1.2 Margo Tripsa Swot Analysis Final

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

Name: Margo Tripsa Semester: Summer 2016
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
Most elementary classrooms are Very few teachers have teacher Professional development geared Typically, teacher turnover is high
equipped about 3 iPads and the websites or use Google Classroom towards the use of Google Sites and in international schools, and so it is
MacBook ratio for middle schools to help with managing teaching and Google Classroom for instructional at VIS.
students is 1:2 learning. purposes The inconsistent funding for
Vision International School, Qatar Teachers reported that best The use of the ISTE Standards as a technology coach positions to assist
(VIS) started implemented a BYOD practices that involve the use of guide for teacher development. with technology integration
approach technology are shared during PD, Greater collaboration among The current lack of funds for a 1:1
Teachers use Promethean Board but need more support during the teachers (Teacher Vision Survey device implementation.
technologies and Interactive process of implementation. results) Wireless network issues and
Projectors that exists in rooms Teachers generally use technology Recognition of the teachers Internet down time interferes with
throughout the building to support as a presentation method and modeling best practices; the teachers attempts to make
best practices and student assign students basic tasks using encouraging technology use through long-term instructional plans.
engagement technology. the use of incentives (such as digital The fast-paced and demanding
Teacher practices appear to be fully Not all teachers have the badges) curriculum does not allow time for
aligned with Common Core State knowledge and skills to design and sufficient student training on skills
Standards (CCSS) develop effective digital age that traditionally were covered
Students use productivity tools for learning experiences and during computer classes (such as
enhancing various skills such as assessments keyboarding skills).
research, collaboration, 40.7% of the respondents indicated
communication, and for that the lack of training is the
showcasing their learning. number one factor that prevents
The teachers report that 21st century them from frequently designing
skills are very important for the technology infused lessons
teachers at VIS (technology vision (technology vision survey)
survey) 25.9 % of the respondents declared
74% of the teachers who answered that the lack of technology is the
the technology survey (roughly half number one factor that prevents
of the teachers and administrative them from designing technology
staff answered the survey) claimed infused lessons.
that they are confident in their One Shared Vision survey
abilities to use technology in the respondent noted that one big
classroom. obstacle was the fact that the
school didnt provide "the one-to-
one devices for students that were
promised to teachers, parents, and
students for the past two years
The lack of PD that emerges from
teachers needs. One respondent
noted that it would be beneficial if
the school leaders would
administer needs surveys before
whole-group PDs to better design
them
There balance tips in favor of
teacher-technology use rather than
student-technology use at the
school level
The practice of targeting higher-
order thinking skills through the
use of technology is not
consistently part of teachers
teaching practice. (ISTE-S 4)
Students uses of productivity tools
are hampered by their lack of basic
technology literacy skills.
Summary/Gap Analysis:
Just some teachers are using technology routinely as they effectively communicate with students and parents beyond the physical
space of the classroom. Many classrooms are well equipped with Promethean Boards or Interactive Projectors. The school tried to go
1:1 on iPads at the elementary level and 1:1 with MacBooks at the middle school level, but since the school population almost doubled
from year to year, the school did not reach this goal.
Overall, the balance tips in favor of teacher-technology use rather than student-technology use and most student-technology use
remains at the substitution or augmentation levels of the SAMR model of technology integration. Teachers acknowledge that using
technology is an effective way to engage and motivate students, but teachers do not feel that the training they receive is well calibrated
quantitatively or tiered according to their diverse needs.
Creighton (2003) emphasized that principals play an important role in discovering, evaluating, installing and operating new
technologies of all kinds, while keeping teaching and student learning as the guide and driving force behind it all (p. 3). Our schools
leadership team worked towards building and establishing a school culture conducive to collaboration and trust. In just eight months
the school was built, but the process of crafting a comprehensive curriculum and school culture is still under way. There are many
things that remain to be done and the school leadership needs to undertake many important tasks. The fact that typically half of the
administrative team and staff leave the school every year or every two years brings on many challenges. Ensuring continuity,
cohesiveness, and making long term plans is no easy task under these circumstances.
Technology is not consistently used to accomplish higher-order thinking skills and a number of teachers use technology more for
drill and practice. The Shared Vision Survey results indicated that 40.7% of the respondents claimed that the number one factor that
prevents them from frequently designing technology infused lessons is the lack of training and 25.9 % of the respondents declared that
it was the lack of technology. One respondent noted that it would be beneficial if the school leaders would design PD that emerged
from teachers needs. Student and teacher ISTE Standards should guide the design of professional development opportunities. The
school leadership team should assist teachers in creating dynamic, student-centered learning environments where students are
empowered to use technology as a tool for acquiring knowledge, building skills, and showcasing their learning.
Data Sources: School Improvement Plan (SIP); Shared Vision survey; teacher observation and feedback.
