Ccarver Swot 2017

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Courtney Carver Semester: Spring 2017
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
All students in grades 3 5 Students in younger grades use Teacher leaders in the building, Many students and their
have access to 1-to-1 devices mainly for drill and with the support of all families do not have access to
chromebooks practice stakeholders should work to devices and/or internet at home.
create a curriculum framework
Every classroom in the building Students are unable to take to pair content standards with Teachers who are opposed to
is equipped with an EPSON devices with them to various digital curriculum resources integrating standards-based
interactive projection system support classes throughout the assessments with the use of
that is used daily by teachers to day, where there is very limited Devices should be made technology into their
facilitate instruction technology provided available for student check out classroom.
and home use.
Student devices are at a 3-to-1 The position of Technology
ratio in grades K-2 Instructional Coach was There are many teacher
replaced with Literacy technology experts that can
Students use the online Instructional Coach support professional learning
Learning Management System opportunities
Canvas to facilitate online There is no curriculum
learning. framework for teachers to work
from
Summary of Results/Conclusions:
MTA is making an effort to use information and communication technology to facilitate engaging approaches to learning by providing
students with access to devices throughout the school day, and providing teachers a platform to use for online content creation.
According to the survey results (See Appendix A), the lack of true integration is due to the fact that teachers do not feel that have
adequate time to effectively learn and implement new technologies. With the loss of the Technology Coach position, teachers are
beginning to feel like they are loosing their support system that they feel has been very strong in the past few years (personal
communication, Carver 2017). Along with the training and instructional support issues at hand, the school has a 65% low
socioeconomic population, which proves to bring forth evidence of a strong digital divide once students leave the school building.
When students dont have access to devices and/or the internet outside of the school building, it makes it difficult for them continue
communicating and collaborating with peers on standards-based curriculum. Although the school has some teacher technology
experts within the building, they also face the challenge of possibly having teachers who are opposed to trying to integrate their
content standards with technology-driven instructional delivery.
Recommendations from Gap Analysis:
Technology is most effective and has the most impact when it is used intentionally within the content curriculum and not seen as an
independent skill. MTA would benefit from working with stakeholders to create a curriculum framework that pairs content standards
with digital curriculum resources. This would help guide teachers to see technology as a way to support mastery of standards, and not
just an add-on. It is important that this curriculum help teachers support students in being successful in the 21st century by not just
looking at the tool as a way to assess master of content standards, but also asking how the tool will foster students creativity, their
ability to collaborate, communication skills, critical thinking and problem solving skills, as well as technology proficiency and digital
media literacy. The use of this curriculum will help those teachers who may be resistant to technology integration see the real-world
relevance and importance of integrating their curriculum. MTA would also benefit from reaching out to teacher leaders within the
building to foster the school culture of integration. Bringing in all stakeholders will just continue to bring the vision of school-wide
integration to life. With support from the community, parents, students, and teachers, student-centered, technology-enhanced learning
will become the norm at MTA.
Data Sources: Observation, Personal Communication, Survey Results (See Appendix A)

