Académique Documents
Professionnel Documents
Culture Documents
Summary/Gap Analysis:
Teachers have minimal access to technology to offer students. Laptop/iPad carts have to be shared with the entire school, and few old
desktops are available to students in the classroom. Online copies of the textbooks are available online, however due to minimal
internet access, many students cannot access these resources. The administration is slowly gathering more technology, however not at
a rate that is beneficial to the students. To improve our efforts, weekly PLC meetings should be created for the purpose of professional
development and technology standards training.
Data Sources:
Surveys, Observations, Conferencing
Summary/Gap Analysis:
Lack of funding.
The two labs can be opened up
after hours for tutoring help and Lack of teacher awareness.
online access.
Summary/Gap Analysis:
Our school has purchased textbooks that come with online copies available to teachers and students, however due to our
overwhelming free and reduced lunch population, most of our students do not have access to these resources from home. In order to
help alleviate this issue, the school could agree to open its computer labs for student and parent use after-hours. Community partners
can also be asked to help participate in ways to make internet more readily available for our students. In order to provide the best
service to our low SES and gender groups, we should also consider replacing the technology present in the classroom. The hardware
available in the classroom presently, is outdated and not conducive to classroom use.
Data Sources:
Surveys, PTA, PLC
and help.
Teachers are not routinely
informed of new technologies
that can be used in the
classroom.
development can be
implemented to reinforce
existing technology and its use
in the classroom.
Many of the veteran teachers at New Holland Knowledge Academy are used to the traditional form of teaching without the use of
technology in the curriculum. With the advancements in technology, flow of information, and advantages of a Web2.0 infused
classroom, teachers should be educated on how to properly use these tools to engage students in the classroom. The majority of
teachers do not integrate technology into the curriculum at this point. In the future, an assessment of teacher proficiencies should be
conducted to isolate the needs of the staff.
Data Sources:
Surveys, Observations
place.
In the future, teachers can be
Teachers lack the planning time made aware of ISTE standards
necessary for more professional and how to implement them
development.
into their own curriculum.
There is a dedicated technical support specialist in each building. In order to be seen by that individual, a request has to be submitted
online. This person has the responsibilities of overseeing all hardware and wireless connections for the building. The technology
teacher routinely helps the technician complete all of the inquiries. The hardware present is mostly outdated and needs to be replaced
in order for teachers to be able to use technology effectively in the classroom. There is presently no support staff available to teachers
for help within the realm of technology integration. For the future, the administration needs to decided to either reinstate the ITS
position or educate and motive teacher leaders to help others in the school. Because of the position removal, a void has been created
and Im unsure of how it will be filled.
Data Sources:
Surveys, PLC, Goal 1 Meetings
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
Teacher resistance
Lack of planning time
Lack of administrative
leadership in the area of
PLCs can meet weekly to align technology
content and technology
standards for grade-level
implementation.
Summary/Gap Analysis:
The NETS-S and ISTE standards are not ever talked about in any faculty meetings or PLC meetings. Understandably, the focus of
these meetings is usually content oriented. However, in the 21st century, educators cannot overlook technology anymore. The use of
technology integration engages students, motivates them to participate, and opens up a world of information and collaboration that
students would not otherwise be exposed to. Teachers should be led by teacher leaders or ITS professionals in diving into technology
standards and proactively integrating them into content curricula. Teacher push-back and lack of administrative support needs to be
addressed before changes can be made.
Data Sources:
Surveys, PLC