essential condition one: access to...

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

Name: Srividya Jagannathan Semester: Summer 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 ThreatsTechnology is used daily by teachers and administrators with the aim of supporting the content standards, engaging all students and motivate them to learn.

Technology is used by many teachers for formative and summative assessments which help them plan their instruction.

Technology is used to increase access and differentiate teaching approaches.

Teachers know how to differentiate their teaching using technology.

If a teacher shows interest in

Technology used does not help develop all the essential digital skills outlined in the ISTE standards.

Every day use of technology does not consistently align to research-based strategies.

Not all teachers use higher order thinking skills for all lessons. They might use it to type an essay or display a text to the whole class, or replace it for a worksheet.

Many teachers try to use technology in their lessons, but lack training to authentically integrate technology.

TTIS is housed in our school as a support for teachers who are trying to integrate technology.

TTIS trained the staff on accessing touchstone assessments from CTLS. The training was once every quarter.

Cobb County offered profession development training on Web 2.0 tools and Office 365 during the beginning of the academic year.

TTIS and several skilled teachers are available to model research based strategies to integrate technology in the classroom.

Teachers have given up trying to use technology because of the hassle of acquiring the devices, or failure of technology itself.

Teachers are overwhelmed with too many initiatives and are not motivated to change their traditional ways.

Teachers do not have time during school day to experiment with anything learned.


learning something or implementing something in the class, the administrators fully support them and provide them with the needed resource if possible.

Summary of Results/Conclusions:Addison Elementary prides itself as being student centered where all of the planning, teaching and assessment centers on the needs and abilities of students. What is lacking consistency is incorporating technology in a way that best serves each student’s learning journey. Technology tools and apps are being used by some teachers, while others lack time and/or training to try to implement it in the classroom. Not all teachers are using higher order thinking skills for students and some teachers have given up due to lack of consistent resource. The leaders in the school would like to empower others and that is an opportunity that should be used to make our school self-sufficient since we have many skilled personnel who can be a peer-coach. Opportunities are provided for teachers to train with the TTIS or county professional, but they need time to experiment and implement what is learned in the classroom. Lack of time is one of the weaknesses specified by many teachers.

Recommendations from Gap Analysis:Effective use of technology directly embedded with standards is an area that needs to be improved as shown by the diagnostic tool and survey. According to ISTE Standards for Teachers (2016), Empowering students to become lifelong learners and providing them with the skills to face future challenges resourcefully and creatively is critical. It’s not about using digital tools to support outdated education strategies and models; it’s about tapping into technology’s potential to amplify human capacity for collaboration, creativity and communication. According to Sheninger (2014), more than ever, it is essential that schools veer away from methodologies that worked for many years when we were educating a different type of student for a different role in society. Key to this change is the integration of authentic learning experiences and technology that engage students of all levels and make learning meaningful. The group of strong skilled personnel in the school should be part of a technology team to offer peer coaching to help integrate what is being learned during professional development sessions. Collaboration time specific for technology should be offered to grade level and vertical teams to discuss and reflect on digital tools being used. The TTIS can be used efficiently if the teachers had a direction and purpose. Short term and long term technology goals will help the teachers give a direction for their lessons. This will eliminate some hesitations that teachers have to try. The collaboration and peer coaching along with TTIS support to implement a new tool in the class will make the teachers more confident in their practice and technology integration. The administrators should expect and evaluate teacher lesson plans for technology integration. It could be a slow progression by asking for technology integration at least 2-3 times a week.Data Sources:ISTE Standards for teachers. (2017).ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)


Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, A SAGE Company.

Responses from the Survey Instrument (Created by Candidate, See Appendix B for results)

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?Strengths Weaknesses Opportunities Threats

Addison staff are very familiar with the process of coming to consensus for a common vision.

The school’s technology plan is driven by the district goals.

Technology is encourage to use for Formative and Summative assessment to aid with the data collection and analysis. That is

There is no common vision for technology at Addison and is not even in the planning stage.

