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

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

Name: Megan Rucker 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
Students at Paulding County
adapt well to new technologies While a few exceptional There are new and There is a negative perspective
and most students are good at teachers stand out for their increasingly common trends of technology use as a waste of
troubleshooting problems technology use, there is a large toward technology use in time that distracts from the
themselves. Students embrace gap in the manner in which education. content of a course.
opportunities to use new and whether teachers are using
technology and find ways to technology with their students. The CCGPS supports The layout of the school and
do this beyond the classroom technology use. the outdated structure of the
when given the opportunity. According to a survey of building make it difficult to
teachers at PCHS 58% of At the county level, steps have upgrade technology
While not all teachers are respondents never use been put in place to encourage components. Not only is
proficient technology users, technology to help students technology use. connectivity a problem, the
many teachers at PCHS are analyze information or think older portion of the building
enthusiastically using creatively, and an additional Technology skills are has very few power outlets in
technology for project based 16% only do so once in a becoming increasingly each room.
assessments and cross semester. With 74% of necessary for career readiness,
curricular activities. These teachers acknowledging that and career readiness is the The somewhat rural area of the
teachers are helpful resources they rarely use technology for greatest focus of our school county in which our school is
that can be used as an asset higher order thinking tasks, we and district. situated does not place a high
when incorporating new can assume that most teachers value on technology, so
modes of technology in the who use technology, use it for technology will probably not
classroom. There are a number recall, remediation of basic be a priority for our
of teachers that would skills, or other lower order community in the near future.
willingly act as mentors and tasks. This certainly does not
guides to model good take full advantage of the
technology use in their classes. technology teachers have
available.
A majority of teachers are
using the tools provided in
their own room with their
students. These tools include
Smartboards, a projector,
Smart Response systems, 1
student computer, and the
BYOT policy.
Summary of Results/Conclusions:
PCHS has many resources in its teachers and their wealth of knowledge. There are a number of experienced and innovative
teachers at Paulding County High School that could act as coaches to help further develop the use of technology in a constructive
and meaningful way.
According to the two surveys conducted and an analysis of library/lab sign up, most teachers at Paulding County High School do
not use technology in a way that supports higher order thinking in the classroom. Most teachers admit that they use technology to
remediate, test, or work on word processing. Teachers at Paulding County High School also mentioned access to devices for
student-centered activities was not always a possibility. There are no functioning mobile devices at the school and lab time is
precious and hard to come by.
In the technology survey teachers readily admit that they regularly use technology with their class, but this technology is normally
teacher-centered and not student-centered. Technology is not often used as a way to engage students for to inspire deeper learning.
In most uses, technology is being used to replace something that could originally have been completed with pen and paper. Most
teachers at PCHS do not see technology as a way of more thoroughly conveying their content. With the continued emphasis on
technology in the CCGPS and ISTE standards, the importance of technology will continue to receive more recognition. Many
teachers at the school have not been adequately trained and how to use technology effectively, but most teachers wish to learn how
to use technology more effectively.
Recommendations from Gap Analysis:

After looking at teacher feedback through surveys and using the diagnostic tool, one recommendation for improvement in this area
is to create a BYOT policy that works. Teachers at the school who use BYOT effectively could help to create a list of best practices
when using it in the classroom. Most teachers are nervous to use student devices in their classes, and therefore avoid them when
they can. Additionally, administrator should take advantage of these expert teachers, and use them to coach teachers who may be
more tentative about using student center technology tools with their students.
A cultural shift also needs to occur in order to encourage teachers to begin using technology in creative ways. One step towards this
kind of shift would be for administrators to provide feedback about technology used in the ordinary course of evaluations.
Administrator should encourage use of technology, and provide teacher support when possible. The support could come from expert
teachers that are already in the building. This sort of collaborative learning would also have the added benefit of addressing several
other school improvement goals.
Data Sources:
Church, G. (2017). Computer lab sign-up form. Paulding County High School Media Center.
Hall, W. (2017). Teacher technology use. Paulding County High School Business and Technology.
International Society for Technology in Education (2009). Essential Conditions. Retrieved from
http://www.iste.org/standards/tools-resources/essential-conditions
Lead and Transform Diagnostic Tool on the ISTE site.
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?
The county and school level While there is an official The changing way that The potential learning curve
vision for academics in general vision for technology use in business is done and the that comes with integrating
are to create career/ work our county, the size of our increased emphasis on new technology may be a
ready students. Technology is county mean that many aspects technology proficiency will curve some teachers are not
an integral aspect of being of the vision are not translated lead to greater emphasis on willing to overcome.
career ready, so technology to all of the various schools. instructional technology at the
goals fit well and could help We are in need of a school local level.
support with the overall school level plan.
and county goals.
Many teachers in our school
Administrators and county are unaware of the
officials see the need for instructional benefits of
effective technology technology, and many have
integration. very traditional views of
instruction. Most teachers at
PCHS are uncomfortable with
the tools that are available and
dont see a benefit in using
them.
Very little training has been