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?
New administration views There is no official vision for All stakeholders should have a Parents are surveyed frequently
technology as an essential part technology in the school. voice in the vision for for various topics, which has
of teaching and learning technology use at the school. resulted in a lack of parent
Many teachers do not take involvement when surveyed
There are some technology advantage of outside The school can collaborate with about participating in school
related goals embedded in the technology professional county technology leaders (E- improvement plans.
school improvement plan. learning opportunities Learning Specialists) to create
a vision and support planning Many teachers have a lack of
Most teachers are aware of of technology integration. knowledge and skills to have a
outside technology professional deep discussion about the
development opportunities future of technology integration
at the school
MTA lacks having a clear technology vision for the school. As evident in the ISTE Lead and Transform Diagnostic Tool results (See
Appendix B), the school has taken some steps in the right direction under new leadership by adding some technology related goals
into their school improvement plan, but does not have clearly defined separate technology goals. Although teachers are provided
opportunities to participate in technology related professional development outside of the school building, most teachers do not take
advantage of these opportunities, which reinforces the idea that technology integration is not their top priority. MTA has access to
county level E-learning specialists that would be of great benefit in helping them support their stakeholders in creating a clear vision
for technology integration at the school. Getting input from all stakeholders is essential, even though this may prove difficult.
Engaging all stakeholders in the collaborative process of creating a shared vision for technology integration at MTA is a critical step in
improving the strengths of the school in any other essential condition. If the leadership at MTA wants an effective technology plan,
they need to support a bottom-up creation of the vision. This will create a community of understanding that will push the school
forward in reaching the goals set forth in their vision and mission. All stakeholders will need to be able to clearly articulate the vision
and speak to how it effects them directly in their roles. Sheninger (2014) reinforces this idea by stating that establishing a vision and a
strategic plan for implementing technology integration is the most important aspect of digital leadership. MTA would also benefit by
offering incentives for teachers to attend more technology related professional learning opportunities. If the teachers could build their
technology related content knowledge, they would have the ability to speak more to their desires for the future of technology
integration at the school, and they would be more likely to support the change in school culture.
Data Sources: School Improvement Plan, ISTE Lead and Transform Diagnostic Tool (See Appendix B), Observations
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.
The school has access to a There is no technology Develop in-school professional Many of the low
county level technician specialist at the school level development sessions on a socioeconomic students do not
due to the elimination of that consistent basis. have transportation to get
The media specialist receives position. access to internet outside of the
monthly training related to Develop a plan to guide school building
digital learning resources There is no adequate plan in technology use in the school
place to guide technology use that aligns with the county There are schools and their
There is a strong county level in the school. plan. communities in higher need of
plan to guide technology use support, and the county may
Teachers have a lack of training Develop a system to check out not put MTAs community as a
on using technology to meet the devices to students for at home priority for helping students
diverse needs of students use, especially low gain access to technology.
including gender, race, and socioeconomic students who
economic class. may not already have a device
at home
The school does not align their
school improvement plan goals Provide technology mentors for
to the county developed plan girls and students of ethnically
diverse backgrounds from the
local community and business
partners.
MTA has access to technical support from the county level. Hall County has a very well developed Strategic Technology Plan posted
publicly on their website, but the school improvement plan does not reflect any alignment to the county level goals. According to the
survey (see Appendix A), most teachers at MTA feel like there are short and long term goals in place for technology integration, but
they are unsure of what these goals are. With the elimination of the Technology Coach position, the ability to communicate effectively
with county technology leaders has become more difficult. The media specialist at the school receives some trainings on new digital
resources at her monthly county level meetings, but does not feel there is enough time allotted to redelivery of these materials to
teachers.
MTA needs to work with stakeholders to use their vision for technology integration to create a clear plan for working towards that
vision. According to the ISTE Essential Conditions, the plan will be most effective if it includes both items related to infrastructure
and professional development, as well as a feedback component so that stakeholders are able to evaluate the effectiveness of the plan.
The school should begin by clearly outlining both short term and long term goals and making these goals clear to all stakeholders.
They will then use these goals to create a roadmap to guide them towards meeting these goals. Alongside the creation of the vision for
technology, Sheninger (2014) believes that creating a strategic plan for increasing authentic engagement of students is the most
important aspect of digital leadership. When creating this strategic plan, it is imperative that MTA consider their students that may not
have access to technology outside the school building. They need to use data to figure out what is the cause of this divide, and include
goals for solutions to close the digital divide in their strategic plan. This digital divide is not currently represented in the county level
goals, so this is an area where MTA technology leaders could bring their concerns to the board of education for further support.
Data Sources: Hall County Strategic Technology Plan, School Improvement Plan, Survey Results (See Appendix A), Observations,
Personal Communications
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
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?
To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
Do students/parents/community need/have beyond school access to support the shared vision for learning?
All students in grades 3 5 Parents and students are Provide stipends or incentives Teachers are reluctant to make
have access to 1-to-1 unaware of many of the digital for teachers to become changes in their classroom to
chromebooks resources that are available to technology leaders in the address the digital divide
them and/or they have not had building.
Every classroom in the building the appropriate training to Many students, especially those
is equipped with an EPSON utilize them Provide more embedded with low socioeconomic status,
interactive projection system professional development, for do not have devices and/or
Many teachers are not trained teachers and parents, on the access to the internet at home
Student devices are at a 3-to-1 on the digital resources that are digital resources available
ratio in grades K-2 offered by the school and
county Work with local business
Many students take advantage partners to find mentors for
of the Bring Your Own Device girls and ethnically diverse
Policy at the school. groups in the STEM fields
There is a computer lab with Work with local internet

