Leclair J Swot Template Revised 2018 2

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

Name: Jenny Leclair Semester: Summer 2019
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 using technology -Technology planning and -Communicate through -The technology trends and
daily. They use it for content implementing technology professional learning with use are changing rapidly. At
learning stations, assessments, infused lessons weekly. Grade leaders for successful times, by the time you teach it
and project-based learning. level planning occurs weekly technology integration and the kids try it. It is time to
Project based learning projects and technology is not the learn something new again.
occur quarterly. Assessments priority. -Planning to use technology
are given weekly using a for daily practices including -Standards that do not align
response system. -Student technology use is not learning stations, productivity, with technology and limiting
directly related to student and using technology for instruction to the standards of
-Teachers use technology to achievement. Assessments for research. the grade level.
access standards, curriculum reading and math are given by
guides, and productivity tools computer generated -There are opportunities for -The teachers are not willing
daily. assessments. The end of grade continued growth and leverage to make technology a priority
assessments is using laptops with the many skilled and use technology
-Teachers have weekly access for the assessment. Student technology leaders in our consistency. Some teachers
to a full set of laptops for technology for daily practices school. will not even talk about
student use in the digital such as submitting work, innovative teaching practices
learning lounge. participating in social groups, -Align research-based, best to apply and share.
and doing research is used practices to support student
sparingly.
-Teachers use software for engagement, deep
communicating with parents. -Students come to school with understanding of content.
They have weekly, Edu blogs, varying experience with
and online newsletters. Class technology, and teachers need
Management software and to fill the gaps
learning management software
is used such as Edmodo. -A priority list with technology
tips and handouts for support
-The latest Interactive with diverse staff skilled in
Smartboard with mounted technology
adjustment hardware in all
classrooms
-Administrators are using

social media to promote
professional learning for
technology and celebrations.
The major social networks
being used is Twitter.
Leaders are using video
recording to transfer
knowledge.
Summary of Results/Conclusions:
Technology is visible in our school in every classroom and in many ways. Teachers are using it for class management software,
learning management, and interactive activities for daily use. Teachers use it weekly in learning stations set up for students to
explore standard-based resources that enrich learning. Our district provides each classroom with technology equipment that is
shared among the students. The teachers use technology to communicate with parents, staff, and collaborate using productivity
tools. The students are always engaged when using technology and teachers have ongoing professional learning opportunities.
Administration uses technology tools for advancements and communicating news broadcast school wide and sharing information
and data with how we compare to other schools in the district. Our school These are prevalent throughout the school year, and the
technology integration specialists hired by the county meet with grade levels to train teachers on new digital resources and changes.
The Cobb Teaching and Learning System holds curriculum, standards, and content for each academic area for every grade level. It
is aligned to the Georgia standards and best practices that support student engagement. Although, we have the technology
equipment, teachers to use it, and training to support it students are still experiencing inconsistences in our teaching practices. The
standards and resources are not being utilized effectively because it is not embedded effectively in our daily practice. Problems
exist with digital divide and time to manage teachers that have lacking technology skills and monitoring students effectively during
technology. The reality is that we have high numbers in a class, and with the equipment being an issue enables technology
instructional practices to be limited and prioritized.
Recommendations from Gap Analysis:

My recommendation from the gap analysis is that a technology plan is developed to fill the gaps in our school. We need to have a
deeper understanding of what technology should look like and set measurable goals for achieving it. It needs to begin with a group
of leaders that chalk it out and decide which areas we should focus on for growth in technology integration. It would be
unreasonable to expect that everyone will know what to do with the technology given. Leaders need to support the staff in their
implementation and know that it takes time to develop and implement technology. Technology should connect the school within
classrooms and the community and stop doing technology as an isolated activity. This only leaves others curious with what others
are doing and frustration can arise when it doesn’t turn out the way they hoped. Teacher leaders should share lesson plans through
social media and reach out to other teachers. This way when the technology lesson shuts down it doesn’t mean learning stops too.
Technology should have a continuous growing and learning interwoven through the content areas outlined by the Georgia
Performance Standards. This is the pathway toward a digital age classroom and reaching 21st century learners.
Supporting Sources: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/swot-