provided in how to use the
tools available.
While there is a countywide technology plan, there is no technology plan specific to Paulding County high school. Will the county
as large as Paulding County, school centered technology plans are needed in order to ensure that a practical technology initiative is
in place at the local level. With 28,000 students spread across 33 individual schools, there is not enough specificity for each school
for a system wide plan to truly be effective. The county plan does include strong researched based practices for using technology;
however, most teachers at PCHS would be surprised to know that there is a countywide plan for technology use. The plan itself is
difficult to find, and it will be outdated at the end of the year.
Additionally, the rural nature of the west side of the county means that there is not a high value placed on technology within the
community. To some extent teachers within the school are afraid to use technology for fear that they will lose valuable instruction
time, and without the risk of failure, gains in instruction supported by technology will not be made. This is reflected in both teacher
surveys.
Very little has been done at this point to encourage research based best practices, and little to no training has been provided in
technology tools. Teachers who have not been trained in using technology with your classes feel uncomfortable using these tools.

The first recommendation that can be made to bridge the gap between current realities and the shared vision is to create a school
level technology plan that is generated by the administration and teachers at the school. Creating a common document that
addresses the ISTE technology standards and sets up best practices should be the initial step in creating a shared vision. In order to
do this, teachers and administrators should take a partnership approach to developing goals within the school.
Parent and student input should also be elicited in order to develop a well-rounded shared vision. Rather than creating an overly
complicated document, stakeholders should instead focus on creating a few clear goals that can be met with in a realistic timeframe.
Stakeholder should also remember to include technical support, budgets, and current programming and tools when making
decisions about the shared vision. A realistic perspective needs to be put in place in order to create an effective vision.
Data Sources:
Cole, C. (2014). Paulding County School District: Three year technology plan. Retrieved from
file:///C:/Users/lockr/Downloads/PCSD_Three_Year_Technology_Plan_2014-2017_approved%20(2).pdf
Wilcox, C. (2016). Paulding County High SChool School: Improvement Plan. Retrieved from
http://www.paulding.k12.ga.us/site/Default.aspx?PageID=1644
Why integrate technology into the curriculum?: The reasons are many. (2008). Edutopia. Retrieved from
https://www.edutopia.org/technology-integration-introduction
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, socioeconomic, 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.
There is currently a county There is no school policy for The county wide plan opens The area of the county where
wide instructional technology technology use, and teachers the door for creating a more the school is located does not
plan that includes a BYOT see little to no implementation specific school plan. place a high priority on
policy and a focus on project of the county wide technology There is an instructional technology and innovation, so
based and higher order plan at the local school level. technology department at the it may be difficult to allocate
activities with technology. county level that could help resources to creating a plan.
The county plan addresses facilitate a plan.
students with special needs,
but it does not address The school is working to
accessibility based on race, become STEM certified
SES status, gender, etc. through the Magnet program,
and that may translate to other
parts of the school.
One positive development in technology at PCHS is the attempt by the school to become STEM certified. To this point technology
use has only been addressed in isolation. Technology courses, computer courses, engineering courses, and some science classes
have begun to make an emphasis on technology use. In order to truly be effective; however, technology should be integrated in all
classes. With no local level plan for technology use, most teachers are unsure how and why to use technology in their rooms.
Additionally technology resources are not organized and a usable fashion. Only two of the five computer labs at the school can
accommodate a full-size class. Outdated netbook carts only contain 28 netbooks and a cart. Many on level classes reach sizes of 37.
This means that netbook carts can't be used for simple tasks like word processing. Creating a plan that would address the
organization of resources could be one step towards solving the problem. Most teachers won't even attempt to use technology when
not all of the students in their room can be on a device at the same time.

