essential condition one: access to...

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

Name: Jeremy Holder 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 County provided LMS that is

available for every student in each course.

Classrooms at Parkview are equipped with overhead LCD projectors, 2-in-1 cd/vcr, Smart Boards, and a student desktop computer.

Instructors are issued a laptop with a lock and key for security measures.

Ten computer labs are available for classes to conduct research, online learning projects, and engaged learning tasks.

Parkview provides a local school intranet which allows instructors to collaborate and share ideas and lessons.

Student use of technology in the classroom is not utilized on a daily basis in all classrooms.

Several instructors are reluctant to try new innovations and technologies in the classroom.

Use of technology in the classroom is mainly the use of productivity tools that do not engage critical thinking and higher order thinking skills.

Technology funds are readily available to help improve technology integration in the classroom

Professional development opportunities that focus on technology integration are available for teachers in person and online.

Lessons created by the county can be accessed on the county wide LMS.

Data is collected from student assessments on GradeCam can be analyzed to improve instruction

‘Bring Your Own Device’ initiative provide student with full access to school internet throughout the day.

There are few instructors that show signs of resistance because they don’t believe integrating technology is necessary to provide quality instruction.

Classroom management is a concern with the use of technology.

Instructors feel they are pressed for time to prepare students for high-stake standardized testing and often fail to implement technology use into lessons.

Misuse and broken technology can cause availability issues for the daily use of technology by students.


Summary/Gap Analysis:

Parkview High School has a tremendous amount of technology available for students and teachers. Employees are provided with county issued laptops that are used for communication through email, creating lessons with productivity tools, publishing teacher websites, creating and maintaining eClass pages and updating electronic gradebooks. All teachers have access to the local school intranet where content ideas and documents can be shared with other faculty members. All math and science classrooms are equipped with Smart Board technology and Smart Notebook software. This allows teachers in the Math and Science departments the ability to create interactive lessons for students. There are ten computer labs that are located throughout the school which allow for teachers to regularly use computer labs for the completion of class projects.

Although Parkview High School has many resources available there is a great need for growth in terms of integrating this technology into instruction. Faculty members have a lack of knowledge and skills required to integrate technology into and create engaged learning experiences that will improve instruction. Integrating technology into engaged learning and project based learning experiences will develop higher order and critical thinking skills for students at Parkview High School. Currently most lessons require students to use lower-level thinking skills. The goal of technology integration is to improve instruction and enhance the learning experience. Effective technology integrating must also include research-based instructional strategies that utilize technology. This integration must be monitored by school leaders to ensure effective professional learning opportunities are being made available for the faculty and staff. School leaders must then monitor the professional growth of faculty members and follow-up with support to ensure teaching strategies are fully implemented in the classroom.

Data Sources:Local School Plan for Improvement: Parkview High School 2014-1015. (n.d.). Retrieved June 28, 2016, from https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/504dccc9-c329-4050-a0d2-3a3af02a3305/PARKVIEW_HIGH.pdf?MOD=AJPERES

Gwinnett County Public Schools. Three-Year Technology Plan. (n.d.). Retrieved June 28, 2016, from https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/f7343ec6-409b-4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?MOD=AJPERES

Gwinnett County Public Schools. Results-Based Evaluation System: Accountability Report (Issued 2014-2015). Retrieved June 28, 2016, from https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/d1e488cd-b955-4274-b870-447494652d73/ParkviewHS.pdf?MOD=AJPERES

Lead and Transform Diagnostic Tool on the ISTE site (results in Appendix)Responses from the Survey Instrument (in Appendix) created by J. Holder

http://www.iste.org/standards/tools-resources/lead-transform/diagnostic-tool/results

https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/d1e488cd-b955-4274-b870-447494652d73/ParkviewHS.pdf?MOD=AJPERES


https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/f7343ec6-409b-4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?MOD=AJPERES


https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/504dccc9-c329-4050-a0d2-3a3af02a3305/PARKVIEW_HIGH.pdf?MOD=AJPERES



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? Explain how will you advocate for a solution.Strengths Weaknesses Opportunities Threats

Parkview follows the same three-year technology plan, vision, and mission created by the district. The plan is available to view on the county website.