The administrators and teachers are not aware of the technology standards and are not aware of the need for a technology vision plan.

All stakeholders are not involved in the creation of the

Our Principal is open to discussions about forming a technology team and start the process of creating a school technology vision this year.

Our Stakeholders have always been supportive and will support the vision when created.

Most of our teachers and staff

Implementation of the vision could be difficult unless all stakeholders completely believe and are committed.


part of our SIP.

The stakeholders believe that technology is needed to enhance student learning and are trying to make it one of the priority.Cobb county has given Office 365 accounts to every single student and teacher.

Cobb County has been updating the laptops at all schools and improved the internet connectivity.

shared vision. are ready for this change if they get time and guidance.

Summary of Results/Conclusions:Addison is not unfamiliar with the process of consensus on issues at hand. We created our school vision using collaborative goals of teachers, staff, and other stake holders. Though we have potential in this area, we have not developed a shared vision for educational technology. Based on the ISTE diagnostic tool and survey, this was a major weakness. In the survey, some of the teachers responded by, “are we supposed to have a technology vision?” Our principal is open to the idea now and is ready to start the process if we get enough teachers to lead the technology team. All of the stakeholders are not aware and have not made it a priority to form technology vision. Though school follows the county’s lead, we lack in the implementation because of lack of long term or short term goals. Data collection is part of our school improvement plan and technology is now being used for it which can also be one of the important technology goal. So, we have at least one common goal. The parents and community support the school which is an opportunity waiting to be used.Recommendations from Gap Analysis:I recommend that technology shared vision should be made the priority this academic year and it should be created separate from, but supporting the school improvement plan. A technology team should be formed and a plan for creating and implement the vision should be created. The technology shared vision will give the teachers a clear path and purpose for the use of technology in their classroom. The vision will help the other stakeholders provide the support to the school. The parent and community support is strong and they need to be involved during the creation of the common shared vision. According to ISTE (2016), we must allow stakeholders to provide input about the vision and plan and ensure that all stakeholders are able to define the vision and understand how it applies to them in their roles. This will ensure that the responsibilities are carried out like and the students will directly reap the benefit.

Data Sources:


ISTE Standards for teachers. (2017).ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, A

SAGE Company.Responses from the Survey Instrument (Created by Candidate, See Appendix B for results)

ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources.Guiding Questions:

Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?) What should be done to strengthen planning? In what ways does your school address the needs of diverse populations in the school or district to include how race, gender,

socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.

Strengths Weaknesses Opportunities ThreatsThe school has a plan to share the very limited technology resources (devices) among all 6 grade levels.

Students who do not have access to technology at home are given a block of time before school or during lunch time for certain assignments.

There is not clear plan at the school level to guide technology.

The district level technology plan is not clear or shared with the stakeholders at our school.

The school does not address the diverse populations in the school and not plan exists to provide access to all beyond school.

There is not division of responsibilities and resources:

TTIS is available once a week.

The new media specialist is technology savvy and is trained to run learning commons.

There are three teachers in the E.Ds. Instructional technology program who are eager to be in the technology committee to create a technology plan and implementation plan.

There are parent volunteers and business partners available to be part of the technology

Many teachers are skeptical and resistant to change due to lack of time to learn or implement something for a long period.

Teachers are not aware of the technology standards.


human, financial and time. committee.Summary of Results/Conclusions:This area was in the beginning stage according to the diagnostic tool analysis. The district plan exist but is not conveyed to any stakeholder and the no one is aware of the technology standards or plans. The district has certain initiatives which are implemented at the school level, but lacks implementation due to lack of direction within the school. The school makes an effort to share the limited devices with all grade levels, but is not enough which causes frustration among teachers. The principal is onboard to form a technology plan and three teachers including me who are part of the Instructional technology program are ready to form a team and lead it. The stakeholders will support the vision and the plan as the history has shown good support. Time has always been an issue with many teachers and they would not only like training opportunities but allocated time to collaborate, practice and guidance to implement in the class. Digital equity is a major issue but the school has taken some steps in sharing the resources they have. The school is at the very beginning stage of technology but the school has good infrastructure with regards to administrators, skilled personnel and supportive stakeholders that the plan can be created and implemented if they all come together.