When initial recommendation to help close the gap between the current plan and the shared vision is to re-organize current
materials that are available. The netbook carts are prime example. While there are a number of netbook carts in the building, they
are normally not being used because each cart does not have a sufficient number for a full-size class. In order to solve this problem
a reasonable step would be to dissolve one of the carts and move those netbooks into the carts that are currently too small.
Another recommendation to help close the gap is a plan to provide professional development for teachers at PCHS to learn best
practices when using technology. This could be done with no cost by eliciting the help of those teachers who are currently using
technology effectively in their own classrooms. These teachers could become coaches that help support growth in instructional
technology across the building. Creating a common goal for technology use would also encourage this initiative. For example, if
teachers were encouraged to use technology in a project at some point during their course.
In order to incorporate all stakeholders in this technology plan, students could be provided before and after school lab time. This
will allow students to help each other and gain extra help from teachers when using digital tools.
Data Sources:
Wilcox, C. (2016). Paulding County High School: School Improvement Plan. Retrieved from
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?
Because the primary use of The BYOT policy is The teachers in the building The county policy of BYOT is
technology is through implemented unevenly through recognize the problem and a way to address technology
computer labs, all students are the school, and many teachers have expressed that to the without addressing equal
able to gain equal access when are not trained in how to use county and administrators. access.
labs are used. BYOT and still avoid
excluding students. Surrounding counties that are
Many teachers at the school competitive with PCSD have
recognize the problems There is no county or school implemented more inclusive
inherent in BYOT and have wide vision or plan to maintain plans and some are even 1:1.
taken steps to avoid the lack of equitable access to technology
equity. for at risk groups.
BYOT in its very nature

benefits higher SES students
and excludes at risk groups.
The major concern in digital equity at PCHS is the lack of a cohesive policy on BYOT. The bring your own technology policy in
Paulding County School District is intended to provide greater access to digital tools in the classroom; however, unreliable Wi-Fi
and the wide variety of different tools students currently own makes this difficult. Theoretically the idea of BYOT provides access
where there may not have been any, but in reality BYOT simply creates a wider divide between different SES groups.
Teachers at PCHS have sought to remedy this issue by only including technology within the confines of lab time or with teacher
centered technology. This is not an effective strategy because it means that each classs full potential is not being met. Along with
the divide in SES groups there is also a divide between genders. Girls are less likely to place importance on technology, and
therefore many girls do not take full advantage of the resources on the mobile devices that they have. Because all students are
currently using a variety of different devices, teachers are unable to troubleshoot, Because teachers are unable to troubleshoot there
are a wide variety of problems that may occur.

Initial recommendation to improve equity would be to redistribute the tools currently used at PCHS in a more effective manner. As
stated in condition three, netbook carts and computer labs do not accommodate complete classes which often means the classes are
unable to utilize a lab. Were labs and carts redistributed as recommended in condition three, a wider variety of students would have
access to these tools. Labs should also be made available before and after school for students who may not have access at home.
While some PCHS students do not have mobile devices, others have mobile devices but no laptop or computer at home. Labs
would allow students a greater chance to reap the benefits of technology. Additionally before and after school time would allow
ESEP students extended time to work on projects. Teacher maned labs could provide students with greater scaffolding when using
technology.
The gap in equity for girls between the current reality and the common vision could be addressed by incorporating more options in
technology tasks. By encouraging creative options as well as more technical options a larger portion of students will be engaged by
the tools they are encouraged to use. At the school level this means encouraging teachers to provide flexibility in the tasks they ask
students to complete.
Data Sources:
Sung, Ki. (2016). Whats lost when kids are Under-connected to the internet?. Mind/ Shift. Retrieved from
http://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/
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.)
Evidence from the survey Teachers are less confident in There are a number of teachers Some teachers prefer a more
suggests that teachers are their abilities with student in the building using student- traditional pen and paper class,
familiar and regularly use centered technology like Web centered tools effectively that and may be hard to convince.
teacher centered tools like 2.0 tools and collaboration could act as mentors.
PowerPoint, projectors, tools.
document cameras, the Smart
Board and Smart Response The school district does not
systems. place a high value on
technology literacy when
hiring teachers, and
administrators do not place a
high value on student centered
technology use when doing
evaluations.
Most teachers have had no

