Swotkcooper

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

Name: Kristen Cooper 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
Every classroom has 4
computers available for
students to use.
Teachers use
Activboard during
lessons that are
Common Core based.
Teachers use Safari
Montage to view the
morning
announcements and to
watch educational
videos.
All teachers have a
classroom page on
MyBigCampus.
There are two computer
labs available for
classes to use.
Ipad cart (30 Ipads) can
be checked out by
classes.
The school has students
in grades K-8
th
with this
large amount of
students having the
opportunity to utilize
resources such as
laptops and Ipads can
be difficult. Often times
resources have already
been reserved in
advanced.
Students arent familiar
with how to use certain
types of technology;
therefore, training can
take a lot of time.
Some students dont
have their own
technology to bring
MyBigCampus allows
students the opportunity
to collaborate with their
peers.
Using technology can
help save teachers time.
It can be a great
remediation and
acceleration tool.
Provides data in a
timely manner.
Students can be
progressed monitored.

Teaching students how
to use devices can be
extremely time
consuming.
Problems with
technology can alter
lesson plans.
Lack of funding
Lack of professional
training
Not enough resources
for all students to use
Laptop cart (30 laptops)
can be checked out for
student usage.
Teachers use email as
the main form of
communication.
Teachers communicate
with parents using
Remind 101.
Study Island is used as
an instructional and
assessment tool.
Teachers differentiate
lessons using a variety
of technology.

Summary/Gap Analysis:

Technology can be found in many forms at N.C.T.S. Teachers use technology daily as a planning, instructional, and assessment
tool. Email is used to communicate with parents, students, and colleagues. Programs such as Safari Montage, MyBigCampus, and
Study Island are all used during instruction. All lessons are created using Common Core Standards and Georgia Performance
Standards. Students have opportunities to use Ipads, laptops, computers, Activboards throughout the day. Several of these resources
are used as ways to differentiate instruction. Since there are so many students attending N.C.T.S reserving technology devices can be
difficult. Recently, students have been encouraged to bring their own devices; however, there are several students that do not have
personal devices.

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?
N.C.T.S. has a
technology team that is
made up of employees
The school has a vision
that includes technology
Teachers and
administration
encourage technology
usage
Students have
permission to bring
their own devices

The technology team
needs to meet more to
share ideas
Teachers do not use
technology standards in
their lessons
The vision is not used
daily by students or
teachers
Bringing your own
devices can be pointless
if students dont have
them
Allow additional
opportunities for
technology team to
meet
Professional learning
for teachers
Share the vision with
students
Limited funds
Lack of time


N.C.T.S. has a vision that incorporates technology and is aligned with Georgia Performance Standards and Common Core Standards.
The technology team consists of qualified educators, but they dont have the opportunity to meet frequently enough. Teachers and
administrators encourage the use of technology during instruction. Students and even some teachers are not aware of the vision, but
use technology on a daily basis. More professional learning opportunities for teachers can lead to improved student achievement.

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?
The usage of
technology is include in
teacher observations
Students visit the
computer lab weekly
Technology is a
component of lesson
plans
N.C.T.S. follows
Newton Countys
Strategic Plan for
technology
Students use
technology to complete
Benchmark assessments

Some teachers dont use
a variety of technology
due to lack of training
When teachers are
checked off for using
technology it doesnt
include technology
standards
Often times when
students visit the
computer lab it is for
testing purposes only
The technology team
could host professional
learning opportunities
Use surveys and
questionnaires to obtain
information
Teachers to be
overwhelmed by
technology
Technology shouldnt
be viewed as a bother,
but as a resource to
make teachers jobs
easier


N.C.T.S. does not have an adequate guide for using technology. Most teachers use the Activboard and email as technology; however,
with professional learning opportunities and proper training staff could become knowledgeable about multiple types of technology.

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?

Teachers have a
computer in their
classroom to use at all
times
All classrooms have 4
student computers
All classrooms have
Activboards
WiFi access
2 student computer labs
Ipad and laptops for
student usage

Difficult to reserve
Ipads and Laptops
WiFi goes out
frequently
Often times the student
computers mess up and
it can take days to have
a technician fix them
Time consuming to
create activities for
students to do on the
computer or Ipad
Access to computers is
limited outside of
school
Students can become
knowledgeable about
technology
Students have access to
computers at school
Bring your own device
is encouraged
Limited resources
Teachers and students
need more training
Time consuming to
create lessons

Students, teachers, and administrators have access to computers while at school. Every classroom has one teacher computer and
four student computers. Reserving Ipads and laptops can be difficult due to the number of students that attend N.C.T.S.
Technology is distributed on a first come first serve basis. I am in a classroom trailer and racing to the reserve materials can be
difficult. Ipads, laptops, computers, Activboards, Wifi access are all tools that are needed by teachers and students to ensure that
the vision for learning is being achieved. Students, parents, and the community need to be knowledgeable about N.C.T.S. vision.
Often times members of the community and schools can work together to help obtain additional resources for students.