desktop computers that is providers to provide affordable
accessible to classrooms internet access to low
socioeconomic groups
There are two carts with 25
chromebooks available for
teacher checkout to use with
students
The county provides access to

many digital resources for both
students and teachers through
an online program called
Launchpoint
Girls are encouraged to take

courses in coding and robotics
offered at the school and led by
female teachers (these are
typically male dominated fields
of study)
MTA currently has a lot of technology in place that allows for uninterrupted access for students throughout the school day. According
to the survey results (See Appendix A), teachers were able to acknowledge many ways that the school works to provide equitable
access to students from providing chromebook carts for check out to weekly computer lab specials for all students. With the bring
your own device initiative at the school, the classrooms that are not currently at a one-to-one device-to-student ratio are able to narrow
the gap. The county has worked diligently to provide access to all county-purchased digital resources in an online system so that
students are able to access them from anywhere they can access the internet. MTA has begun working to close the gender digital
divide by encouraging girls to take courses that are typically male dominated, such as Lego Robotics and Coding. MTA currently has
65% of their students on free and reduced lunch. Many families do not have access to the internet at home, and do not have
transportation to get to public access points. This is creating a large digital homework divide between low SES students and the other
students at MTA.
It would benefit the MTA community greatly if there was more training provided on the digital divide. Many teachers are unaware
that this divide still exists, and how prevalent it actually is in their school community. Many stakeholders are also unaware that the
digital divide is not just about access to devices at school, but also what happens when children leave the school building. It is also
important for teachers to understand that just because their classroom is a one-to-one ratio of devices, that doesnt guarantee equitable
access to all students. Many students need software to support their reading and writing, girls need mentors in technology related
fields to become engaged, and low SES students need scaffolding to support the instruction that arent receiving due to lack of access
at home. According the Judge, Puckett, and Cabuk (2004) computers, software, and connectivity are one aspect of the digital divide,
but we must also include effective use of technology for teaching and learning, access to content that is of high quality and culturally
relevant, and the opportunities to create their own content. In order for this high level of digital equity to take place across all
socioeconomic statuses and genders, teachers will need a lot of in depth trainings on content creation, cultural diversity, and gender
equality in the classroom. Another strategy to help close the digital divide among genders, according to Ring (2008), is to provide
girls with professional role models in technology related fields. Many girls begin their elementary years interested in the computer
sciences just as much as the males do, but they tend to become more self-conscious and lose interest as they enter middle school. By
introducing mentoring and job shadowing programs, girls are inspired to take more tech related courses at school (Ring, 2008). MTA
is already encouraging girls to take tech related courses at the elementary level, but it would be highly beneficial to their girls to have
mentors in tech related fields to help bridge the gap to their middle school years without losing their passions.
Data Sources: Observations, Personal Communications, Survey Results (See Appendix A)
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.)
Teachers were provided Teachers rarely have time Provide a technology Funding is low in the area of
training on the EPSON dedicated to practice and share specialists or coach for teachers professional learning.
interactive projectors technology related ideas to use as a support when
implementing new resources
Teachers are offered optional Trainings are not needs-based Provide incentives for teachers The school may not be allotted
trainings throughout the year to attend out of school trainings a technology specialist position
on various digital resources and to further their depth of
tools knowledge
New digital tools are Send teachers to conferences to

introduced at monthly faculty gain new skills and network
meetings with other teachers
3 Teachers in the building have