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrows workforce? For motivating digital-age learners?
What strategies have been deployed to date to create a research-based shared vision?
What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement? Explain how will you advocate for a solution.
The schools mission which has Almost half of the teachers Collaboratively create and The fact that half of the teaching
been communicated and made surveyed were unaware of the communicate a vision for staff and administrative staff will be
public (currently posted on the technology vision statement for our technology integration new next year, opens doors to
schools website) states that VIS school (there has been no Revamp the school improvement opportunities for change but can
aims at preparing students for the documented technology vision plan by articulating the role of constitute a threat, as well.
2st century statement). technology in supporting There is concern that he current
The school is planning to fully Technology is missing from the curriculum goals. network wont support growing
implement a BYOD initiative. VISs school improvement plan Collaboratively build a technology number of devices that will be
74.1% of he teachers in our school and the school does not have a plan that emerges from the ISTE utilized when we fully implement
think that 21st century skills are technology plan. Standards and the Essential the BYOD initiative.
very important. There is no technology committee. Conditions, and connects with Our school community has a low
Teachers are interested to learn how There is uncertainly around research-based practices. number of parents who are truly
to effectively integrate technology whether parents, students, and Technology integration could be interested in becoming an active
in instruction. other community members are tied to annual teacher appraisal. part of the school (private tutors
Half of the staff has had training in aware of or have a vision for The fact that half of the teaching and nannies stay oftentimes more
Google Apps for Education technology integration. staff and administrative staff will be current with the students academic
During one interview, the principal The school focuses on improving new next year, opens doors to life at VIS)
declared that the school was ready student achievement, but the opportunities for change. There is a current lack of funds and
to move to a higher level of teachers and school leaders do not an abundance of bureaucratic
technology use and said, now that seem to perceive technology as a challenges that prevent the school
the school has established the tool that could play a major role in from acquiring all the devices
foundational elements I believe it is the student performance. needed.
time to incorporate technology into
the SIP as it is an essential
component of the 21st century
learning paradigm. (principal
interview)
Half of teachers surveyed agreed that VIS has a clear vision for technology integration, and the other half disagreed. This shows a little
confusion among the staff in this regard, which was probably caused by the push towards the use of GAFE during these first two years.
Actually, currently, our school has no official vision for technology integration and technology is not articulated in the SIP in any way.
Technology is missing from the VISs school improvement plan and the school does not have a technology plan. Due to the lack of an
official vision for technology, there is no unity among teachers, administrators, parents, students, and other community members
regarding technology use.
To describe the factors that caused the current state of affairs, during one interview the principal noted that, as a start-up school not
having had the benefit of the pre-planning phases typically enjoyed by the founding administration, the scope of our school's needs
was so significant that the role of technology as part of our school's instructional paradigm was not a top priority. One has to realize
that we literally started from scratch, with nothing, upon opening the school. To say that technology wasn't important however,
regarding all aspects of its use throughout the school for both instructional and operational purposes, would be
misleading. Additionally, given the state of the school's internet system, making technology a priority in the School Improvement
Plan, would have been a mistake due to poor connectivity and, at times, lack of access to technology, particularly in teachers'
residences. (principal interview)
During the first two years, the leaders of the school adopted a number software programs focusing on supporting instruction and skill
development along with systematic programs supporting the operations aspect of the school enterprise and started to focus more on
professional development for faculty. VIS was committed to use Google Apps for Education and during professional development
sessions, the technology department focused on building the capacity within our staff to utilize the applications in GAFE. Half of the
administrative team left the school at the end of this past school year (2015-2016) as their contracts ended, and a new team will be
formed. However, the founding principal thinks that now that the school has established the foundational elements and the school is
ready to incorporate technology into the SIP as it is an essential component of the 21st century learning paradigm. (principal
interview)
In order to develop a school-wide, research-based vision for technology and technology plan, it is essential to involve all schools
stakeholders. The technology vision and plan should be collaboratively crafted. Strong consideration must be given to the use of
technology for supporting curriculum goals though research-based. The shared vision and the technology plan should be designed in a
way that would lead to improved student achievement.
Although our school seems to have the cart before the horse (Creighton, 2003, p. 21), the teachers are eager to effectively leverage
technology for learning.
Data Sources: Shared Vision survey, teacher observation and feedback, principal interview
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 teachers are organized in The School Improvement Plan Teachers have collaborative If the new leadership wont act
