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SWOT Analysis

SWOT Analysis
Brandon Garcia
Kennesaw State University

SWOT Analysis
Name:

Brandon Garcia

2
Semester: Summer 2016

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,
CCSs)?
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?
Strengths
Weaknesses
Opportunities
Threats
Teachers are familiar with the
Although there are a variety of Students have shown they can
Teacher enthusiasm on
basic tech tools for daily
technology options, there is a
do well when technology is
technology and implementation
operations ( Microsoft, Google, low amount available for
implemented in lessons.
(survey) (Garcia, 2016).
Email, School LMS) (survey)
checkout.
(Garcia, 2016).
There are many areas in the
County support on resources
Consistent use of technology in school that can be turned into
and technology instructors.
Students and parents are able to classrooms is low (interview)
technology areas or technology
communicate regularly with
(Garcia, 2016).
areas that can be improved
Teacher knowledge on
teachers through the school
(interview) (Garcia, 2016).
technology and basic trouble
LMS.
shooting skills (interview)
Technology isnt used for
Professional learning to help
(Garcia, 2016).
All teachers have either a smart higher-level thinking or for
teachers use technology to meet
board or high tech presentation activities that would rate high
standards can easily be
tool in their classrooms
on LoTi consistently.
implemented.
(survey) (Garcia, 2016).
There are a variety of
technology tools available for
use (interview) (Garcia, 2016).

SWOT Analysis

Summary/Gap Analysis:
Teachers at Collins Hill High School use a variety of technological sources daily to complete tasks and teach. Tech platforms such as
email, Eclass and Microsoft tools are needed for communication, assessment and presentation by teachers. The teachers can present
information using a smart board or other tech presentation outlets.
Currently, there are a low amount of tech resources that can be used in the school. There are multiple laptop and smart pad carts,
computer labs, media center technology, and the occasional desktop classroom computer. Unfortunately, with over 3,200 students this
isnt an adequate amount for consistent use, and teachers are less likely to use technology in their lessons knowing its hard to get at
times.
The future is promising as there has been a push to receive more technology for teachers to use. The teachers at CHHS follow the
curriculum and standards set by the county and state well and would more than likely do the same if technology standards were
included in the school/county plans. County support with resources and instruction would help improve the amount of implementation
at the school because as most have indicated, knowing the leaders that created the county standards are willing to help you out will
make enthusiasm for technology and learning new skills happen than if they were not involved.

Data Sources: Refer to the reference list at the end

SWOT Analysis

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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/CCSs? 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? Explain how will you advocate for a solution.
Strengths
Weaknesses
Opportunities
Threats
The school has a vision and
The current vision doesnt have Leaders arent opposed to
Staff that works in the media
mission for educating students
technology integration included implementing a technology
center and other technology
(interview) (Garcia, 2016).
in the expectations (interview)
component to the schools
rooms could be opposed to the
(Garcia, 2016).
vision (interview) (Garcia,
extra work.
The vision and mission are
2016).
geared towards research-based The amount of resources for
There will be varying opinions
practices (SIP Plan, 2015).
classrooms varies (survey)
With all the various forms of
on what technology should be
(Garcia, 2016).
technology available, the
used based on each staff
Leaders in the school, teachers,
school can purchase other
persons experiences (survey)
students and parents are aware
The amount of resources causes forms of digital technology
(Garcia, 2016).
of the schools vision and
a setback for technology use
than just computers.
where its guiding the
expectations until everyone is
Follow up on technology is
curriculum (SIP Plan, 2015).
on the same playing field
The media center and other
important and if it is not
(interview) (Garcia, 2016).
technology rooms can be
included after professional
The majority of people in the
opened up more for student
learning, teachers will be
learning community support
Community members that have availability.
turned off.
technologys role for future
little resources or low SES
education (interview) (Garcia,
arent as enthusiastic about

SWOT Analysis
2016).

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technology and dont have a
positive outlook.

The school is providing


training for technology
implementation and research
based teaching strategies to
promote student success.