All instructors agree that today’s technology will better prepare students for college and job of the future.

Parents and community take an active role at the school.

The technology committee rarely releases any accompanying strategies or hardware for implementation.

Parkview’s current improvement plans do not address local technology goals or objectives.

Improvement plans are mainly focused on improving scores from standardized tests and benchmarks.

There are a limited amount of instructors that have

The administration can provide meaningful professional development to help teachers integrate technology into lessons using instructional strategies that will promote higher-order thinking skills.

A program has been established by the administration that will allow teachers to pilot new technology and provide feedback.

Minutes of the technology committee should be released to the faculty so that

Not all instructors agree on how technology should be implemented into the classroom.

A sufficient amount of time is needed for faculty/staff members to fully implement a well-developed technology plan.

The technology committee must focus on the needs of the school and not the latest trends.

Technology quickly becomes out dated.


sufficient training in the use of technology for creating engaged learning lessons.

Not all stakeholders (parents, teachers, and community members) are aware of the technology plan or vision.

they are aware of the future plans.

Teacher leaders can be identified in each department to provide support within the department to help with the integration of technology


Parkview High School follows the Gwinnett County Public Schools Three Year Technology plan. The school itself has no specific plan but has shared vision with the district that is outlined in a three year comprehensive plan that features goals, objectives, and overall district strategies for implementation. The vision details the goals and objectives for administrators, teachers, parents, students, community leaders, and district personnel. While this plan is available on the county website it is not emphasized on the school level. At Parkview High School teachers have a vision of using technology as a tool to improve instruction and increase student engagement and achievement. Teachers are willing to make changes to improve in these areas but lack the skills and training needed to implement new technologies and instructional strategies. Even though the school does not have a vision linking technology integration to academic standards it a common belief that the teachers at Parkview will use any and all resources available to provide students with quality instruction. The administration, teachers, parents, students and community members are all aware of the need for technology and there are constant discussions and debates among these groups about the use of technology in the classroom. To improve the shared vision of the school these stakeholders should create vision of what they want out of the integration of technology in the classroom. The a plan must be created where teachers are offered professional developments that introduce new technologies, research-based instructional strategies and lessons that will allow teachers to effectively integrate technology into their classroom. To change the culture and have all teachers buy in it will be necessary to use these research-based strategies with technology to show the integration of technology is impacting student learning. Once the teachers see the effectiveness of these tools in the classroom it will easy to get them to support the shared vision of technology integration at Parkview High School.Data Sources:

Local School Plan for Improvement: Parkview High School 2014-1015. (n.d.). Retrieved June 28, 2016, from https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/504dccc9-c329-4050-a0d2-3a3af02a3305/PARKVIEW_HIGH.pdf?MOD=AJPERES









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 Threats GCPS has a detailed three

year technology plan that is followed at Parkview High School.

Instructional team meetings are within departments to allow time for teachers to discuss how technology can be integrated into weekly lesson plan and the curriculum to improve instruction.

Teachers have access to county provided LMS that

Not all faculty members are familiar with the district and school’s technology plan and where it can be accessed.

The school has a group of teachers that continue to use traditional methods of instruction in the classroom and are reluctant to integrate technology into lessons

Most faculty members are not aware that the technology plan has ITSE technology standards linked

Allowing teachers to participate in the process of creating a local technology plan will give teachers ownership in the plan. This will increase teacher buy-in which will help implementation.

The technology plan does link specific ITSE technology standards with AKS content standards.

County LMS can be used to inform faculty about

Teachers not having enough support to implement a technology plan.

Teacher s may not feel the need to develop a local technology plan because the district is constantly changing.

Individuals involved in the creation of a local technology plan can quickly become discouraged by the amount of time it takes to develop one appropriately.





has resources, sample lesson plans and allows teachers to collaborate with other teachers in the county.

to the AKS content standards.