PLCs and have common planning (SIP) was not built collaboratively planning time and PLCs that can be towards changing the current
time. and it does not include technology, used to design technology infused perspective in regards to
Although there is no technology whatsoever. lessons. technology integration, technology
plan, the school aims at shaping There is no Technology Plan and A revised SIP and a new will continue to be peripheral to
successful 21st century citizens. the school is not part of a school Technology Plan that would instruction.
district, so basically, the school is encompass integration of Without a solid plan, gains that
missing a direction for technology technology, a plan that would be have been made could be lost given
integration aligned with schools vision and the high staff turnover.
The existing school plan did not mission, and would provide The danger of inconsistently
fully analyze strengths, weaknesses sufficient depth and breadth to set planning and implementing
and opportunities using a process clear directions for all old and new technology programs and the
such as SWOT. teachers would be very useful. danger of misaligning the
There is no official, published technology initiatives with the
Technology Plan for the school. current reality that can be caused
Integration of technology is by the fact that half of the staff
inconsistent. changes every year
The challenge of accurately
assessing the strengths,
weaknesses, threats, and
opportunities of the school when
teachers turnover is so high
Teacher attitudes and resistance to
adopt new ways of teaching given
the fact that they plan on teaching
at VIS for a very short period of
time
The schools lack of firewall policy
can drastically affect some more
conservative parents perspective
on technology use at VIS.
Although there is no technology plan, the school aims at shaping successful 21st century citizens.
Because of the push to use GAFE many teachers feel that our school has a clear technology vision and technology plan in place. The reality
is that the school has neither a technology vision, nor a technology plan. The SIP was not developed with input from the teachers and
does not include technology. The development of a clear, long-term vision for our school that aims at enhancing teaching and learning
should be priority number one for VIS leaders in the upcoming year. This plan should be crafted taking into consideration teacher
input and should be clearly articulated and shared with the whole school community.
Creighton recommended that school leaders first give serious consideration to the final target, beginning with the end in mind
(Covey, 1989), and maintain focus on student learning when integrating technology. The plan must have measurable components in
order to monitor progress. Teachers have collaborative planning time and PLCs that can be used to design technology infused lessons.
A revised SIP and a new Technology Plan that would encompass integration of technology, a plan that would be aligned with schools
vision and mission and would provide sufficient depth and breadth to set clear directions for all old and new teachers would be very
useful.
The danger of inconsistently planning and implementing technology programs and the danger of misaligning the technology initiatives
with the current reality that can be caused by the fact that half of the staff changes every year. Without a solid plan, gains that have
been made could be lost given the high staff turnover. If the new leadership wont act towards changing the current perspective in
regards to technology integration, technology will continue to be peripheral to instruction.
Finally, school leaders must be mindful of possible threats and capitalize on strengths and take advantage of opportunities.
Data Sources: School Improvement Plan (SIP) 2015-2016, Shared Vision Survey, teacher observation and feedback.
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups ie. females.)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to
support engaging, standards-based, student-centered learning?
To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
What tools are needed and why?
How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)?
Do students/parents/community need/have beyond school access to support the shared vision for learning?
Our leadership and technology There have been complaints in Providing training for teachers will If teachers/students didnt make
team recognize and support regards to the procedure for help them integrate technology in effective use of the technology
equitable access for all students checking out the laptop/iPad cart. their teaching. resources provided, the
(both for the boys side and for the Some teachers use the technology Of great help would be training investments made wouldnt be
girls side of the school). for games instead of meaningful sessions with a focus on assistive justified and funding for these
The student population comes instruction. technology and other tools may be cut.
from a very affluent families and The shared Vision Survey results teachers could use with different Insufficient and delayed funding
students have multiple indicated that the majority of the groups such as gifted learners, for the 1:1 initiative.
technology devices respondents believe that the students with disabilities, or slow The lack of funding for at least a
The parents seem very supportive wireless network has been learners technology coach position
of the BYOD initiatives unreliable. One respondent More education is needed to show challenges the implementation of
Elementary grades have on emphasized the importance of teachers and families what the 1:1 initiative.
average 3 iPads per classroom, working internet to support a resources are available and how to Potential lack of capability of the
middle school grades have a 1:2 massive number of users and one- use them effectively. wireless network in supporting a
MacBooks ratio, early childhood to-one devices for students to use. Given the fact that the school 1:1 implementation, and the
grades have no iPads or Equitable access to technology is serves an affluent student funding required to make it more
MacBooks assigned, but they can not addressed in the SIP population and that more BYOD is robust.