Recommendations from Gap Analysis:It is recommended that a technology shared vision and implementation plan be made the priority at school. It needs to be make separate from the school improvement plan but should support it. The school needs a clear direction for what they have to achieve with regards to technology integration. All stakeholders need to be involved in creating the vision and plan and it is important to get their consensus to ensure that implementation goes smooth. Based on the survey and diagnostic tool, teachers are familiar with creating a vision, but the school is in need of technology leader to lead the path to success. According to ISTE (2008), no improvement will be shown in this area unless all stakeholders are on board and willing to implement the new shared technology vision of the school. The plan should include baby steps for the school since they are in the beginning stage. Specific digital tools and program should be mentioned based on the resources available, teachers would need training and should be followed by and coached by peer teachers to make it successful. A school wide technology committee would be the priority. Based on the three teachers in grad school, they need to be included in the team, along with the media specialist and the administrators. Every grade level should have on teacher representative and parent volunteers can be included too. These members should communicate with the grade level teams and the individual teachers should make a purposeful attempt to communicate the vision and plan with the rest of the stakeholders.

Data Sources:

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?

Strengths Weaknesses Opportunities ThreatsEvery class have four desktops and one or two iPads.

The school shares two laptop carts with 25 laptops in each, one computer lab with 27 desktops and 25 desktops in the media center.

Every classroom has a Promethean board and a document camera.

TTIS is available to coach the teachers if needed once a week.

We have skilled personnel in the school who are capable of peer coaching other teachers on authentic technology integration and basic troubleshooting.

Special Education students have access to assistive technology and the needed supportive software.Students struggling

Not enough devices in the school for all students to use on a consistent basis.

Getting access to the computer lab or a laptop cart once a week is not enough to integrate technology for a long term assignments.

The Wi-Fi access for BYOD is not reliable.

No plan exists for students who do not have access to devices or internet at home.

Many of the apps and programs installed in the devices do not work.

There is no organized place to host all of the digital resources for easy access to teachers, students and parents.

Diversity issues, socio economic issues and different

Each student and teacher has office 365 account which allows for smooth continuity of learning from school to home, peer collaboration and immediate teacher feedback.

Cobb County is promoting BYOD and majority of Addison student population have access to personal device that can be brought to school

Addison is in the process of converting the media center into learning commons which will have more digital resources and will also give flexibility to share the resources.

Skilled personnel, new media specialist and the TTIS have lot of potential to coach and bring about solutions for more equitable access.

Minimal funding to accrue devices: laptops / iPad looks glim.

Parent involvement in getting their children Office 365.

Parents not getting access to synergy- grading system.

Many teachers who do have access to technology for their students do not integrate it authentically.


academically have access to programs to support their reading or writing curriculum.

EL students have access to a computerized program to help them learn English language.

Students not having access to internet at home are given few minutes of extra time by classroom teachers and/or given alternate differentiated assignment.

The school has a plan for sharing the limited resources.

The county technology support is working well.

Parent view is offered for Synergy which is a grading system used by 4th and 5th grade teachers.

learning abilities among EL or EIP are not addressed using technology.

Summary of Results/Conclusions:Cobb County promoted BYOD to ensure equity of technology in schools that do not have enough for 1:1 technology. Unfortunately, the network connections for BYOD has not been consistent at Addison. We share two laptop carts among the whole school of 600 students; 4 desktops in each classroom, and five iPad shared among the whole grade level. We are allowed to sign up for laptops on first come, first serve basis which results in us not having the laptops for long-term projects. We have a computer lab which can be accessed only once a week. We have a media center with 25 desktops, but similar to the computer lab, we do not have consistent access to it. The media specialist also conducts classes there during which the desktops are not accessible.To provide for extra support for struggling learners, computer lab is open early morning between 7 and 7:45. We could send 2-4 students on daily basis, but there are day when it is overcrowded with only one paraprofessional and not instructional support.We also do not have a centralized location where our school shares digital resources. Though school promotes digital integration in