The plan does not focus on meeting the needs of all the diverse population of students at Parkview

Technology integration is still being used to achieve low levels of cognitive thinking

technology plan and support the implantation of this plan.

Surveys can be administered using google forms or the county provided LMS to assess staff strengths and weaknesses. Future professional developments can then address areas of weakness.


GCPS has provided a district plan for technology integration that is well designed and provides many resources to help with its implementation. The local technology plan at Parkview high school is far simpler and vague than the district plan. The local plan at Parkview simply gives a brief outline of how technology will be used in the classroom. Even though the district plan is available for all teachers in the district very few teachers know that this plan exists or where to find it. It is the responsibility of the administration of the school to share this plan with the faculty and staff. Teachers are placed on instructional teams and are expected to meet weekly to plan lessons, discuss instructional strategies and unit planning. These meetings provide an opportunity to also support teachers with integrating technology into their instruction. These meets would give teachers an opportunity to collaborate about the integration of technology into their lessons, instruction, assessments and unit plans. Meeting in small teams will allow teachers to feel comfortable about sharing ideas and experiences. Instructional team meetings are also where teachers at Parkview can use technology to analyze data from student assessments. This data can be used to identify any achievement gaps that exist within the diverse population of the school. When achievement gaps are noticed instructional teams can use research-based technologies and instructional strategies to try and close these gaps.










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?

Strengths Weaknesses Opportunities Threats Teachers have the ability to

instantly edit and publish course material on county provided LMS.

Teachers have access to student records, parent contacts information, IEP, and disciple records through the county portal.

Students are able to access desktop computers in each classroom, computer labs, media center and the school’s wireless internet.

There are ten computer labs in a school with 2960 students. There are not enough computer labs to provide each student equitable access.

Technology isn’t being integrated into instruction because some teachers feel that the time would be better spent with traditional instructional strategies.

There have been issues with the school’s Wi-Fi crashing due to high internet traffic.

Using technology to create authentic learning tasks gives all students an opportunity to show their content mastery in a variety of different ways.

SPLOST funds and other grants make it possible to purchase more digital tools and resources.

PTA meetings can help make parents and community members aware of available technologies available for parents and students.

Not all parents and students have internet access at home due to their low SES.

Not every student possesses current technology that will support full functioning internet use.

Instructors do not keep course materials current on the LMS.

Limited access to computer labs.





Students have access to online textbooks and eClass, a county provided D2L page, for each of his or her courses that provide content, learning activities, discussions, assessments and other valuable tools for learning.

Parents have the capability to check their child’s grades and email teachers through Parent Portal feature on the schools LMS.

Not all students with low SES have a device that can be used for the county wide BYOD policy.

Technology nights can be offered where parents and students can come and have access to school computers and internet after school hours.

Parents don’t have knowledge of technologies being used in schools.


Parkview High School has many digital resources available to teachers, students, parents and administrators. Teachers use these technologies to provide students with technology enhanced lessons, access electronic gradebook, access student information, assessment data and to communicate with students, parents, administration and other teachers. Teachers have access to the county provided LMS which is a D2L page referred in the county as eClass. This eClass page allows teachers to create and share technology rich student-centered learning activities with other teachers in the school and district. Students have access to an eClass page for each of their classes. This allows students access to digital resources to view course content, collaborate with peers, take assessments, and other online resources anytime the student has internet access and a device. All students have the opportunity to use one of ten computer labs in the school 30 minutes before school, during guided study or 30 minutes after school and each classroom has one desktop computer for student use. One issue is that will an enrollment that is approaching 3000 students ten computer labs does not allow all students access to these resources on a daily basis. Teachers can reserve labs for class use and with over 160 teachers often times labs are not available for students during class time. There are issues with digital equity when students are not provided the use of these items during the school day. Students from low SES may not have access to a device or internet. Students and parents without access to a device or internet access need to be made aware of alternate ways to gain access. In the district technology plan there is a plan for technology nights at the school where parents and students can come use resources and learn other means for gaining access to technology such as businesses that offer free Wi-Fi, public libraries or service organizations with computers for public use.