borrow them on a daily basis. Teachers were told VIS was going to be incorporated, additional Some teachers might be resistant
The school has rolling carts that to be 1:1 iPads for elementary access can and should be made to change.
provide additional access and students and 1:1 MacBooks for available to help with the growing
flexibility Middle School students and this number of devices that will be
Every certified staff member has didnt happen yet (last year Middle used next year
a MacBook and each elementary school students were 1:1 Build and communicate the
teacher has a teacher iPad, as MacBooks, but as the student technology vision and technology
well. population doubled this year, there plan to all stakeholders
The school has Promethean was only a 1:2 ratio). There has Address student accessibility and
boards or Interactive Projectors been significant uncertainty in digital equity in the technology
in almost all classrooms. regards to whether or when this plan
was going to happen and because Secure additional funding sources
of that the teachers started to for the 1:1 initiative.
express lack of trust. Provide the timeline for 1:1
The laptop or IPad carts are implementation to teachers so they
difficult to get according to teacher can make long term plans
input. Provide encouragement and
Up to this point the iPads have only support for getter BYOD
been available to elementary participation in the lower grades.
students. Discussions with Develop an improved process for
teachers and survey results showed laptop/iPad carts sign up that
that teachers in early childhood maximizes equitable access.
education section of the school
would like an equal distribution.
VIS has a number of resources available for teacher and student use, but more professional development is needed to help make sure
these resources are used effectively in the classroom. As the student population almost doubles each year, these resources and not
enough, and the first part of the year seems to typically be more challenging. Some resources are acquired late in the year, but no one
seems to know at the beginning of the year when the school will receive these resources.
The schools leadership and technology team has recognized and supported equitable access for all. The school has provided equitable
access to both sides of the school: girls and boys, but the devices have not been equitable distributed across grade levels: the early
childhood education students, which actually happened to be the most populous department of the school, had much fewer devices
that the elementary or middle school areas.
As VIS will increase the number of students bringing their own devices (BYOD) student accessibility will continue to improve, but
other challenges may arise such as reliable wireless access. Although with the BYOD initiative, the amount of devices considerably
increased, there has been a gap between what appears to be a significant amount of technology resources available for use (at least at
the elementary and middle school level) and the extent to which those resources are actually used.
The wireless network requires a closer look to ensure capacity that will fully sustain a 1:1 implementation. The School Improvement
Plan (SIP) and the technology plan should specifically address equitable access to technology. Funding sources and other resources
required for the 1:1 initiative must be fully explored and considered.
Effective communication to all stakeholders must happen on an ongoing basis.
Data Sources: School Improvement Plan (SIP) 2015-2016, Shared Vision survey, teacher observation & feedback.
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.)
According to the ISTE diagnostic Technology is primarily used for Teachers can gain knowledge and Through the Shared vision survey,
tool, 39% of the school personnel is drill and practice. skills through PD. Therefore, I am the teachers indicated that there
skilled in using technology. 18.2% of the survey respondents discussing PD under this category. was no dedicated time for PLC's
74% of teachers rated themselves as indicated that they are not able to Through collaborative planning and to establish a specific focus for
capable to use technology use technology effectively PLCs, teachers can build resources learning how to more effectively
effectively. Many teachers dont have the to help each other create utilize technology for
All teachers use Google Drive and knowledge and the skills necessary meaningful learning experiences. differentiation of instruction and
Gmail regularly and seemed to be to use technology for targeting To meet the changing and diverse the collection and analysis of data
proficient at using productivity higher level thinking skills, for needs of teachers, additional and and this might continue to be a
tools. capitalizing on student creativity or ongoing training and coaching threat in the following years if
The new schools technology for creating meaningful learning should be provided. One respondent school leaders wont address this
director is very skilled. experiences noted that the two things he/she issue
The network manager is also very Not all teachers, staff and would like to see next year would Outdated skills due to the rapid
skilled in troubleshooting. administrators are technologically be peer-led trainings for effective pace of technological change.
66.7% of the respondents indicated literate. technology usage in classrooms and There is a concern that the lack of
that the response to their technical Teachers dont have the knowledge peer-observations focused on the funding for coaching positions will
needs is satisfactory and 18.5% and skills to use technology for data teacher and student technology pose challenges.
indicated that the response to their mining or assessment in general. usage (shared vision survey) One survey respondent noted that
technical needs is outstanding. Teachers are interested to acquire teachers need more hands on/one
skills needed to effectively on one training, and this would be
implement instructional technology. an impossible task for just one
person (the IT director)
The lack of network capability to
support the ever-growing use of
technology and wireless
connections.
Resistance to change expressed by
some teachers.
Teachers value contemporary, research-based teaching practices and indicated that they need further support to feel confident creating