analysis/main#.UmUzXJSgnDY
Sheninger, E. (2019) Digital Leadership:Changing Paradigms for Changing Times. California: Corwin
Cobb County School District: Technology Plan

http://www.cobbk12.org/centraloffice/InstructionalTechnology/TechPlan/InTech3Year2018.pdf
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
tomorrow’s 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 district has an overall
vision for K-12 classrooms -district and school vision vary -technology plan and vision to -digital divide- access at home
across the county. The vision include collaboration from and ability access, gender gap.
includes a 3-5 year goals. -educator’s disposition staff
technology as critical
-Technology Integration component in improving -research best practices for the -funding for updates and
Specialist assigned to each student achievement. shared vision technology coaches
region to train teachers on
technology -parent communication for -Equitable access to digital
changes and changing times materials for students and
-community support for teachers
technology usage in the school
Our shared vision within the district is a strength of the current reality in our school. The district’s goals affect the administrative
leaders and educators including all teachers and support staff of each school. The ISTE standard for instructional technology
coaches to participate in the shared vision of the integration of technology. The technology vision is a weakness in the school
because it has not been defined and practices are taking place, but no accountability or data to prove academic growth and
achievement. The community is also a strength of the school because the parents and parent organizations provide ongoing support
of our technology programs and initiatives. They absolutely love to get involved and support teachers with technology in the
classroom. An area of weakness is the educator’s disposition of change in general. Many educator’s favor traditional methods and
sustainable change is hard. I think the research speaks to the times and the changing of our teaching practices.

Leaders at the school must develop and implement a vision and mission for technology. In order to this, technology coaches should
conduct a needs assessment to target areas of improvement. A vision and mission for a technology plan would benefit the direction
we are going as a school and how that technology should look like. The vision should be to allow teachers the freedom to take risks
in technology and break down barriers of existing practices. Also, the administration could include research methods in identifying
which technology will best meet the student’s need and their full potential. In Sheninger (2019), “If sustainable change is the goal,
it is important to clarify the what, why, and how and to follow with a determination of success.” Stakeholders should communicate
regularly to stay up to date with the emerging technologies that are always changing. They should be included in the decision-
making process of technology programs that students will be using in school. Also, training parents and teachers to understand what
their children are doing with technology is beneficial when supporting the school and district vision so that all is transparent.
Supporting Sources:
Sheninger, E. (2019) Digital Leadership:Changing Paradigms for Changing Times. California: Corwin.
ISTE Standards https://www.iste.org/standards/for-coaches
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.
-Professional learning of -No adequate plan for -current and up to date -outdated technology such as
digital learning resources. Our technology use integrated into technology software every iPads, old laptops, and old
school uses CTLS and updates the SIP student receives access to an desktops
to the system Office 365 account
-Planning should include -ambitious goals and
-Address needs of diverse technology lessons -use technology and enhanced unrealistic expectations
populations in different ways learning resources for deeper
-students with diverse needs -gender and ability divide exist understanding of knowledge -using technology as directed
are using technology in an where male students seem to and content. instruction instead of for
equitable way get more time on devices than creating a product
female students -collect data on student
-digital learning lounge for engagement during technology -technology games that are not
weekly lessons and can -limited technology in the activities relevant to the instructional
accommodate a full set of classroom and various purpose or goals of the unit.
computers equipment; iPads second -students can collaborate and
generation, laptops, and share documents,
desktops. presentations, and media
through connections by the
school’s network.
Technology resources in Cobb are top notch and we have a clear district vision as One Team One Goal Student Success. We have
student equitable access for K-12 with the latest Office 365 accounts. Students and teachers have the ability to share, collaborate,
and produce materials and content. The digital content available for Cobb students give them the technology literacy and skills for
the future. One weakness that I noted in planning for technology include the digital equity of females, and diverse learners. Often
times in lessons the students who finish first are the same ones and these students get to use the computers first. When their female
peers are done, the computers and iPads are taken. This creates inconsistency and a digital divide of technology skills and exposure.
Male students and those who are grouped by ability get more technology time and equipment therefore more access than other
groups. We have the opportunity to share knowledge and content with colleagues and the community. We have threats such as
outdated equipment that would affect technology planning.