higher degrees in the field of
instructional technology
According to the ISTE Lead & Transform Diagnostic Tool (See Appendix B), MTA is approaching an acceptable range for skilled
personnel. Teachers are provided many opportunities to receive training to increase their skill set, but many times the trainings are not
needs-based and teachers rarely have time to implement their knowledge to gain mastery of the new skills. According to the survey
results (See Appendix A), teachers at MTA are eager to learn new skills, but they dont feel they are provided enough embedded
training opportunities and they are not given enough time to become experts at the new skill. MTA does have a small subset of
teachers that have higher degrees in technology related fields, and these teachers are often looked to when there are troubleshooting
needs.
MTA needs to invest in the professional development and trainings needed to increase the capacity of their teachers to support the
technology-rich culture at the school. This starts by having a strong technology leader that can model effective use of technology
tools for teachers (ISTE, 2017; Sheninger, 2014). MTA needs to build this capacity so that there can be technology skilled experts in a
variety of roles throughout their building. These individuals are innovators, will support the technology initiatives of the school and
provide guidance for colleagues who may need it. If these skilled individuals are strategically placed, all teachers and students will
have access to someone they can turn to for assistance, to find answers to their questions, and solutions to their problems. If funding
allows, hiring a Technology Instructional Coach would be a great addition to the staff to support the growth and development of the
culture and the staffs technology related skill set.
Data Sources: Observations, Personal Communication, Survey Results (See Appendix A), ISTE Lead & Transform Diagnostic Tool
(See Appendix B)
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/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?
Teachers are offered a variety Current trainings are not Technology related trainings Due to high-stakes testing,
of optional in-school and out-of offered on an as-needed basis. should be embedded into teachers may not see the
-school professional current professional relevance of technology
development courses Current trainings are not development offered. integration into typical
supported by many of the professional development
Trainings are offered for national standards for Teachers should be given time
teachers when new resources professional learning, and are to share and work with digital Professional Learning
are introduced instead a quick overview of the resources Communities are choice-based,
new tool according to state requirements,
A handful of teachers are sent Teacher leaders in the area of and many teachers may be
to the GAETC and ISTE Technology related technology integration should disinterested in technology
conference each year professional development is an be developed and fostered related PL
isolated topic and not
integrated into other
professional development
MTA works to provide surface level training on new digital resources as they are purchased, but does not provide timely professional
development, meeting the teachers at their point of need. According the survey (See Appendix A), teachers feel like they have the
support they need to implement new resources, but do not have the time allotted to sharing and trying out new ideas. Technology
related professional development is a sub-goal in the school improvement plan under a bigger heading such as increasing reading
achievement scores. Technology related professional development is seen as an isolated topic at MTA and is not integrated into other
professional development, allowing teachers to see the relevance. MTA does have some technology teacher leaders who are
innovative and stay on trend with the newest digital resources, but these teachers do not have the time allotted to get out into the
school building and help share their skills with other eager teachers. The digital resources being used in the building is not consistent
and this is due to a lack of professional development allotted to tech integration.
Ferriter and Garry (2010) note that most schools invest their technology professional learning budget to training teachers to use
technology for non-instructional purposes, and instead should invest in allowing teachers to explore how new digital resources can
support student-centered inquiry. MTA needs to begin to plan professional learning opportunities that move teachers into a new way
of thinking about technology. This begins with getting back to the content standards and best teaching practices, and then modeling for
teachers how to integrate the technology component into this. This philosophy should be reflected in specific technology related goals
in the school improvement plan, technology vision, and technology strategic plan. Technology related professional development
should not be seen as a separate task, but should be embedded in the regular professional learning teachers are already participating in.
Sheninger (2014) tells us that connectedness is an essential component to cultivating innovative practices and leading sustainable
change. It is important that the technology leaders in the building model the use of online resources, such as social media, to create
powerful professional learning networks.
Data Sources: Survey results (See Appendix A), observations, personal communication, School Improvement Plan
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?
There is a county level The position of technology The instructional coach could Students sometimes misuse a
technician that visits the school coach was dissolved so help receive more training on device which will in turn put
frequently with instructional issues falls technology integration to the device out of service
on one person support teachers with
Teachers have access to the instructional issues. There may continue to be
Help Desk to resolve minor The technician can take up to budget cuts that stretch the use
issues in a timely manner two weeks to respond to a work The county technician could of the technician to more
order because he is assigned to provide troubleshooting schools and increase response
Hall County has a large set of six other schools in the county instructions for leaders in the time
goals related to tech support building to support teachers in
a more efficient manner