these experiences in their classrooms. They are interested to acquire skills needed to effectively implement instructional technology.
One responded indicated that what the schools needs is positive and engaging trainings to help staff meet expectations. (Shared
Vision survey)
There is a concern that the technology-support provided at the school level will be inadequate to keep up with the increasing demands.
Also, during school-wide PD, the sessions that focus on technology use always second training sessions that focus on teaching second
language learners, curriculum mapping, or other important instructional topics and PD on curriculum is rarely integrated with
technology training.
Overall, the teachers are more skilled to use technology for productivity purposes than to use technology resources for instructional
purposes. Fortunately, efforts are underway to continue from where the founding administrative team left off. Given the fact that for
next school year there are no funds for a technology coach position, collaboration between instructional staff needs to increase. As
more teachers gain skills in technology use, the need for formal training in that regard could decrease. Blended opportunities for
professional development and differentiated PD might be of great help. Also, one respondent indicated that two solutions would be the
use of peer-led trainings for effective technology usage in classrooms and peer-observations focused on the teacher and student
technology usage (shared vision survey).
Data Sources: School Improvement Plan (SIP) 2015-2016, Shared Vision survey, teacher observation & feedback, ISTE diagnostic
tool.
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 professional development is Technology training is often The school could purchase an Insufficient human and technology
aligned with the school vision. offered separately from other online training platform like resources
Teachers typically have access to professional learning topics. Atomic Learning, that would give Teachers expressed a lack of time
school-wide professional Teachers reported that they dont the teachers the opportunity to to engage in multiple professional
development. get enough professional engage in professional development sessions to learn the
Besides school-wide PD, a few development, or that PD is not development at their leisure. VIS way of doing things while
times, the administration used tiered according to their diverse Synergyse Training for Google they know that they will leave the
technology skilled teachers for needs. Apps is a new Google Chrome school in 2 years.
leading small group sessions and Teacher input has only rarely been extension that seems to be very Some resistance to change.
the IT department has created Just- taken into consideration before promising and it can provide Lack of consistency and timelines
in-Time tutorials. offering PD training. teachers with quick support in the when it comes to technology
The school provides $1,200 to Professional Development sessions use of GAFE. The IT director or initiatives and lack of long term
teachers for professional often do not provide time or other personnel from the IT technology plans.
development and the teachers are sufficient time for practice and department can also use those
free to choose what professional hands-on opportunities. tutorials and share them as
development they want to attend (in Technology, pedagogy and content requested with the staff.
different countries across the globe) are not well integrated into More frequent teacher input on the
All PD at the school level typically technology training. More time is types of training needed.
has a 100% teacher participation. spent on how to use the Increase blended learning
technology, vs. how the technology opportunities (Just in Time
can be used to help students meet Tutorials or an orientation course
the curriculum standards while that the new teachers could go
engaging in dynamic learning through right after being hired).
environments. Ensure training is matched to the
The ISTE Diagnostic tool rated the needs of the teachers and that there
ongoing professional learning at is sufficient time for hands-on
VIS at a 39%. activities.
Seek additional incentives for
professional development or
successful technology integration
lessons (digital badges or being
featured on a Shout Out
Technology page or newsletter).
The use of the ISTE standards for
teachers and students at the school
level.
Capitalize on the use of effective
technology for fostering higher-
order thinking skills and the 4Cs
through strategically designed
hybrid professional learning
opportunities.
A range of options for professional development is available to the teachers, but few focus on effective technology integration. Some
teachers feel comfortable with basic technology skills and resistant to move to the next level.
Technology training is generally not integrated in other types of professional development. Other flexible learning options and
increased blended opportunities should be considered: peer-led trainings for effective technology usage in classrooms, peer
observations focused on the teacher and student technology usage, online orientation course for new teachers, online PD platforms
such as Atomic Learning. Creative solutions must be sought to ease teacher scheduling pressures and other demands that impact the
frequency and length of PD. The school should ensure training is matched to the needs of the teachers and that there is sufficient time
for hands-on activities. The school leaders should seek additional incentives for professional development or successful technology
integration lessons (digital badges or being featured on a Shout Out Technology page). Consideration needs to be given to teacher
input on the types of training they need or are interested in. The school leadership should increase the blended learning opportunities
(Just in Time Tutorials, orientation courses that the new teachers could go through right after being hired, or acquiring an online PD
platform like Atomic Learning.)
tool.
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?
The school has an IT director and a IT director is the only person from The school is working to Server issues and the lack of
network manager (the technology the IT department who is skilled to increasing the Internet bandwidth. technology equipment, which was