Summary/Gap Analysis:
The school has a clear vision and mission for student success. The principles of the vision are determined by research-based practices
and would encourage technology implementation as it is key in helping students reach goals. The learning community is aware of the
schools mission and vision so when something new is introduced, most understand that it is for the benefit of the students.
Technology is an area that has received positive feedback from the community because it is so widely used on a daily basis. Most are
familiar with basic tools which is a solid foundation when trying to learn more.
Expectations for technology use will help increase the amount of classrooms actually using it, but with the low amount of resources
its hard to expect teachers to use it consistently and hold them accountable for learning new technology. Though most people are
excited that technology is becoming more prevalent in the school, there are those who not as enthusiastic. Students and parents of low
SES that may not have the same amount of resources as others are not a enthusiastic about resources that they cannot afford being the
tools to complete work. They want assignments, especially those outside of school to use tools that the majority can afford (pen,
pencil, paper etc.) to be assigned until everyone is on or close to the same level of digital access.
As technology advances, the amount of work that can be done on a tablet or phone is increasing as well and thats good for purchasing
purposes. The school is able to purchase more tablets and smart devices other than a smaller number of laptops or desktop computers.
Phones are being created to do more and since the school is a BYOD school students can use them when working on assignments that
require them. There is room to add more tech space and teachers that can assist students before, during and after school but some may
not want to work extra based on their situation. Teachers know what works for them in their classes based on what is needed to
accomplish assignments so there will be a lot of opinions on what the school should purchase. A big part in creating a unified vision
and plan for technology can simply be done by educating staff members and following up. If everyone is aware of the problems and
how it can be fixed, it will make the process of creating a positive change smoother.

SWOT Analysis

Data Sources: Refer to the reference list at the end

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?
In what ways does your school address the needs of diverse populations in the school or district to include how race, gender,
socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students access to
school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology
mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.
Strengths
Weaknesses
Opportunities
Threats
There is a plan to guide
There is not a direct technology The school is going towards
Staff opinions might interfere
technology in our school
plan in the SIP (SIP Plan,
mastering a couple of
with the technology chosen to
although its not officially in
2015).
technology resources and not
master (interview) (Garcia,
the SIP (interview) (Garcia,
trying to implement many
2016).
2016).
There needs to be an
resources that will overwhelm
improvement to address the
them (interview) (Garcia,
Some teachers might not like
Teachers meet four times a
needs of the diverse
2016).
the idea of technology use
month through various forms to populations in the school
being a part of the SIP and
discuss curriculum, goals, and
(survey) (Garcia, 2016).
The school and county has a
having expectations to use it
any technology that can be used
very diverse staff population
frequently.
in the classes (interview)
from many different
(Garcia, 2016).
backgrounds who can give
informative feedback on what

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needs need to be addressed.

Summary/Gap Analysis:
Thoughts and planning on technology implementation has already occurred in the school for some time now even though its not in the
SIP. Leaders want more tech availability before it can become an expectation that teachers must meet. The majority of the teachers
know that technology will be more common as each year passes and want to learn more about it. In small group meetings which occur
3-4 times a month with content and grade level members, technology is discussed and teachers share what is helpful what is not and
strategies on how to use it.
There needs to be an increase in the awareness of the diverse population and how it relates to technology and as soon as more
resources become available, the leaders need to include a technology component in the SIP so that everyone can start working towards
meeting those goals. There will be teachers that will be skeptical about the positive effect it can have and some might not have the
confidence yet to use technology frequently in their classes but the leaders are working towards improving that. In PLOs only a couple
of topics are chosen to learn about so that teachers can master those and not just have a low-basic understanding of a lot of topics or
skills and be overwhelmed learning them. The diversity in the area allows for many teachers to give informative feedback on
important topics that need to be addressed with diversity.
Solid plans will need to be determined and communicated early so that everyone in the learning community is on the same page.
Teachers need to include their opinions on PLOs but there doesnt need to be a divide among the teachers. Its important that the
reasoning behind the possible technology component of the SIP is communicated to teachers because there will be some that are not in
favor of it and just need some educating on the matter as to why the school is moving in that direction.

Data Sources: Refer to the reference list at the end


ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups ie.

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females.)

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?
How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)?
Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths
Weaknesses
Opportunities
Threats
The school is a BYOD (Bring
Every student doesnt have the Leaders are trying to improve
The availability of teachers and
your own device) school which basic tech tool such as a smart
professional learning
resources to allow for female
allows students to bring their
phone for classroom access
opportunities.
specific technology use
own (SIP Plan, 2015).
outside of school.
(survey) (Garcia, 2016).
There is a high interest for
A high number of students have There are not programs in place technology from females and
Low SES students might not
access to basic technology
to influence or promote female the majority of them are good
take advantage of additional
away from school and can
interest in technology
with basic technology skills.
school time to use technology.
access Eclass from their
(interview) (Garcia, 2016).
smartphones (interview)
Some parents might not be able
(Garcia, 2016).
Teachers need to use more
to get their kids to school
research based strategies
earlier or let them stay later.
There have been assigned
involving technology (survey)
teachers in content groups to
(Garcia, 2016).
help teach others on researchbased teaching strategies using
technology (interview) (Garcia,
2016).