formal training in instructional
technology because it is not a
mandatory part of all teacher
training programs.
Currently technology proficiency is not a priority when hiring teachers at PCHS. While teachers are encouraged to use project-
based assessments, higher order thinking tasks, and rigorous assignments, technology is not always integrated in these tasks.
Because of the proficiency teachers at PCHS show and their ability to challenge students, PCHS would be an ideal school to begin
incorporating technology in the tasks that students complete.
In order to do this professional development must be incorporated to increase the skill of teachers already working at PCHS.
Professional development should build on the school improvement goals of creating a rigorous learning environment. Incorporating
technology into a rigorous learning environment is a natural fit. It allows students to become explorers of knowledge rather than
receivers of knowledge.

An initial recommendation to improve the skill of personnel and instructional technology tools would be to begin the process when
hiring. New personnel should be asked about their technology proficiency and how they would include technology in their
instruction and assessment.
Additionally technology integration should be added as an integral part of professional development. Rather than teaching
technology as a separate skill, technology could be integrated in the professional development that is already scheduled. Technology
should become a standard component in increasing rigor.
Data Sources:
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?
The county currently provides The county sessions at the far Many of the teachers at PCHS Teachers are afraid of how
instructional technology end of the county, and they are would like to learn more. students will use collaboration
sessions after school in an off- after school when many tools inappropriately and may
campus location to help teachers live in the opposite There are a number of experts be unwilling to try some tools.
teachers with instructional direction. already in the building that
technology implementation. could be used to implement
The train the trainer program training very quickly.
The county has planned for a has good intentions, and
train a trainer program to be teachers often go through the Next school year, PCHS will
implemented in schools. expert training, but there is go to a block schedule and
nothing set-up for that expert teachers will have more
to pass along their knowledge. opportunity for professional
This means there are a few development with double the
individual experts in the planning time.
building, and no one else has
received training.
Currently professional development at Paulding County High School focuses on the schools school improvement goals. These
goals include increasing rigor by including more higher level thinking tasks into the classroom and writing across the curriculum.
Very little time is spent on instructional technology during professional learning. The county has developed a train the trainer
program in order to create school level expert's in a variety of fields, including technology; however, the program is not fully
fleshed out and often these experts do not end up sharing their expertise with others at the school. Part of the continued problem for
professional development at PCHS is the lack of planning time the teachers currently have on a tradition schedule. In many ways
this will be resolved next year when the entire county moves to a block schedule for all of its high schools. Mr. Wilcox, the
principal at PCHS, has already made it a priority to increase the amount of professional learning that takes place during planning
time. Because of the increased time the block schedule allows for, this will be a more realistic option in the future.

Recommendations for professional learning included taking advantage of the time that block schedule allows for. Because teachers
will have 30 more minutes a day of planning and be teaching half as many students at once, more opportunities for professional
development will be possible. Some of this added professional development time could be used to focus on digital tools that help
meet the school's SIP goals. While it would be nice to have isolated professional development focused on technology tools, one
positive step would be to include technology into professional development that's already occurring.
One long-term recommendation would be to set up a system of technology coaches across the school district. At this point the
instructional technology department for the entire county consists of less than 10 people. This is not an adequate number to support
the growing need for technology instruction that leads to a college and career ready graduate. In the meantime a final
recommendation would be to use the expertise currently in the building to train teachers on emerging technologies.
Data Sources:
Wilcox, C. Personal communications. 30 Jan 2017.
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?
PCHS has a very reliable While technical issues are School level experts could be With the focus placed on other
technology maintenance addressed quickly, there is no used as coaches. areas of need, it is unlikely that
professional. Nearly all instructional technology at the additional funds will be
technology problems are fixed school level. There is an With the transition to a block provided for technical
within 24 hours. instructional technology schedule, teachers will have a assistance.
department at the county level, greater opportunity for
Equipment within the school is but there is no coaching at the collaboration, and some
well taken care of, and if school level. teachers may be able to serve
alerted to a problem, the as coaches.
maintenance department There is no technical support
addresses it very quickly. for the BYOT policy, and
teacher often run into
problems they are unable to
solve.
Current technical support at PCHS is adequate for the tools owned by the school. One school specific support staff quickly and
reliably keeps the school issued devices working well. This support personnel is only trained in the technical aspects of technology
support and not in the instructional aspects. There is currently no one in the county serving at the local school level to support
instructional needs in technology.
An additional concern is technical support for BYOT. There is currently no support for BYOT, and there has been to professional
development to support the best practices for using BYOT with students. Teachers often avoid BYOT because they are unable to
troubleshoot and generally waste a portion class time making sure that all of the various devices are functioning properly.
The wifi connectivity is fairly good in most areas of the school; however, certain areas of the school are below ground level in
places. These areas of the school often have difficulty with the wifi.