coach position was cut). help with instructional issues when With a higher student enrollment, expected to be available, have
The technology support personnel teachers try to use technology in technology coach positions will be made technology unreliable.
are very knowledgeable and very the classroom. available. Human resources and technology
responsive. The new staff and administrative resources are not sufficient given
66.7% of teachers indicated that team could work with the old staff the fact that the school population
technical support was satisfactory to ensure continuity and doubles each year and this can
and met teacher needs and 18% consistency. cause frustration when these
indicated that technical support was Upgrade the wireless network become available half way into the
outstanding. throughout the building to year.
The technology equipment is accommodate 1:1 access for all
operable and reliable. students.
The ISTE Diagnostic tool rated the Periodically seek teacher input
technical support at VIS at 80%. through teacher surveys to
determine needs.
If the internet server remains unreliable, teachers will be less likely to invest time into designing technology infused lessons or engage
in PD geared around technology integration. The school owners and the school leadership seem to be committed to increasing the
amount or technology available and the reliability of that technology. The technology support personnel are very knowledgeable and
very responsive. 66.7% of teachers indicated that technical support was satisfactory and met teacher needs and 18% indicated that
technical support was outstanding. The ISTE Diagnostic tool rated the technical support at VIS at 80%.
Human resources and technology resources are not sufficient given the fact that the school population doubles each year and this can
cause frustration when they become available half way into the year. IT director is the only person from the IT department who is
skilled to help with instructional issues when teachers try to use technology in the classroom.
The schools technology equipment is typically operable and reliable for instruction.
Schools leaders should periodically seek teacher input through teacher surveys to determine needs.
tool.
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?
Teachers are knowledgeable of the The teachers are not aware of the Adopt the use of the ISTE Lack of technology standards
CCSS when designing instruction ISTE standards and are not using standards for students, teachers,
and assessment. any technology standards. coaches, and administrators.
Instruction is aligned to content Due to the lack of awareness of Align technology standards to
standards and is documented in student technology standards, content standards with support
Atlas (curriculum mapping tool content standards and technology from district staff.
used at VIS) standards are not aligned to Technology director and coach
Technology is being used in the integrate technology skills into provide support to teachers to
classroom, on a regular basis, only day-to-day instruction. effectively integrate technology
by some teachers. There is no standard way to assess into instruction in a way that
Some students appear to be student technology literacy. supports best practice.
technology literate and know how Parents and students are not aware Reference technology standards in
to use technology for academic of any technology standards. lesson plans and in curriculum
purposes. Although they are available, not all maps (Atlas).
Digital curriculum resources and teachers make full use of digital Greater sharing of digital
tools are available for teachers to curriculum resources. curriculum resources among
integrate into standards-based Only a few teachers seek out teachers.
instruction on a daily basis (the digital instructional resources that Modeling of technology good
school has subscription to various are not provided. practices.
online educational resources). Student technology literacy is not Development of student
often assessed. technology literacy assessment
The ISTE diagnostic tool rated instruments.
curriculum framework at VIS at
35%.
Digital curriculum resources and tools are available for teachers to integrate into standards-based instruction on a daily basis (the
school has subscription to various online educational resources).
There are no technology standards adopted by VIS and therefore, teachers are unable to effectively integrate technology. Educators
could work together during common planning time or PLCs to design technology infused lessons and units of study and they could
reference technology standards in lesson plans and in curriculum maps (Atlas). By referencing the standards used, the teachers would
help the new teachers pick up from where they left off. Greater sharing of digital curriculum resources among teachers is needed. The
technology standards need to be embedded in content instruction, rather than taught independently.
The schools teachers are knowledgeable of content standards and use the standards to drive instruction and assessment. The ISTE
diagnostic tool rated curriculum framework at VIS at 35%. To help shape 21st century learners, the school should formally access
student technology literacy and develop strategies to improve technology literacy. Therefore, the school leaders should develop
student technology literacy assessment instruments. Students and parents need to learn that technology standards exist and that
technology literacy is a key component of being college and career ready.
tool.
References:
Covey, S.R. (1989) The Seven Habits of Highly Effective People, Simon & Schuster, London.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press.
Appendix
Shared Vision Survey
1. Do you think the teachers at your school know how to use technology effectively?
a) No.
b) Yes, a few.
c) Yes, some.
d) Yes, many.
e) Yes, all.
f) I dont know.
2. How important are the 21st century skills for the teachers at your school?
a) Not important at all.
b) Somewhat important
c) Very important.
d) I dont know.
3. Did the school leaders make the schools vision in regards to technology integration known to the teachers?
a) No.
b) Yes.
4. I feel confident in my ability to integrate multiple technologies into my instruction