SWOT Analysis

Summary/Gap Analysis:
There are many needs in the school that can be addressed and equitable access is one of them since technology is becoming more
prevalent in schools. There are positives to the situation as the school allows students to bring in whatever digital device they would
like in order to help them. Technology is also improving in that the software that only used to be included on laptops and desktop
computers can now accessed through smart phones. The amount of support in the school has increased as more teachers have become
more knowledgeable on educational technology and teaching strategies using only the basic tech tools that can be found at a local
community center or library.
There is a concern on how to reach low SES students and pilot programs have been introduced throughout the years to try and fix this
problem. The gap is narrowing but there still needs to be more improvement. There are currently no programs specifically targeted
towards females but discussions have been made to see what can be done.
The positive with equitable access is that there is a growing awareness and leaders/teachers are willing to discuss solutions and meet
student needs. The females in the school have a solid understanding of technology and there is a good interest from them, enough to
pursue specific programs. With this in mind, the leaders in the school have made it a point to improve PLOs so that issues like these
can be addressed and solutions can be planned. Limited resources could hinder the amount of female specific technology programs
and there is always the possibility that even though programs are put in place not all low SES students will take advantage of them to
help their situation out. There will need to be a good amount of parent involvement to encourage those students to use the resources
when made available to them.

Data Sources: Refer to the reference list at the end

ESSENTIAL CONDITION FIVE: Skilled Personnel

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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
Staff members can maintain
There are a large number of
Many chances to increase
Lack of funding.
communication through email. staff members whos
knowledge inside and outside
understanding of technology
of school.
Lack of volunteers to help
Eclass (school LMS) is
doesnt go past basic skills
(survey) (Garcia, 2016).
designed and run by each staff
(survey) (Garcia, 2016).
Collaborative groups and
member which requires a
collaboration online has
Lack of support from the
slightly more than average
Technology is mostly used for
increased especially when
leaders in the school and
knowledge of how to use
skill repetition and
addressing technology
county.
technology effectively (SIP
presentation, not higher-order
questions and needs (interview)
Plan, 2015).
thinking assignments.
(Garcia, 2016).
All personnel are equipped
with the knowledge of basic
technology skills (survey)
(Garcia, 2016).
There are staff members in
each department that can assist
those in need with tech issues
(interview) (Garcia, 2016).

Many educators dont seek


outside of school professional
learning related to technology
(survey) (Garcia, 2016).

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Summary/Gap Analysis:
All staff are equipped with a basic understanding of tech tools that are common in the daily activities for a teacher. Teachers require
email, Microsoft tools, creating and maintaining an LMS. The school LMS was only introduced a couple years ago and teachers were
able to learn it quickly and teach it to their students so if teachers know that technology can benefit them and their students the way
the Eclass has then they will be more enthusiastic about learning it. This is important because there are a large number of teachers
whose knowledge of technology is not above the average level. Technology, especially those that have more innovative and helpful
components of it require more than just a basic knowledge and some trouble shooting skills are necessary.
The good news is that there are lots of opportunities to improve tech skills and knowledge and they are available in school and out.
There are also plenty of teachers and support staff to help follow up with teachers after learning experiences to make sure they
understand how to use the tools and skills. Lack of funding, volunteers, and support could be an issue if positives arent made early so
its important that when the push for educational technology takes off that everyone involved gives it all their effort and helps one
another.

Data Sources: Refer to the reference list at the end

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)

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Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)?
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
Professional learning
The amount of learning
Opportunities are in place for
Opportunities could be reduced
opportunities are available to
opportunities during the year
teachers to take advantage of
do to lack of attendance.
teachers during school and
are low.
(interview) (Garcia, 2016).
outside of school in various
Teachers wont seek outside PL
county locations (interview)
Outside PL isnt well attended
Both formal and informal
especially during breaks
(Garcia, 2016).
by staff members especially
opportunities are in place for
(survey) (Garcia, 2016).
during the summer (survey)
teachers.
The PL is mandatory for
(Garcia, 2016).
teachers during school and
Teachers are rewarded for
occurs during their planning
leading PLOs (interview)
periods (SIP Plan, 2015).
(Garcia, 2016).
Lots of input from staff are
considered when deciding what
topics to teach about
(interview) (Garcia, 2016).
Well respected and
knowledgable staff members
and county members lead the
learning opportunities (SIP
Plan, 2015).