My recommendation to bridge the gap is to create a systematic technology plan that would encourage teachers to write in
technology infused lessons in daily practice. The plan would include teacher leaders in each grade level to share lesson plans
through collaboration time and have opportunities to observe each other during the lesson where technology is used. The ISTE
standard for educators to be facilitators and support student achievement will be accomplished through this plan. Administrators
and teachers should focus on lessons where students are engaging with one another and creating a product. Students enjoy working
with their peers and sharing. I do recommend that we have more technology equipment for access 1:1 in the classroom. When
students and teachers are 1:1 it enables for students to use the same equipment each time. This increases their technology skills
greatly and provides a consistency among students in the classroom. My recommendation for outdated equipment is to stay current
with updates and fill the gap where it is needed. Technology coaches should provide ongoing feedback and technology training
should be focused on needs of the grade level. The grade levels would be able to recommend technology programs and software
that meets the needs of this age group. Another way to leverage technology is to have upper grade classroom buddy up with a
younger grades classroom and become tech buddies. Students can partner up to show what they know and what they have done.
This is a good way for teachers to observe what student choose to show and be proud of and master’s content objective through
technology. In the ISTE’s Diagnostic Tool report, a technology plan and vision is an area that shows Ford in the grey meaning
beginning stages of their vision.
Supporting Sources:
ISTE Standards for Coaches https://www.iste.org/standards/for-coaches

ISTE Diagnostic Tool https://id.iste.org/connected/standards/lead-transform/diagnostic-tool/results
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?
-High speed internet access to -More focused training is -Teacher collaboration and -Busy parents and community
la full set of laptop computers needed for teachers and student collaboration may not be willing to attend
is available weekly in the support staff. Teacher opportunities through Office technology parent training
digital learning lounge. technology leaders should 365
collaborate and give feedback -Busy teachers may not adopt
-Teachers and administrators and suggestions for future -Distribute equipment among and use the technology
have full access to the Cobb lessons. all teachers including special effectively.
Teaching and Learning System education teachers and
that supports instruction in all -Distribution of technology specialists equally for -Students who do not have
content areas. equipment is not equitable. consistency throughout the home access will not be given
Some classrooms have laptops school. opportunities to complete
-Standard based practices and and iPads and other classrooms technology enriched projects.
learning activities that focus on do not. Technology needs to be -Continued professional
engagement of students in distributed equitably to diverse development and having -Funding for technology
teacher practice learners and gender groups strategies for addressing equity continues to be an ongoing
access. Teachers can get challenge that the schools face.
-Project Based Learning and -Parent training on technology involved in the shared vision
STEM are student-centered resources available for home and join professional learning -shared budget with
meaningful ways that Ford access is not available. The networks. environmental education
integrates technology, science, district website that contains projects
math, and engineering. resources are more for -low SES and diverse learners
information not can show what they know and
implementation of technology be involved in the community
use. of learners
The teachers, students, and administrators have reliable high -speed internet access within the school’s network. Every classroom is
wired with routers, interactive whiteboards, and technology to meet Ford’s mission, engage, enrich, and empower students. These
students have easy one-time login access to computers including laptops, desktops provided by the district. The laptops can be
accessible once a week in the digital learning lounge for one hour. The remainder of the technology equipment is dispersed
selectively in classrooms. This is where the inconsistency happens in our school. The ratio for students to computer is students use
in classrooms on the devices are 4 laptop devices and 2 desktops. The weakness lies in the distribution of technology because
teachers were selected based on an iPad class and grade level laptops carts are distributed equally among the teachers. Although we
have a good amount of technology it is still not enough to accomplish what we want students to experience a deeper understanding
of learning and move toward a digital age classroom. Also, updating equipment to enable access to programs is costly and very
expensive to replace when technology goes obsolete and changes every 3-5 years. The parents and partnerships support Ford’s
technology by contributing toward the learning commons and a small percentage goes back to the classrooms.