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.
Most staff members use
the Activboard and
student computers
Staff uses email on a
daily basis
Staff is proficient when
using the internet

Teachers have a
difficult time fixing
technical errors and
often become frustrated
The technology support
leader is also an EIP
teacher and isnt always
available
Emails, handouts, or
short training sessions
can be held to inform
teachers
Limited time
Limited funds

The educators and support staff at N.C.T.S. are able to use technology when completing their job responsibilities. They use it daily
during their instruction. They are comfortable with using the Activboard, the internet, and email; however, I do see a need to have
more professional learning that focuses on additional types of technology. Using technology such as Screencasts or Podcasts could
improve student achievement.

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?
District technology
coaches visit N.C.T.S.
throughout the school
year
We have a Technology
coach at N.C.T.S.
opportunities occur
during teachers
planning and after
school
Teachers share ideas

Often times when
district technology
coaches attend N.C.T.S.
they provide teachers
with an overwhelming
amount of information
The technology coach is
also an EIP teacher and
often isnt available
occurs during planning
and it can be difficult
for teachers to attend
because of prior
obligations
Teachers share so many
ideas that often times
they are overlooked
because of time
constraints
Teachers can take notes
and share them with
each during
professional learning
Technology coach is
available to help
teachers
Technology team can
educate colleagues
about the different types
of technology
Changing teachers
outlook on technology
Limited time
Deciding to focus on
limited types of
technology to avoid
teachers being
overwhelmed
There are several professional learning opportunities available to educators. The county hosts professional learning classes that
teachers can attend. They arent well attended, because teachers have to get approval from their administrators, find their own
substitutes and make plans. The professional learning opportunities are matched to the knowledge and skills educators need to
acquire. They focus on technology that is applicable to the classroom. Educators learn from their colleagues and during professional
learning about how to appropriately use technology. Technology related professional learning is not integrated into all professional
learning opportunities. Most of the time it is taught as a separate component of professional learning. Professional learning can be
improved by allowing teachers adequate time learn about it and having a technology coach that is available to assist as needed.


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?
Teachers can put in
NOW request to work
orders that the county
must fix
Teacher computer is
reliable
Student computers are
reliable
Software on computers,
Ipads, Activboards, and
laptops is updated
yearly
The Wifi connectivity
frequently goes out
Technology coach is
often busy and cant
assist as needed
It can take several days
for work orders to be
completed

Grants can be written to
acquire additional
technology
Staff members can
become experts in
technology

Time constraints when
waiting on assistance
Lack of resources

Equipment at N.C.T.S. is usually operable, but often times not available. The technology coach can assist with technical issues as they
arise, but often times she isnt available. The county level coaches can offer assistance, but can take several days to respond. When
submitting a work order it can take up to a week to be fixed. During this wait time valuable instruction time is lost. The technical
support is knowledgeable and can help answer all questions. They are able to offer suggestions that help with instructional issues.
Often times they reference other teachers when offering instructional guidance, but I have found that colleagues are the best to ask
instructional questions.


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 and
administration agree
that technology must be
used in lessons
Teachers teach
Common Core and
Georgia Performance
Standards using
technology

Technology standards
arent required to be
addressed in lessons
Often times students
take tests in the
computer lab instead of
learning about the
technology standards
Students dont receive
grades for technology
Teachers can become
knowledgeable about
technology standards
Students can use
standards while in the
classroom and computer
lab
Additional information
for teachers to
incorporate in their
daily instruction

Some educators are aware of the technology standards. However, students and parents are not aware of student technology
standards. Students arent taught about the standards. Technology standards arent formally aligned to content standards, but
teachers do this automatically during instruction. Technology is integrated in all subject areas. Teachers have access to the
internet, Safari Montage, Study Island, Brainpop access, and other resources that help integrate technology into instruction.
Unfortunately, student technology literacy is not assessed.

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SWOT Analysis for Technology Planning Needs Assessment

What is the current reality in our school?

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