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Summary/Gap Analysis:
There are various PLOs that occur throughout the year at the school and they are well-attended as they are mandatory and occur at a
time when all teachers are available (their designated planning period). The leaders of the school encourage staff input when deciding
what topics to cover during the course of the year and are willing to make some adjustments to the yearly plan if needed.
The leaders try to pick topics that can have an immediate impact on teaching and student learning and the presenters are always
knowledgeable. Although there are opportunities to learn outside of school hours and on breaks, these meetings arent well attended.
This could eventually lead to a decrease in the amount of outside training. Teachers that need extra help will need to attend all the
PLOs they can in order to gain more knowledge and confidence of technology and strategies.
Leaders in administration and departments need to encourage the attendance of outside PLO and acknowledge when teachers do
attend them to help spread some enthusiasm about the learning and encourage more to go.

Data Sources: Refer to the reference list at the end

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

SWOT Analysis
There are multiple technical
support specialists to help
teachers with needs who are
very knowledgeable.
Tech support is very responsive
and you can talk to them in
person or schedule reports
online (survey) (Garcia, 2016).

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If there are multiple problems
at the same time the county
could get backed up.

There is room for more tech


specialists within the school to
be added.
Many teachers can fix some of
the issues that come up so that
can free up the technical
support staff (interview)
(Garcia, 2016).

Technical staff can be


overbooked.
The more technology that is
brought in and used the more
chances there are for it to be
messed up and need to be fixed.

The county offers quick


support if the problem needs
more assistance in order to fix
it (interview) (Garcia, 2016).

Summary/Gap Analysis:
The support system for technology at the school and county is great. There are multiple technical specialists at the school that are able
to help assist teachers when low-moderate problems occur with equipment. There are also teachers that can help with basic troubleshooting issues. There is a quick response to technical problems and that makes teachers more comfortable using it. If there is a
problem that requires more tools or assistance, it can be fixed at the county technical office and returned back to the teacher in a short
amount of time. There are times when many issues occur at once and the county gets backed up which results in a longer return time
but this doesnt happen frequently.
There are positives in that there is room available to add more technical specialists if needed and the more technology that is
purchased the more help will need to be available in case there are problems. This will help with the potential threats that could come
up and that is the number of staff now being overbooked if situations arise and the potential for large number of issues to occur with
the increase in technology.

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Data Sources: Refer to the reference list at the end

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? (ISTE Standards for Students)
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/CCS as appropriate?
How is student technology literacy assessed?
Strengths
Weaknesses
Opportunities
Threats
Digital curriculum resources
Most teachers, students, and
There are leaders who can
Some teachers wont access the
are available on our school
parents arent aware of student teach others on standards and
resources consistently.
email and county website
technology standards (survey)
curriculum related to
(interview) (Garcia, 2016).
(Garcia, 2016).
technology (interview) (Garcia, Some might not be interested in
2016).
the technology standards and
Technology standards arent in
how it relates to the curriculum
place yet.
The ISTE standards can be
if expectations are not in place
introduced and implemented in (survey) (Garcia, 2016).
There is not a definitive way to the school curriculum.
address technology literacy yet
(interview) (Garcia, 2016).
Summary/Gap Analysis:

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Many in the learning community are not aware of the ISTE standards and the importance of them in regards to technology
implementation in schools. Most are unaware of how the ISTE standards and Gwinnett Countys standards the AKS (Academic,
Knowledge and Skills) can work hand in hand to help increase student success. Presently, there is not a definitive way in place at the
school to address technology literacy but discussions have been made regarding that topic. There are positives moving forward in that,
teachers follow standards really close and align activities that connect with them, there are plenty of leaders who can teach teachers on
how to implement technology standards in their classes and that the standards can be implemented into the school curriculum. As
mentioned before, it will take more resources to allow for expectations to be made regarding technology and until that happens there
could be teachers who just focus solely on the AKS. Encouragement to not take this approach needs to happen and inform teachers
that just because no formal standards have been implemented yet, technology is still crucial and should be used whenever possible.

Data Sources: Refer to the reference list at the end

SWOT Analysis

References:
2015-2016 School Improvement Plan [School Improvement Plan]. (2015). Suwanee, GA: Collins Hill High School
Garcia, B. (2016). Survey responses [Google Tables]. Suwanee, GA: Collins Hill High School
Garcia, B. (2016). Interview responses [Google Forms]. Suwanee, GA: Collins Hill High School

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