swot analysis template for technology planning needs...
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SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Name: T. Michael Rewis ITEC 7410, Semester: Summer 2014
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,
QCCs)?
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? (See Creighton Chapters 5, 7)
Strengths Weaknesses Opportunities Threats
Teachers communicate
with parents using
Edmodo, Remind101,
and individual teacher
webpages
Teachers are provided
with teacher
workstation computer,
printer, data projector,
and fast-speed wired
and wireless network
connection to facilitate
daily instruction
SMARTboards are in
place in most
classrooms.
Teachers used online
learning systems such
as Edmodo
Students use
Usatestprep software to
Equitable access
SWD, ESL students
struggle with
implementing advanced
usage productivity
programs past word
processors
Bring Your Own
Device (BYOD) option
is available
Students are exposed
and learn more
technology in business
and computer science
based classes rather
than academic classes
Students are able to
recover credit through
APlus Learning
software
After school tutoring
available to offer
equitable access
Edmodo/D2L
implementation
Snap and Read (screen
reading software
available)
Classroom management
is an issue with the use
of technology
Misuse and broken
equipment from
students
Lack of funds to have
SMARTboards in all
classrooms
Achievement gap
Poverty
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
review for EOCT’s.
Students use APlus
software to recover
credit, remediate.
Common goals to
develop future ready
students and incorporate
21st century systems in
learning for all students
(Colquitt County
Schools Strategic Plan)
Academic teachers and
administrators have
access to Tablet
Technology
Standards-Based
Instruction
Workshop model
Backwards Design
Use of
Rubrics/exemplars to
guide student work
FIP (Formative
Instructional Practice)
Adaptive technology –
Fusions, large print for
visually-impaired
students
Advanced Placement
opportunities where
students can earn
college credit before
they leave high school
Georgia Virtual School
is available
Move on when ready
initiate
Summary/Gap Analysis: Academic teachers were issued IPads last year to provide instruction, keep attendance, grades, etc. Bring
Your Own Device (BYOD) has been an option for teachers but classroom management concerns are a threat. Business and Computer
Science classes offer students greater access and higher order thinking skills using technology, but students are not as exposed to
technology in their academic classes. Several opportunities for children are in place for every child to be successful (Aplus software
for students to recover credit, Georgia Virtual School to accelerate as well as Advance Placement classes). Adaptive technology is in
place in for any visually-impaired students.
Data Sources: Colquitt County Schools Strategic Plan, Technology System Committee, Leadership Meetings (personal conversation)
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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/QCCs? 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
Plans aligned with
Georgia Performance
Standards, NETS-S
Standards, and NETS-T
standards
STEM vision that more
and more students are
using technology and
are comfortable with it.
Portable device in every
students hand and that
through the use of
technology students will
develop 21st Century
Teachers not familiar
and aware of
Technology standards
Veteran teachers have
little training with
technology
Professional
development is offered
to teachers to create
engaging standards
based authentic learning
experiences using
technology for students
Grant are available and
Superintendent has
offered incentives and
stipends to those who
write and are awarded
Teachers have no time
to keep up with growing
trends
Technology Equipment
not functioning properly
and in need of service
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Skills and make them
employable to fulfill the
STEM jobs (T. Jackson,
personal
communication,
February 13, 2014)
Teachers,
administrators, parents,
school board members,
community members
are all aware of the
vision
Advisory council
meetings held to find
out what technology
community and industry
leaders require students
to know and be able to
do
Technology specialist
updates teachers of new
innovate ways to
incorporate technology
into classrooms
Mentorship
STEM partnerships
Local community that
cares
Teachers have been
chosen to operate to
pilot a learning platform
called D2L (Desire to
Learn) for students
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary/Gap Analysis:
C. A. Gray’s vision for technology revolves around differentiated and individualized learning for students. The school seeks to
provide existing and emerging technologies to teachers and students to facilitate remediation, acceleration, and accommodation.
Ongoing professional development will be provided to teachers addressing both school and individual teacher goals. Students will be
encourage to use digital tools and become stakeholders in their individual education. The school’s goal for meeting or exceeding
district equipment standards is 80% by June 2017. School will develop school-specific appropriate policies and procedures to guide
the use and implementation of emerging technology to include, but not limited to social media, video postings, and Bring Your Own
Technology.
Data Sources: (T. Jackson, personal communication, February 13, 2014). Technology School System Committee
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?
Strengths Weaknesses Opportunities Threats
Colquitt County has a
technology plan and
vision in place
Each school has a
technology planning
committee
All classes have equal
access to all labs on
campus (no content
specific lab restrictions)
School Shared drive
offers resources
Technology Specialists
Not enough time for
staff to train and
experiment with new
technologies
Technology Committee
Chair opportunities
Leadership Chair
opportunities
Attend Board Meetings
to voice opinions
Superintendent’s open
door policy
RESA Leadership
Program
STEM staff
development
opportunities
Lack of funding
Not having the device
in time for
configuration (IPad)
No leadership from
direct administration to
support plan in place
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
offers lessons, guides,
resources on district
webpage
Edmodo Professional
Communities to
collaborate and share
resources
School surveys teachers
regarding faculty and
staff opinion of
appropriate budgetary
allocations
System creates baseline
standards for classroom
technology and initiate
system wide purchasing
policies to harness
volume discounts.