classroom, only teachers passionate about technology find a way to incorporate it in their lesson plans. Hence there is no consistency in equitable access school wide.Special education students have a better access to assistive technology than students in EIP or EL programs. The diversity is not addressed with respect to digital equity. Though county and school has made an effort to give access to student learning through synergy, many parents have not made an attempt to get access. County has given free office 365 accounts to all students, but even with effort from many teachers, many parents have not consented for their students to have access.

Teachers who do have access to the technology for their students do not integrate it in an authentic way. They use it as typing tool or an alternative to text.

Recommendations from Gap Analysis:According to the diagnostic tool, we are meeting the equity issue with the resources we have. As per the survey and personal observation, though our school makes an attempt to share the resources, the resources itself are not enough for the whole school. We need to look for funding from our stakeholders and business partners if needed to acquire more devices. BYOD is something that should be diligently implemented at our school to narrow the digital divide. Technology committee and peer coaching is needed to help teachers integrate authentic lessons with technology. There is a need for centralized location of digital resources for easy access by all stakeholders. Students without technology access at home need a specific plan. Computer lab and media center should be open before and after school especially for students who do not have access to technology at home. The resources offered by the county, such as Office 365 and Synergy should be highly recommended to parents and pushed for 100% participation during meet and greet or open house.The technology committee along with the EIP, EL and Special Education teachers should look into authentic programs and tools to be used throughout the year with struggling students.

Data Sources:ISTE Standards for teachers. (2017).ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, A


ESSENTIAL CONDITION FIVE: Skilled Personnel


ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.Guiding Questions:

To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.)

Strengths Weaknesses Opportunities ThreatsMost teachers use and/or want to use technology daily in their classroom.

More than handful of the teachers have the ability to integrate digital resources successfully into their classroom instruction and coach their peer teachers.

The media specialist, TTIS and teachers in the instructional technology program are available to be part of the technology team and provide assistance to personnel who need it.

Only few teachers are able to authentically integrate technology with their students in the classroom.

Teachers stated in the survey that with focused professional development and time to implement it, they can move forward.

BYOD policy adopted by cobb county is promising and should be used in our school.

Teachers are being encouraged by administrators to use more digital tools but no specific training is planned for it.

Some teachers are skeptical and to learn new forms of technology for the fear of lack of time.

Time and funding is a major threat


Summary of Results/Conclusions:We have several teachers and school personnel who are skilled digital professionals. They consistently use technology in classroom and take risks in trying new ideas learned. What is missing is that our school does not enlist these specialist as volunteers to train other teachers.

Recommendations from Gap Analysis:It is recommended to take advantage of the mange skilled personnel in school, use these skills and give them roles to cultivate other skilled staffs and students. According to the survey conducted some teachers are confident in using and troubleshooting technology in their classrooms, while other wanted professional development that would benefit their students directly. Many teachers are familiar with collecting data (formative and summative assessments) and analyze them using technology, but there needs to be consistency across the school. With the help of frequent coaching and time allotted to practicing and planning, teachers are willing to integrate technology authentically.

To improve in this area, professional development will be essential and it needs to be planned specifically for Addison staff and not just generic Cobb County allotted trainings. Administrators are not using effective technology to model during meetings and that would motivate the teachers. Office 365 has many program such as One Note or Word online which can be used to create transparent documents and shared with many stakeholders. One tool a month could be introduced and the technology team can follow up with their respective grade levels to provide extra support.



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?

Strengths Weaknesses Opportunities ThreatsTeachers are required to participate in professional development sessions planned by our administrators using county guidance. This is usually once a quarter.

The sessions relate to CTLS-implementation of touchstones in classrooms using iRespond kits.

It is well attended as they are mandatory.

Addison sends few teachers to Leader in Me schools and to visit other learning commons.

