SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name:

Jill Brooks

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
Teachers utilize email
Students do not get to
New Reading and Math
Teachers cannot move
daily
use technology as
series both come with
past using technology as
frequently as they
online resources.
a main tool versus an
Teachers utilize
should
extra resource.
Different areas within
PowerSchool and keep

Technology
is
not
used

Classroom management
those records up to date
the school are available
so parents can have
as frequently as it could
for student technology
is an issue with
accurate information for
be in classroom
use (computer lab, ipad
technology.
home logins.
instruction
lab, classroom
Technology is not
computers)
All teachers use
available for teachers to
varieties of technology
work/plan with outside
daily-SmartBoards,
of the school.
Chromebooks,
Document Cameras,
Active Response
Systems, Study Island,
Pearson
Many teachers use
differentiation and
flexible grouping along

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
with technology in
tiered interventions
Summary/Gap Analysis:
Technology use has become prevalent at Wilcox County Elementary School. Teachers are able to use the resources they have been
provided within their classrooms to email, provide daily instruction, and keep daily attendance and grades. With online access to the
new text book series, teachers are incorporating more technology interaction during Math and Reading/LA classes.
Most students and teachers are using some type of technology each day. Students are provided access to technology in many different
areas of the school.
Although technology is being used in lessons aligned with the standards being taught, the technology is used as an extra resource.
Most incorporated technology is in the form of an introduction or closing game/activity. Teachers are not using technology
consistently throughout all lesson planning.
Data Sources:

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
Teachers are not aware
Federal grant funds
Teachers cannot keep
Teachers and
of the technology
have been used for
up with all the
administrators agree
standards and therefore
technology purchases.
technology trends and

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

that technology is a
growing trend in
education. (school
survey)
Teachers are open to
suggestions and willing
to try ideas presented.

fail to document their

instruction.
Lack of technology
leadership within the
building to develop a
known technology plan
Few teachers have
training within the field
of technology to help
support and create a
school wide vision for
technology.

Other grants are

available and could be
utilized.
Professional
development is offered
to teachers on ways to
use technology with the
new Reading and Math
series.
Create small groups
within each school to
become part of the TP
creation process.

therefore end up
omitting it from lessons.
Teachers do not share a
common viewpoint on
how technology should
be implemented in the
classroom and how
often.
Funding is not
available.
Differences in opinion
on what types of
technology would the
most beneficial.

Summary/Gap Analysis:
Although most teachers believe that technology is necessary in the classroom, most are unaware of our district technology plan. When
accessed, the teachers would find that the TP is aligned to state visions. This lack of knowledge by the teachers creates a huge gap in
the amount of technology that is being used. If teachers were provided the TP and asked to follow set technology guidelines, they
would increase the quality of their technology use.
The lack of knowledge and exposure to technology standards has also created a gap in technology use by teachers. They assume they
are using technology as a great asset when actually they are severely underutilizing the vast array of resources available. Teachers
understand that it is important, but are just not aware of the best practices to successfully incorporate technology into the daily life of
their classroom.
To create/update a successful TP, teachers within the school need to be a part of the process. This huge document in the past has been
created by district technology employees and then stored at the BOE. No one within the school is knowledgeable of the plan and the
goals it outlines for us to follow. A group of staff from each school could be created to help update the plan and state goals and
objectives that are real to classroom teachers and help us all to become more aware of things we need to accomplish.
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:

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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
District has a
Technology use is not a
Leadership team is in
Most faculty and staff
technology plan.
major focus in lesson
the process of revising
are not aware of the
planning.
SIP now and can
school technology plan
Login-in information
include technology
Not all teachers
Many teachers lack
for each student has
goals.
been created and sent
implement technology
proper knowledge of
School could organize a
home for the new online
in their classroom.
basic technology skills
resources available.
technology
committee
for tools within their
Some teachers view
to meet and plan a
classroom
Teachers meet weekly
SmartBoard/Document
course
of
action.
for grade level meetings
Camera projection as
Conduct more surveys
and can use this time to
the only needed form of
plan technology goals.
technology
to help assess true needs
implementation.
from within the school.
There is a local hard
drive that houses
resources and lesson
files accessible to any
teacher within the
school.
Summary/Gap Analysis:
The school has failed to integrate its technology plan with the individual SIPs. This approach has led the technology plan to become
forgotten and fall short in the accomplishment of the school. Teachers are in the process of updating the SIP now and that team should
be aware that technology is an integral and inseparable element in teaching and learning. Otherwise, technology can eventually
disappear completely from the schools improvement plan.
To better enhance their plans, each school could take the district plan and refer to its goals, objectives, benchmarks, and timelines of
the district. While referring to that plan, each schools improvement plan could better decide on their own individual goals and
objectives and a timeline to achieve them. The school is in the process of updating the SIP now and could easily incorporate the
technology aspect into the process. By pushing this creation at each school versus as a whole district, you allow the staff from within
each school to become a part of the plan and allowing them to be knowledgeable of the different parts of the plan they are working for.
Data Sources:

ESSENTIAL CONDITION FOUR: Equitable Access

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
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
Students have access to
Many families in our
Classes rotate by weeks
Development of strong
technology use in the
district lack resources
using the computer lab
technological lessons
classroom, computer
and tools at home to
during CAMPE.
take time and many
lab, media center, and
access the available
teachers do not want to
School could offer
ipad lab.
information.
create more time
specific times for parent
constraints on
Parents have access to
The computer labs are
engagement, allowing
themselves as they
students grades at
used for CAMPE
them access to school
create their plans.
home.
classes and can rarely
technology.
Lack of adequate
be used for any extra
All teachers use
Have students help to
resources.
technology, such as
SmartBoards to create
plan a technology event
teacher laptops, is not
Teachers need more
and maximize teaching
at the school, where
available due to lack of
for students.
resources for student
they present to their
funds.
availability.
parents/family the
LCD Projector,
Teachers may not share
different tools and
Desktop computers are
desktops, SmartBoards,
resources
they
use
at
a common vision on the
and document cameras
out of date and need
school.
implementation of
are available in all
repairs often.
technology in the

There
is
a
public
library
classrooms.
Teachers find it difficult
classroom.
in the county that
Reading teachers each
to print in the building

Many students and

provides
free
access
to
a
have class sets of
due to lack of printers,
limited amount of
parents do not have any
Google Chromebooks
ink, or Xerox copy
technology.
access to technology
and a charging station
limits.
outside of the school.
The school has a small
cart.
Teachers lack the skills
amount of technology
resources that can be
and resources to create

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
borrowed from the
school library.

student centered
technology lesson plans.

Summary/Gap Analysis:
The school has a great amount of technology resources available in each classroom. With the amount of resources available, students
are provided with access to technology frequently. Each classroom has been distributed fairly equally, so technology availability is
consistent throughout all rooms. The main challenge is not quantity of resources, but quality. Student computers are aged desktops
that can require frequent repairs. Some cannot be repaired so are removed from the classroom. These repairs/issues have started
affecting the availability of technology use in some classrooms. Over the next few years, a shortage of operable student computers is
expected. Teacher computers are also outdated desktops, but options from the technology budget have created a request for updated
laptops and docking stations for each teacher.
Besides student computers, each classroom has a SmartBoard and resources that accompany them such as student response clickers
and document cameras. Most students access to technology is strictly at school. There is a limited amount of families from the
school that have access to technology and internet in their homes. Opportunities for technology use are offered at the school on
limited occasions.
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
Weaknesses
Opportunities
Threats
All school computers
Most teachers do not
Teachers have access to
Ability levels of
are equipped with
know how to
webinars on different
technology use from
Microsoft Office 2010
troubleshoot basic
ways to use technology
teachers within the
and internet capabilities.
problems that arise in
supplied with the
building vary greatly.
Most staff members
the classroom with
reading and math series.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

have proficient
technology use in
relation to these tools.
Teachers are proficient
in maintaining grade
books and rosters
through PowerSchool
software.
Most teachers can
successfully implement
use of the laptop cart
when it is reserved.
Reading teachers know
how to include use of
the Google
Chromebooks as a
resource to their reading
text.
Teachers are able to
submit technology
repairs/issues through
the online helpdesk
portal.

computers or
SmartBoards.
Teachers are weak in
creating environments
that are rich in
technology.
Teachers do not know
how to create
assessments or lessons
that use technology as
the core medium.

Teachers can access all

Reading and Math
materials through any
internet capable device.
Teachers can use
StudyIsland as a
teaching tool to help
actively implement
technology into their
lessons.

Some teachers feel they

do not have to use
technology, so they do
not even attempt to try
and learn its benefits.
Some teachers view
training on new
technology as time
wasted away from the
classroom.
Teachers do not have
access to the
commentary of their
helpdesk tickets, so
often they do not know
how their technology
repair/issue was
resolved.

Summary/Gap Analysis:
Teachers and staff support technology use in the classroom and most try to use it in some way daily. Most are able to correctly use the
basic tools we have access to, such as Microsoft Office, Email, SmartBoards, etc. As noted in the teacher survey, teachers see that
technology is a very important feature for teaching our students to be successful in their future. They want to use it as much as
possible, but are not comfortable or aware enough of the many aspects of technology that can be used. Teachers need to work to
develop a better basic understanding of the tools they are using, so that they may better troubleshoot problems themselves. They
should be open to any learning experience offered so that if any issues were to arise, they could possibly fix it themselves versus
waiting on a technology staff person to respond to a helpdesk ticket.
Data Sources:

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
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
PL opportunities, when
Not all teachers are sent
Teachers with more
Teachers see PL as
possible, are scheduled
to all PL opportunities.
technology experience
wasted time and face it
on in-service days, to
are assigned to help
with negativity which
PL is not differentiated.
help teachers not miss
manage
certain
aspects
causes implementation
PL is geared toward a
instructional time.
of technology use
to become a challenge.
large array of grade
within
their
grade

Teachers do not
levels instead of
levels.
implements the
focusing on certain

Teachers
within
the
information they are
materials.
building are available to
presented.
No PL is lead by people
help
model
lessons
that

