Agree
Agree
Disagree
Strongly Disagree
Click the Technology Professional Development you have attended.

8.
Tech Tuesdays
Promethean Board
ipad Apps
itslearning
Infinite Campus
Web Based tools (infuse learning, padlet, kahoots....)
What other technology professional development have you attended?
9.
What other technology professional development would you like offered?
10.
At LMMS there are consistent professional development offerings for all levels of technology
integration.
Strongly Agree
Agree
Disagree
Strongly Disagree
After attending technology professional development follow up sessions are offered.
Strongly Agree
Agree
Disagree
Strongly Disagree
11.
12.
13.
After attending professional development which type (s) of follow up sessions do you prefer?
One-on-One
More than one session offered
Online tutorials
Collaboration with a skilled colleague
Observing other teachers
Modeling
At LMMS teachers are given opportunity to provide feedback about effectiveness or professional
development activities.
Strongly Agree

14.
15.
16.
17.
18.
19.
Agree
Disagree
Strongly Disagree
I am able to effectively use the following technology to improve and manage teaching:
itslearning
Infinite Campus
Interactive Whiteboard
Learning Station
Google Drive
I am able to use its learning to collect and analyze student data.
Strongly Agree
Agree
Disagree
Strongly Disagree
I effectively communicate with parents about technology use.
Strongly Agree
Agree
Disagree
Strongly Disagree
I effectively communicate with teachers about technology use.
Strongly Agree
Agree
Disagree
Strongly Disagree
I effectively communicate with administration about technology use.
Strongly Agree
Agree
Disagree
Strongly Disagree
I am interested in learning more strategies to create authentic technology learning opportunities in the
classroom.
Strongly Agree
Agree

20.
Disagree
Strongly Disagree
What do you feel you need in order to integrate more authentic technology learning opportunities in
your classroom?

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

ITEC 7410, Semester: Spring 2015

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

SWOT Analysis Template for Technology Planning Needs Assessment

not adequate for student

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION TWO: Shared Vision

SWOT Analysis Template for Technology Planning Needs Assessment

technology uses in the future aligned to research and best practice?

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION THREE: Planning for Technology

There is a clear plan to

The county plan is too

TKES observations can

Not using research to

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FOUR: Equitable Access

SWOT Analysis Template for Technology Planning Needs Assessment

Access Points and

Incentives for teachers

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FIVE: Skilled Personnel

SWOT Analysis Template for Technology Planning Needs Assessment

Most teachers are able

Most teachers do not

Teachers have PLCs

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

SWOT Analysis Template for Technology Planning Needs Assessment

Follow up support can

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SEVEN: Technical Support

Support Staff lacks

Training for teachers on

Trouble shooting issues

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION EIGHT: Curriculum Framework

SWOT Analysis Template for Technology Planning Needs Assessment

How is student technology literacy assessed?

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

What is your position at Little Mill Middle School?

What subject do you teach?

SWOT Analysis Template for Technology Planning Needs Assessment

What other technology professional development would you like offered?

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

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