If a teacher wants to attend any professional development offered by the county, the administrators are supportive to offer substitute teachers for those.

County offers other professional development throughout the year which are grade level specific and subject specific. These are usually in a common location and the attendance is not good due to lack of motivation or time to travel for the sessions.

There is not specific plan for professional development just like there is not technology plan or goal.

The CTLS training was redundant and could have been finished in two sessions.

Many teachers are not comfortable with integrating technology or managing the limited resources in an effective way.

There is no vertical collaboration during any sessions.

Skype professional development sessions are now being encouraged at county level.

A teacher blog is being maintained by every teacher and it will be very easy to share tools and programs used in classrooms for others to learn from.

Technology team and the data team will help the administrators create a professional development plan for the year based on the student needs and teacher needs. This will be a data based decision.

Time issues that does not interfere with instruction time.

Funding

Teacher motivation and lack of sincerity while implementing the plan.


Summary of Results/Conclusions:This area was in an approaching phase as per the diagnostic tool. The County is doing what it can, but the school needs to have a shared technology vision, and plan the professional development to reach those goals. The professional developments need to be web based to avoid travel time. County has started doing that now and our teachers need to be encouraged with some incentives to attend the skype sessions. According to ISTE (2016) educators must allot time in their busy schedules to apply their new knowledge, practice new skills, learn from each other and work together. According to the teacher survey, teachers complained about lack of time to practice new skills in the classroom. Teachers are not comfortable about their knowledge of digital resources available and effectively using them with the students. The funding remains a major threat along with time allocation for sessions, reflections and practice. Teacher blogs and school blogs are available to host skype sessions or resources used in classes by all teachers. Attendance to professional development sessions need to be encouraged.

Recommendations from Gap Analysis:This area needs the most attention in school this coming year. With the school about to create a shared technology vision, data team and technology committee, it should become a priority for the stakeholders to plan the professional development sessions based on the school- student and teacher needs. The skilled personnel at the school should be empowered to be technology coach so that every member of the staff has someone to go to for follow up which also ensures accountability during implementation.

Teacher attendance is very low for optional professional development sessions offered by the county or state. The school can provide with some incentives to encourage the teachers to attend the sessions. Funding is always an issue when it comes to planning special sessions just for out school. Our business partners, partners, and PTA / Foundation should be approached for any kind of needs. Grade level teachers meet every Thursday during planning for 50 minutes. This is the time they each will share about one digital resource they used effectively. The data team meets once a month and will collect data on technology along with other assessments. The technology committee will meet monthly on Wednesday after school and will compile the information gathered by the grade level teams and the data teams. The set time should be respected and no other agenda should be added to the teacher’s plate during that time. The technology planning team member will redeliver the minutes on a monthly basis but will be available to support and collaborate with their grade level team on a daily basis.




ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.Guiding Questions:

To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down

time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology

in the classroom?Strengths Weaknesses Opportunities Threats

Four desktops in each classrooms that could be used for a small group of students.

Two iPads available for each class.

Promethean board and document camera in each classroom.

Two laptop carts with 20-25 laptops in each that is shared with the whole school

A media center and computer lab with 25 desktops shared with the whole school.

Laptops are not always reliable due to lack of charge or poor internet connectivity.

Once a week accessibility to the computer lab is not sufficient.

Technology support is not available immediately, but when a work order is submitted online, it is available within the week.

Technology coach does not exist as of now.

The iPads have been loaded with some basic apps but many of them do not function since it is a free version.

The app requisition takes too

A potential technology committee with skilled personnel who can train other staff member with basic trouble shooting and support instructional issues when teachers use technology in the classroom.

The new media specialist is supposed to be tech savvy and will be available for the teachers in school.

No technology plan as of now.

Teachers do not feel comfortable without any support on a regular basis.

Technology feels undependable to most due to it being unreliable and not enough for a large school.


long.

Two laptops are not enough to use in a class of 25-27 students.

There are not support staff available to help with instructional issues except when we request the TTIS who is available only once a week for the whole school.