Data Sources:Local School Plan for Improvement: Parkview High School 2014-1015. (n.d.). Retrieved June 28, 2016, from https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/504dccc9-c329-4050-a0d2-3a3af02a3305/PARKVIEW_HIGH.pdf?



MOD=AJPERES




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 Threats Many staff members have

proficient skills in using productivity tools such as word processors, spreadsheets, and presentation software.

All faculty members are proficient with using Lotus Notes for email as the

Teacher struggle creating lessons that engage higher-order thinking or student-centered lessons with technology

Teachers do not show the skills needed to use digital tools to increase student achievement and

Various resources such as the internet and YouTube can provide videos for troubleshooting software.

Teachers can take advantage of colleagues and observe the implementation of technology into other teachers’ lessons and

Teachers do not have time to test new technology through trial and error experimentation

Teachers do not want to spend time in technology PD when the students understanding and proficient is below average








standard communication tool.

Teachers have knowledge of and make use of SMART Notebook software to create daily lessons for their students.

Teachers have knowledge of the interactive SMART Board and use it in class on a daily basis.

Teachers use online resources to research new topics and concepts.

Teachers maintain an eClass page that is required by all members of the staff

engagement.

Teachers fear running into issues using technology and struggle with troubleshooting technologies when problems arise.

assessments.

Professional development opportunities are present where strategies and lessons are taught to reach higher order thinking skills

Collaborative groups can be established where technology is discussed and lessons are created to implement in the classroom

Some teachers simply avoid technology because they do not want to use it

Teachers view technology meetings and professional developments with a negative connotation or just think it is a new trend that will pass

Teachers are discouraged to implement technology because if there is an issue with the technology it can cause additional problems with classroom management.

Summary/Gap Analysis:Teachers at Parkview have adequate technology skills based on their use of the Microsoft Office Suite, email, D2L and SMART Notebook software. The use of this software is daily and teachers have firm grasp on how to use this software to create lessons and assignments. Teachers show limited skills when creating lessons that involve integrating technology to include higher-order and critical thinking skills. Many of these lessons use technology as a productivity tool and continue to follow traditional instructional strategies. Opportunities are provided through professional development sessions along with online resources available to help with troubleshooting technologies and technology enhanced lesson plans that will engage students and promote critical thinking skills. It is important to the culture for teachers to see how technology can be used to create lessons that engage students and increase student achievement. This will decrease the number of teachers that see technology as a new trend that will pass and will inspire them to implement these strategies in their classroom.


Gwinnett County Public Schools. Three-Year Technology Plan. (n.d.). Retrieved June 28, 2016, from







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 Threats Technology related

professional development is provided through a professional development eClass page.

Technology related professional development opportunities are offered during planning periods, before and after school.

Many teachers do not attend optional professional development sessions.

Teachers are not implementing strategies and skills learned in professional developments.

Technology related professional developments do not allow time for teacher

Administration can offer professional development courses that address areas of weaknesses within the school that need to be addressed.

Some professional development courses and training offer stipends for attending teachers.

Teachers that do not attend meetings that are held before or after school.

Teachers feel forced to implement technology and resist because the information was presented in a mandatory professional development.

Veteran teachers may have a







A variety of technology are available for teachers to explore on the professional development eClass page

input and questions outside of one-on-one scheduled meetings at a later date.

Teachers that are competent in technology can create support groups to help foster the learning of other staff members.

hard time grasping the concept of new technology and skills required and resist integrating these technologies into their classes.


Parkview High School and Gwinnett County provides employees with continuous professional development courses to stay abreast of emerging technologies and instructional strategies. The professional developments at Parkview are coordinated and presented by local teachers and administrators. In order to improve professional development, both parties must collaborate on the strengths and weaknesses of the faculty and plan sessions accordingly. Professional development sessions should be designed to address the pressing concerns of the faculty and provide examples of how technology can be integrated into the classroom. The administration is currently constructing ways to increase professional development attendance. Many teachers can’t attend after school due to extra-curricular responsibilities, IEP meetings or 504 plan meetings. Professional development courses are now offered during planning periods and through the county provided LMS. Incentives are available for some professional development courses but more should be offered in the future to increase motivation to participate in optional technology related professional developments.