I recommend that more outlets to be installed to handle the technology that teachers need for effective connectivity. Classrooms
where BYOD is used, the charging stations just do not hold the devices that students bring. A technology plan and shared vision is
required of the administration and leaders of our school to ensure the success of student outcomes. If we want to grow knowledge
and apply technology in our daily practice teachers need a clear vision of how to implement it. Students will be engaged in
technology infused lessons and projects then computers need to be accessible, reliable, charged, and updated. The community
including partners in education and parents need a place to voice their challenges with technology so that the school can better
support them at home. This can begin with technology coaches that reach out to parents and offer a time to go over digital resources
available that are standards-based. This will encourage and support students at home to be able to learn technology skills and
practice them alongside their first teacher’s their parents. The project -based learning that students and teachers are doing is a
strength in our school. The digital divide of technology equipment and accessibility are areas that need refining so that teachers are
more comfortable using technology effectively. Teachers and the community contribute funding toward our environmental projects
which is why Ford is unique, but budget and time constraints limit our school with technology practices. The students should learn
how to share their environment projects with other schools.
Supporting Sources:
ESSENTIAL CONDITION FIVE: Skilled Personnel
ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
 To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
 What do they currently know and are able to do?
 What are knowledge and skills do they need to acquire?
(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for
professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists,
and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may
choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher
proficiencies.)
-Many teachers in our school -Huge time constraints and -Sharing ideas with other -Dispositions of teachers and
are highly skilled in ineffective meetings contribute organizations through Cobb excuses for not doing the
technology and have higher to reverting back to doing and presenting in the school technology and using it
degrees and certificates. This things the way we always do for students and staff. because it is uncomfortable, or
includes masters, specialist in them. Planning is taken for they don’t know how.
instructional technology, communicating with parents -Maintaining and fostering
science endorsement, and and other meetings. new ideas to grow in learning -Teacher turnover and getting
gifted endorsement. of technology and usage. burned out with too many
responsibilities that exist when
-Teachers and leaders are -Technology follow up and -Be consistent in lessons for implementing change
connected in CCC and PLN to feedback for ongoing learning technology on a weekly basis
increase student achievement. and accountability. and be a change agent of best
- They know how to set up, need to be better with technology practices using the -Leaders who are busy with
manage, and instruct students maintaining consistency and ISTE standards. other duties will not make it a
with technology usage. They striving for priority.
plan for enrich lessons
requiring students to deepen
knowledge. -Skilled teachers in technology
need to gather together on a
designated time and place to
collaborate and form a vision
consensus of the school’s
technology use.
Ford Elementary has the best teachers and are highly skilled with technology. Many teachers have higher degrees including
master’s degree, specialist degree, and gifted endorsement. With all this knowledge, educators in our school are divided with how to
use technology effectively because no clear plan exist with how to implement the practices. We are often bombarded with
information about changes in technology and advancement, but these meetings do not help when there is no follow up and
accountability. Another barrier we face is the technology equipment is shared among students where students are transitioning to
one activity to the next and instructional time is wasted and maximized. Our school leads many other schools in the district with
project- based learning, and technology has been a persisting problem that we face and struggle with.