Summary of Results/Conclusions:The county provides good technical support but the Addison does not have any experts in house to manage day to day issue. The survey shows that the teachers do feel that they get adequate support as this scored the most among all other essential conditions of ISTE. The technology committee will hopefully take care of the issue of appointment people responsible for basic trouble shooting every day. There are not enough devices in school that can be depended on. According to ISTE (2016), technology opens new doors for learning, but is not effective if the technology is not unusable or disruptive to the learning and teaching process. Teachers feel threatened when support is not given or the technology is not reliable.Recommendations from Gap Analysis:There is a need for technology specialist in our school. It would be great to have a technology lab instead of a math lab that we currently have. This specialist will prove to be a great resource on a day to day basis. The technology committee is needed to plan for the support that Addison needs on a daily basis without relying on the county tech support. The use of skilled personnel and allocating responsibility to train the staff will be essential. Funding is needed to fix the existing issues with the technology and add more devices to the school. This should be made a priority before adding any other initiative.



ESSENTIAL CONDITION EIGHT: Curriculum Framework


ISTE Definition: Content standards and related digital curriculum resources.Guiding Questions:

To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction

and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the

GPS/CCS as appropriate? How is student technology literacy assessed?

Strengths Weaknesses Opportunities ThreatsISTE standards and Common core standards can be implemented together easily.

The stakeholders at Addison are not familiar with ISTE standards.

There are some technology standard aligned to content standards which are being followed by teachers.

Teachers have digital resources available at a common county technology site.

Digital resources are not available to all teachers for the lack of knowledge about it.

Technology literacy is not assessed by the school.

Many teachers are not trained to integrate technology skills authentically with their content area.

Teachers, parents and stakeholders can be informed about the ISTE standards easily if a technology team is formed using the blogs that are already existing.

The abundance of resource already exist which need to be made accessible in a common place.

Teachers might be reluctant to accept more responsibility with additional standards.

Time factor

Summary of Results/Conclusions:Teachers at Addison are very skilled and know how to teach the curriculum, but technology integration is lacking due to lack of training and availability of digital resources. According to ISTE (2016), the area of curriculum framework involves the content standards and related digital curriculum resources are aligned with and support digital age learning and work. Teachers are not aware of the ISTE standards. Some of the teachers remarked that they had not even heard of the technology standards until the survey was presented to them. We have many digital curriculum resources available on the internet which can be made accessible to the staff along with frequent training and follow up. The common core curriculum is strong and has the potential of working very well with the ISTE standards.


Recommendations from Gap Analysis:Teachers, students, and parents have to be made aware of the ISTE standards. It could be very easy for most of the teachers to integrate those standards with their curriculum once they receive the needed professional development for technology integration. The technology committee has to make it a priority to educate the staff about the need for technology standards and not teach the standards but use it to teach the content. Once this is made aware, teachers might be open to the new way of planning the lesson. When Parents and other stakeholders are made aware of these standards, we might get more support in funding for the digital resources that are desperately needed at Addison.Data Sources:ISTE Standards for teachers. (2017).ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, A


References


ISTE. (2017). Essential Conditions. Retrieved from https://www.iste.org/standards/tools-resources/essential-conditions

ISTE Lead and Transform Diagnostic Tool. (2008). ISTE.org. Retrieved 8 July 2017, from https://www.iste.org/standards/tools-

resources/lead-transform/diagnostic-tool/results

Sheninger, E., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin, A

SAGE Company.


Appendices

Appendix A: Results from ISTE Lead and Transform Diagnostic Tool


Appendix B:

SurveyResults

https://docs.google.com/forms/d/1RuOHAmtMT58dJ_gv9cJzl2ZPKYFid47PvqfvbGFfEB4/edit#responses

https://docs.google.com/forms/d/e/1FAIpQLSfPes0UjuhjuWtmkF0Er8l5hQOWyVt1QtPPayJ0v2Ef6nSuhg/viewform?usp=sf_link

essential condition one: access to...

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