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

The hardware given to each teacher is available for use in the classroom is maintained by the school.

Internet uptime remains consistent throughout the day regardless of stress on the network.

Technology software specialist is located at the school who handles all software and county mandated software such as grade book, email, and attendance.

Technology hardware specialist is also on site who handles all hardware issues

Web tickets must be submitted even if tech support is in the building

One software and one hardware tech support professional for a staff of 160 teachers is not enough when issues are pressing

The wait time on submitted web tickets could take weeks before the issues are addressed

Media center specialist is knowledgeable and available to help with basic troubleshooting problems

Administrators can help identify technical emergencies and address these issues first.

There is local county tech support help line that can be used throughout the day

Grants are available for funds to purchase new technology

As the school gains new technology there will be a need for additional support and support staff.

Teachers become frustrated with wait times on orders and then do not bother creating web tickets

Based on the ratio between Tech support and the number of staff members it is hard for them to serve the staff in a timely manner.



dealing with computers, printers, and troubleshooting.

Work order can be filled out through a web ticket or given to a specific administrator on the appropriate form.

Media specialist provides technical support when needed.

Computer labs computers are well kept and updated with current software.

Summary/Gap Analysis:Technology at Parkview is fully functional in the majority of the classrooms at all times. The majority of problems arise from virus infecting teacher computers after phishing emails are sent to the entire faculty. Tech support is great at finding these emails and sending out alert emails regarding the deletion of these emails before opening. The two tech support members along with media specialist provide in house tech support but with a large faculty it is easy for the support staff to get overwhelmed. This presents a problem where many issues take an extended amount of time to conduct and complete. The benefit of in house tech support allows for members to just drop by the office of these staff members when a simple question needs to be asked or addressed. For larger orders such as the replacement of devices and complete failure of hardware, web tickets must be submitted. The technology staff is extremely knowledgeable but there is a need for additional members of this team to keep up with growing demands of the staff.












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 Threats In the three year technology

plan Gwinnett County used and connected ISTE standards of students into the county’s AKS content standards.

All curriculum resources and textbooks are now available online.

Teachers have access to eClass as a tool to provide students with digital curriculum resources.

Not all teachers, students and parents are aware of specific technology standards.

It is difficult to locate technology standards inside of the common core curriculum.

Student proficiency levels of technology do not go beyond the basic levels of understanding software.

An online forum can be created through the county LMS to help teachers share, discuss lessons, and ideas about lessons and curriculum maps..

Teachers can be exposed to technology standards during professional development, faculty, and department meetings to increase awareness.

Parents can be given information about and made aware of the technology standards and how they can help support the students.

Teachers do not focus on technology standards because they do not show up on standardized tests.

Teachers may not include technology into curriculum framework because it is seen as a supplement to instruction and not a requirement.




Integration of technology is a primary focus at Parkview High School but a majority of the teachers, students and parents are not aware of technology standards for students. The lack of focus on these specific technology standards does not promote technology literacy. Many digital tools are available to use in the classroom but there are still many students who lack the skills needed for daily software and hardware use. This lack of technology literacy can cause students and teachers to become frustrated and avoid integrating these technologies into instruction. Teachers are experts in their content area but often times lack the skills necessary to effectively integrate technology into their instruction. Teachers must learn how to use technology to enhance their instruction by offering engaging learning tasks that require students to create and produce meaningful products that will show mastery of their technology and content standards. The county needs to support teachers as they learn how to implement new technologies and instructional strategies into the classroom. As teachers begin using technology to enhance their instruction the technology standards will become embedded into the content standards and both will be taught on a daily basis.





Appendix








essential condition one: access to...

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