a) strongly disagree
b) disagree
c) agree
d) strongly agree
5. What kind of support do you find most useful?
a) school-wide professional development,
b) online PD,
c) hybrid PD
d) coaching, one-on-one support
6. What are the top two things needed to effectively leverage technology for learning?
7. What is the number one factor that might prevent you from frequently designing technology-based lessons?
a) The amount of time needed to prepare them
b) The support available at the school level
c) Lack of training
d) Lack of technology
8. The response time to my technical needs is:
a) Outstanding
b) Satisfactory
c) Lagging
d) Frustrating
9. I would be interested in getting help with using technology to
a) deliver content
b) differentiate instruction
c) collect and analyze data (for formative/summative assessment)
d) have students collaborate
e) have students showcase their learning
10. What would you like to see in terms of technology support next year?
Survey Responses
ISTE Diagnostic Tool

1.2 Margo Tripsa Swot Analysis Final

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ITEC 7410 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,

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

Effective communication to all stakeholders must happen on an ongoing basis.

ESSENTIAL CONDITION FIVE: Skilled Personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Shared Vision Survey

a) Not important at all.

4. I feel confident in my ability to integrate multiple technologies into my instruction

5. What kind of support do you find most useful?

a) school-wide professional development,

d) coaching, one-on-one support

a) The amount of time needed to prepare them

b) The support available at the school level

8. The response time to my technical needs is:

9. I would be interested in getting help with using technology to

c) collect and analyze data (for formative/summative assessment)

d) have students collaborate

e) have students showcase their learning

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