My recommendations to close the gap is consistent use of technology throughout the school to deeper understanding and
knowledge. In order to this, teachers who are knowledgeable with technology and have higher degrees need to lead the school and
other teachers toward student achievement. My recommendation is for technology leaders to take data on the current use and
application of technology and hold teacher’s accountable with technology use. The students need to have access and time to learn
the new technology and also be held accountable for knowing these skills. The ISTE standards can be posted in classrooms and use
as a guide when planning for technology lessons. Also, consistency within grade levels using technology could enrich students use
of it. They could form interest groups and learn something new from each other. In this digital age classroom, student-centered
learning is the key toward mastery of goals and student success.
Supporting 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?
-Professional learning -Professional learning must -Technology leaders can be -Teachers and district leaders
opportunities available to continue after the workshop. advocates toward leading the have ambitious expectations
educators are workshops, Teachers often have questions school using innovative and change is slow
webinars on demand, and of how to implement practices. practices.
professional learning networks. -Technology leaders in the
-Time constraints for -Use rewards and celebrations district change careers and a
-Professional learning professional learning and toward professional new vision
opportunities reflect the feedback because other development and learning
national standards by requiring priorities exist. -Professional learning should
that teachers attend and are -Sustain opportunities and occur among small groups of
growing professionally in their -Educators must strive to dedicate time to the practice to teachers and not the whole
teaching practice. improve and change to achieve share ideas group to avoid learning that
student success. The does not apply.
technology initiatives are not
-Educators have formal and always supported and
informal opportunities to learn implemented.
by using lunch and learns.
Professional learning has been an essential component to teacher growth for the profession. District leaders are using technology
advancements to communicate national standards. Our superintendent is a huge advocate for technology use in Cobb Schools. The
professional learning, resources available to teachers and schools are equipped with it. The instructional programs that cobb
students can use are vast, but we are running into challenges. Many schools have outdated equipment, teachers who have not shifted
their mindset, and no technology goals for schools exist in school strategic plan. This shows that Cobb still has a long way to come
toward a digital age classroom. Other districts have chrome books and are one to one, but ours sees more value in purchasing
programs and software for access and supporting BYOD. This decision affects where we have been and where we are going in the
future with technology.

My recommendation is for schools to have a technology goal that includes focused professional learning on meeting the goals of it.
The professional learning should have value to the classroom teacher and take away strategies applicable immediately. The
professional goals. Leaders in the school need to hold teachers accountable by reviewing and checking if teachers are using the
technology effectively. This should ensure success when teachers are challenged to produce technology infused lesson plans.
Another recommendation for professional learning needs to continue during informal and formal opportunities. Administration
could highlight classrooms and even video record the technology being used by our very own professionals. This would increase
transparency and celebrate what is going on in our school. Teachers need a sense of accomplishment and be recognized for it in
order to feel like their hard work is making a difference in the school and the lives of children. Educators around the community
and social networks should also continue to foster the learning taking place in the school.
Supporting Sources:
CCSD Technology 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?
-New equipment is operable -When instructional issues -Tech supports are -Loss of connectivity issues
and reliable for instruction. arise no support, staff is knowledgeable and know how that affect the entire school
The digital learning lounge has available. The curriculum links to troubleshoot issues quickly. network
the most reliable computers. to outside companies who sold
The desktops in the learning the materials. When materials -They are responsive and -Lack of outlets and plugs to
commons are hard wired and cannot be accessed or issues positive when helping when hard wire and therefore risk
regularly updated. arise, administration is our first issues arise. overloading devices.
point of contact.
-Tech assistance is available -Technology support beyond -Technicians burnout and
by submitting a technology -Troubleshooting and access to the initial training to follow up change jobs that can affect
ticket using the software. The help with instructional issues on effective use and teacher relationship building
response time can vary by do not exist. These issues are integration of technology.
hours or two days. This can student login, teacher login,
also depend on the issue. parent login.
-Basic troubleshooting
-Techs are trained to work - Technology support beyond information from field
with teachers and understand the initial training of new technicians to save time.
our needs in the classroom. material. Teachers need to
Techs are assigned multiple have instructional issues
schools, so waiting times can resolved quickly.
vary
The equipment is reliable and available for use in our school. The equipment is updated, and software is pushed out periodically to
teachers and staff. The software used to report issues is effective and time efficient. The response time for issues to be resolved is
hours to two days that I have experienced. Instructional issues on the other hand are not supported as thoroughly. Students end up
waiting around when issues arise, and teachers are scrambling when the instructional materials experience issues. These issues need
to be reported to the administration and they look into finding the right person to resolve the issue. We face threats when
connectivity is out, but this is a rare occurrence. Overall, our school and district provides sufficient support for hardware and
software equipment.