In order to better serve students and teachers need, professional development should be in place to address the technical support
needs for BYOT. Because support personnel cannot be provided to help with all student devices, professional development in basic
troubleshooting would be helpful in making BYOT a move valuable tool in the classroom.
As stated earlier, a long term recommendation would be to include more technology coaches at the school level to support teachers.
Even shared coaches could be of great value to technology integration within the county.
Wifi connectivity could be addressed by increasing the number of repeaters in the parts of the building where wifi is weak.
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? (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?
Many teachers attempt to Few if any teachers are aware Many teachers would like to Many teachers hold a negative
address the technology of the ISTE standards for use technology and are unsure perspective of national
standards mentioned in the teachers or students. how. The ISTE standards standards, and this may
CCGPS at some point provide guidelines for teachers translate into the ISTE
throughout their course. Most teachers use technology on the best way to use standards.
in a teacher centered capacity technology with students.
or they use technology for
things like word processing.
Others use technology for test

prep or for traditional tests on
a digital platform.
Student technology literacy is

not assessed in any capacity.
Day-to-day technology use is

not a possibility at the moment
because of the schools current
tools.
Currently this is the weakest condition at PCHS. Few if any teachers at PCHS are aware of the state or ISTE standards concerning
technology. Many teachers do not see a connection between technology and their content area. According the the lab sign-up
reports most teachers use the technology available for test review or to do tasks like word processing. Student technology literacy is
only assessed in technology courses.

The first step in improving this condition would be to distribute copies of the state technology standards or the ISTE standards to
teachers for their own reference. Many teachers are unaware of these standards, and awareness is the first step towards creating a
change. An isolated professional development session that reviews what these standards look like and how to incorporate them
would also improve PCHSs progress toward this condition.
Teachers would need explicit training on how to evaluate student technology literacy. Guidance and examples in these sorts of
assessments would be needed to make faculty feel comfortable evaluating students.
Data Sources:
References
International Society for Technology in Education (2009). Essential Conditions. Retrieved from http://www.iste.org/standards/tools-
resources/essential-conditions
Responses from LoTi Survey. Feb. 2017.
Wilcox, C. Personal communications. 30 Jan 2017.
http://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet
Appendices
Appendix A: Lead and Transform Diagnostic Tool

Appendix B: Teacher technology use survey

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

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

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Formats disponibles

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:

Lead and Transform Diagnostic Tool on the ISTE site.

ESSENTIAL CONDITION TWO: Shared Vision

Very little training has been

Recommendations from Gap Analysis:

Lead and Transform Diagnostic Tool on the ISTE site.

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

BYOT in its very nature

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Most teachers have had no

Recommendations from Gap Analysis:

Lead and Transform Diagnostic Tool on the ISTE site.

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

Lead and Transform Diagnostic Tool on the ISTE site.

Wilcox, C. Personal communications. 30 Jan 2017.

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Others use technology for test

Student technology literacy is

Day-to-day technology use is

Recommendations from Gap Analysis:

Lead and Transform Diagnostic Tool on the ISTE site.

Lead and Transform Diagnostic Tool on the ISTE site.

Responses from LoTi Survey. Feb. 2017.

Wilcox, C. Personal communications. 30 Jan 2017.

Appendix A: Lead and Transform Diagnostic Tool

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