The media specialist is
available to support with
instructional issues that may
arise
MTA has a large amount of student and teacher devices in their building, and according to the media specialist most of the hardware is
less than 5 years old. When a technical issue does arise teacher have three sources they can reach out to for immediate support, the
media specialist, the computer lab manager, and the Help Desk. If they are unable to resolve the issue through one of these paths, they
will then enter a work order and a county technician will come out to fix their technical issue. This could take anywhere from 1 10
days depending on the work load of the technician, as he is assigned to six other schools in the county as well. When teachers
encounter instructional issues, the media specialist is their first resource. The school just recently replaced the position of technology
coach with instructional coach, but this employee is still willing to help with instructional issues that may arise when attempting to
integrate technology.
ISTE recommends setting up multiple types of support systems for teachers to receive just-in-time help when troubleshooting
problems. MTA students have the skill set to troubleshoot many basic problems that arise with devices. It would be a powerful
partnership to create a student tech service that can be on-call for teacher assistance as needed. Another option is creating a peer
network and helping select teachers gain more knowledge in troubleshooting skills. This way teachers would have someone on their
grade level, or in close proximity in the school building, that would be a quick access point for troubleshooting help.
Data Sources: Observations, Personal Communication
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?
The students are assessed on a Technology literacy is only Students should be assessed on Teachers are overwhelmed with
school technology literacy assessed in the computer lab technology literacy in their current content standards and
report card that was written specialty class content courses as well as in may not see the importance of
based on the ISTE standards for the computer lab integrating technology
students standards into their content
Teachers have access to Many teachers do not utilize Teachers should be provided
Canvas, an online learning Canvas for content creation more training on how to
management system, to create develop standards-based
standards-based online course Teachers have a lack of content in Canvas
content for students awareness of the ISTE
Standards for Students
Teachers have access to
Launchpoint, which houses a
wide variety of digital
resources provided by the
county
MTA has put in the work to create foundational steps towards integrating the ISTE Standards for students. Students are assessed using
a Technology Literacy Report Card that was created by the media committee and was aligned to the ISTE Standards for students. At
this time this assessment piece is only used in the computer lab. Teachers are aware the report card exists, but are not aware of the
components students are expected to master. Hall County is very diligent in providing the latest digital resources that have proven to
be beneficial for educational settings. Teachers have access to all these resources in their Launchpoint system. Students have access
to the same digital resources, and with the use of Launchpoint they can also access all these resources from anywhere that they can
access the internet.
Per ISTEs Essential Conditions, a curriculum framework is needed to pair defined content standards with digital curriculum
resources that are aligned to the content learning goals (ISTE, n.d.). MTA would benefit from expanding the assessment tools they
have already created to create a curriculum framework that aligns these mastery goals with the content standards. After they have
done this, they will need to provide teachers with professional learning on the ISTE Standards for Students, as well as the MTA
curriculum framework. Embedded professional learning, not isolated technology professional learning, will go a long way towards
teachers being able to follow the framework and effectively integrate technology into their classroom. Technology leaders will need
to model the planning and implementation process of how to effectively integrate technology standards with content standards. Since
MTA has recently undergone a lot of work with integrating math and science standards to become a STEM certified school, this would
be a logical next step for professional development with the STEM teachers.
Data Sources: Observations, Personal Communication, Example of Technology Literacy Report Card
References
Ferriter, W.M., & Garry, A. (2010). Teaching the iGeneration: 5 easy ways to introduce essential skills with web 2.0 tools.
Bloomington, IN: Solution Tree Press.
ISTE. (n.d.). Essential Conditions. Retrieved April 10, 2017, from https://www.iste.org/standards/tools-resources/essential-
conditions/curriculum-framework
conditions/implementation-planning
conditions/shared-vision
conditions/skilled-personnel
conditions/technical-support
Judge, S., Puckett, K., & Cabuk, B. (2004). Digital equity: new findings from the early childhood longitudinal study. Journal of
Research on Technology in Education, 34(4), 383-396. Retrieved March 29, 2017.
Ring, S. (2008, May 19). Tech gURLs: closing the technological gender gap. Retrieved March 29, 2017, from
https://www.edutopia.org/computer-science-technology-gender-gap
Sheninger, E. (2014). Digital leadership: changing paradigms for changing times. Thousand Oaks, CA: Corwin, A SAGE Company.
Appendices
Appendix A:
Appendix B:

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ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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

Recommendations from Gap Analysis:

Data Sources: Observation, Personal Communication, Survey Results (See Appendix A)

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

There is a computer lab with Work with local internet

The county provides access to

Girls are encouraged to take

Recommendations from Gap Analysis:

Data Sources: Observations, Personal Communications, Survey Results (See Appendix A)

ESSENTIAL CONDITION FIVE: Skilled Personnel

New digital tools are Send teachers to conferences to

3 Teachers in the building have

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

Data Sources: Observations, Personal Communication

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

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