I recommend that ongoing training occur for technicians to spread their knowledge and teachers to understand the basics of
troubleshooting. When instructional issues arise, a curriculum specialists or technology coach should be available to call for issues.
These instructional specialists should be available for teacher support any time. Teachers need to be sent announcements and
support for when materials change. Communication with the vendors are often times there when they want you to purchase their
products but offer little to no guidance with how it applies in the classroom. Many resources are not being utilized because of issues
that were never resolved. Teachers move on to something that will work if issues arise and not wait around because of loss of
instructional time.
Supporting 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?
-The technology standard in -Technology has enabled -Changing times with
-The ISTE standards are the curriculum handbook is curriculum to be digital and technology innovation and
posted in common areas vague and does not give this helps with integrating advancement
including the learning specifics on how it should be technology into the GPS/CCS
commons and digital learning met. as appropriate. -Technology literacy and
lounge. interests within the content
-Disconnection between -Technology literacy is a key needs to be engaging.
-Technology standards are content, standards, and component toward ensuring
outlined in the curriculum assessment. success of technology
handbook integration
-Technology should be infused
in the process of learning and
- Digital curriculum is not taught as a separate -Creating a one time sign-in
available to teachers and subject. for teachers and students to
teachers have access to e- access all digital materials
books, STEM activities, and -Technology literacy is not needed for the day
enriched learning content assessed in our school.
The ISTE standards for educators, leaders, and teachers should be posted in classrooms. The curriculum framework currently does
not align with the ISTE standards, but it aligns with the Georgia Performance Standards. The technology standards in the
curriculum is taught as a separate subject. A few standards are taught each quarter, but how to teach it is not mentioned. Technology
should be in the framework in a variety of ways. It should be outlined in the rubric with what students should be able to do and
include how teachers should facilitate the technology with the program. I am not sure if the community is aware of the ISTE
standards. They are posted on the district website for anyone to view, but not pushed or encouraged to use as a guide when
planning. The digital instructional materials that teachers and students have access to are educational and of high quality. These
materials can be differentiated for meeting and exceeding students’ growth and academic potential.

I recommend that the content specialist and technology specialist work together to come up with a more focused way to access
materials. This year the district had a one -time sign in on clever to access Social Studies Weekly Materials, Scholastic, but it didn’t
include Science and Math. More communication in this area and merging of our instructional resources would provide an easier
way to jump from one material to the next. Also, updates in the Cobb Teaching and Learning System allow for us to search all the
materials in a database by topic, so that teachers can save to use later. In elementary school this is necessary because teachers are
teaching all subjects, and instructional time is wasted when we have to login every time to access materials. Technology literacy is
important for teachers to teach and students need time to explore resources.
Supporting Sources:
Sheninger, E. (2019) Digital Leadership:Changing Paradigms for Changing Times. California: Corwin
References
Cobb County School District Technology Plan. (2016) retrieved on June 29,
Georgia Department of Education: Instructional Technology. (2019) retrieved on June 30,
https://www.gadoe.org/Technology-Services/Instructional-Technology/Pages/default.aspx
International Standards for Technology Education Diagnostic Tool Results. (2019) retrieved on June 29,
https://id.iste.org/connected/standards/lead-transform/diagnostic-tool/results
International Society for Technology Education Standards. (2019) retrieved on June 29,
https://www.iste.org/standards/for-coaches
Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times. California: Corwin.
Appendices
Appendix A:

Leclair J Swot Template Revised 2018 2

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Leclair J Swot Template Revised 2018 2

Transféré par

Droits d'auteur :

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,

-Administrators are using

Recommendations from Gap Analysis:

Supporting Sources: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/swot-

Cobb County School District: Technology Plan

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

ISTE Standards https://www.iste.org/standards/for-coaches

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

ISTE Standards for Coaches https://www.iste.org/standards/for-coaches

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

Georgia Department of Education: Instructional Technology. (2019) retrieved on June 30,

Vous aimerez peut-être aussi