Some teachers are

within the district.
incorporate technology
resistant to change and
use.
feel they do not need
technology.
Teachers feel it is a
waste of time to use
technology, due to the
prep time you may face
with certain tools.
Summary/Gap Analysis:
Professional Learning (PL) opportunities are available on an as needed basis. Most opportunities are due to implementation of new

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
materials being used. The main focus of the PL is more of the tactile materials and not the technology. Technology is encouraged, but
never presented in PL classes. No PL has been done that use the technology standards. Teachers see current PL opportunities as
wastes of valuable time and rarely implement things learned because they do not serve their needs in knowledge and skill.
The school should evaluate the specific needs and desires of the teachers and aim all PL opportunities to those goals. Focus learning
tasks on more specific skills instead of trying to cover information for six different grades. The school should offer more in house
opportunities to implement technology by conducting PL through current knowledgeable staff members such as the media specialist
and computer teacher.
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
Entire school is updated
If several classes are
District has an online
Wait time to repair or
to wireless internet
using internet tools at
helpdesk portal that is
replace technology can
capabilities.
the same time, you may
accessible from any
be lengthy.
struggle to connect or
school technology
Tech support is easily
Technology tools are
maintain signal.
device.
requested through an
easily damaged by

Bad
weather
affects
the

Teachers
can
reserve
the
online helpdesk portal.
students.
wireless signal.
computer lap or check
Teachers were supplied
Students misuse
out the mobile laptop
Only 1 teacher within
rolling charging carts to
technology.
cart.
store and charge their
the school is considered
Very limited amount of
class sets of Google
an actual technology
technology support
Chromebooks.
support staff, and she
staff.
can only assist during
Students have weekly
Being such an
times she is not
access to a grant funded
industrially small

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
ipad lab.

teaching.
There are not student
computers in
classrooms.
Student and teacher
computers are out dated
desktops that need
repairs often.
Teachers are not aware
of funding procedures.

county causes problems

with lack of local
funding.

Summary/Gap Analysis:
Since an update to our wiring, WCES has a high connectivity to the internet. Equipment for the most part is stored in secure locations
that prevent unauthorized use. This storage helps to ensure that tools will be ready to use when needed. With the only technology
support staff person in our building also being a teacher, we sometimes have to wait lengthy periods of time for repairs. The helpdesk
portal is useful, but once a request is submitted, you do not have access to the status of its repair. There is no way of knowing when
your issues will be resolved.
When available, support staff is knowledgeable of the technology being used. When new technology is introduced into the building,
they should require training of themselves as well as a select few from within each school. If more teachers or staff could become
more knowledgeable of technology issues, we could cut down on wait times from repairs.
District support staff is not capable of assistance with instructional issues with 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?

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Strengths
All teachers feel that
technology is necessary
in the classroom to
prepare our students for
a successful future.
Teachers often try to
include technology into
their lessons to help
reach the goal of the
standard being taught.

Weaknesses
Teachers are not aware
that there are set
standards just for
technology.
Teachers are not
familiar with the
language of the
technology standards.
Students are not
proficient in using
technology
independently.
Students mostly use
technology for drill and
practice type activities.

Opportunities
All teachers have access
to the technology
standards and resources
within their classroom
to research the
standards to best fit
their needs.
Teachers can
collaborate with other
teachers to bridge their
knowledge of the
technology standards.
New text books have
online resources that
automatically create
lessons or activities
online for you, based on
the skill/standard you
are teaching.

Threats
Most parents and
students are unaware of
the existence of
technology standards.
Technology standards
are usually look at as
not important and
therefore brushed to the
side.
Teachers are not
familiar with the
vocabulary and
language of the
standards.
Most teachers treat
technology as an extra
resource that can be
used to fill time.
Most teachers do not
know how to use
technology as a main
part of their lesson.

Summary/Gap Analysis:
Most parents, students, and even teachers are not aware of the existence of any technology standards. The majority of teachers that
are aware of the standards do not see them as important teaching focuses. Since the technology standards are not completely aligned
to the other main curriculum standards, teachers toss them to the side with no focus on teaching/implementing them.
Teachers find it difficult to decipher the standards to determine exactly what is required to cover. This confusion makes it hard for
teachers to integrate the technology standards into other areas of their class.
Data Sources:

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

APPENDIX:
Instructional Technology Survey at WCES
1. What is your role at WCES?
teacher
para-professional
administration
Other (please specify)

2. How long have you been employed by the Wilcox County School system?
0-3 years
3-5 years
5-10 years
more than 10 years

3. Do believe technology is necessary in the classroom to prepare our

students for their future?
yes
no

4. If you are in a classroom, do you use technology with your students on a

daily basis?
yes
no
I'm not in a classroom.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
5. Do you feel you have been provided with access to an adequate supply of
technology at WCES?
yes
no

6. Do you feel you have been provided adequate training on the technology
you currently have access to?
yes
no

7. Do you feel there is enough staff support for technology problems/issues at

WCES?
yes
no

8. Are technology problems/issues resolved in a timely manner at WCES?

yes
no

9. Did you know there is a Curriculum Framework to follow when

implementing technology into lesson plans?
yes
no

10. If you could have more training on a technology WCES currently has, what
would it be for?

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?