System requires annual
school inventory reports
System requires annual
school needs
assessment
System requires annual
gap analysis to ensure
equality of technology
resources between
schools
Webinars available to
all staff
Summary/Gap Analysis:
Colquitt County has a Technology Plan and C.A. Gray shares that vision about technology. School offers a teacher shared drive to
help aid the development of technology and other lesson plans. Technology is included in our local school strategic plan that is
aligned with the county plan. Revisions to plans will need to be updated/adjusted due to new initiates. For example, currently the
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
schools BYOD policy states students are not able to charge their devices in classrooms. Several students who stay after school after
using their device for instruction do not have the battery life needed to make necessary phone calls home for transportation. Plan is
currently being revised.
Data Sources: Colquitt County Systems Technology Plan, C.A. Gray School Improvement Plan
ESSENTIAL CONDITION FOUR: Equitable Access
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?
Do students/parents/community need/have beyond school access to support the vision for learning?
Strengths Weaknesses Opportunities Threats
IPads for academic
teachers
BYOD Student/Parent
contract
Edmodo to access
assignment/curriculum
from home
Teacher’s webpages for
resources
School webpage for
resources
No Ipads for CTAE
teachers
Saturday school
Lunch and Learn
Study Skills Class
Before/after school
tutoring
Grant writing
opportunities
Poverty
Ipads not up to date, not
charged ready for class
No transportation for
children to/from school
to stay later or get there
early for tutoring
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary/Gap Analysis: C.A. Gray Jr. High School as 12 stationary labs: 4 computer labs in the Business Education Department,
one Media lab, one Health Occupations lab, 2 instructional labs, and 3 mobile labs. As more funds come available, more access will
become available.
Data Sources: Colquitt County School Technology Plan
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
Highly qualified
certified staff
Commitment to
excellence
Teachers passionate
about their subjects
Dedicated
Personally invested in
child’s future and have
relationships with them
outside the classroom
Teachers will little
technology skills are
unable to troubleshoot
problems with
equipment/software
Teachers need
professional
development to raise
LoTi levels on assigned
projects
Teacher mentor
program
Professional learning
opportunities on site, at
BOE, RESA
conferences (System
Professional Learning
Plan)
Common planning
periods to collaborate
with department
Vertical aligning
Some teachers avoid
using technology
Negative mindset of
new technologies
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
by coaching them,
advising clubs for them
New teacher orientation
during preschool
(technology component)
TKES-System/school
feedback
planning to collaborate
between schools
regarding content and to
plan lessons that
integrate technology
YouTube available to
learn how to
troubleshoot common
problems
Summary/Gap Analysis:
C.A. Gray Jr. High employs highly qualified certified staff committed to excellence. Continuous ongoing professional development is
made available in house to offer support classes on technology integration. Instructional support technologist is always available to
assist any teacher anytime.
Data Sources: Colquitt County Systems Professional Learning Plan
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)
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Do professional learning opportunities reflect the national standards for professional learning (NSDC)?
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
Systems supports
school’s continuous
improvement through
the encouragement of
Data collection, review
and analysis (SLDS,
CRCT, EOCT, 8th grade
Writing test, Attendance
Reports)
OAS
Teachers on the school
improvement committee
The system and school
share the mission and
vision through on-going
professional learning
and monitoring
Professional
development is ongoing
at the system level
(Effective Instructional
Practices, ESOL, Sp.Ed
traning as well as on
site RESA trainings to
target specific
deficiencies to support
teachers implementing
System spend too much
money on motivational
keynote speaker at the
beginning of every
school year
Current professional
learning course
specifically addresses
our major achievement
lags and gaps while
supporting practices in
our areas of strengths.
Online Professional
Learning Platform
PL courses offered to
teacher in house during
planning times as well
as after school that
addresses major
achievement lags
Webinars
Re-teach opportunities
at faculty meetings
where one teacher
attends workshops and
comes back to share
resources with faculty
Additional demand on
existing technology
staff
Budget cuts-limited
funding
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
interventions
Current professional
learning course
specifically addresses
our major achievement
lags and gaps while
supporting practices in
our areas of strengths.
All professional
learning courses are
aligned with the district/
school improvement
plans and must be
authorized through the
system’s central office
Summary/Gap Analysis:
Professional development is ongoing at the system level (Effective Instructional Practices, ESOL, migrant, Sp.Ed. training) as well as
on site and through RESA trainings to target specific deficiencies to support teachers implementing interventions. Current professional
learning course specifically addresses our major achievement lags and gaps while supporting best practices in our areas of strength.
All professional learning courses must be aligned with district/school improvement plans and must be authorized through the system’s
central office.
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Data Sources: (T. Jackson, personal communication, March 13, 2014), S. Smith, personal communication, March 27, 2014)
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
Provides adequate
replacement and
maintenance for
technology equipment
Provides teachers and
administrators
technology equipment
using system wide
purchasing
Provide system and
school administrators
with tablet technology
for mobile applications
that allow for
assessment and
documentation of
teachers and students
Provide parents access
to the homework
assignments and
Increase technology
trained staff members to
increase teacher training
and technical support
Larger classes sizes-not
enough working
computers for students
CPS units technical
issues of connection/
remotes need batteries
Service ticket system
for requesting service
Direct communication
with Tech Support staff
by phone/email and
always available when
needed
Remote access to
equipment/network for
immediate
troubleshooting
Grants available to help
fund more new
technology
Title I funds available
Dated network and
computer hardware
Waiting on
replacements can take
long periods of time
Computer damaged by
students
Larger classes sizes
Hackers
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
assistance through
teacher and standards
based websites
Involve parent
coordinators in all
technology training to
increase use of
instructional technology
after school hours
Provide LAN/WAN and
wireless access robust
enough to handle
streaming video, voice
over IP, and distance
learning applications
Summary/Gap Analysis:
System plans to add one full time or part-time technology position. C.A. Gray Jr. High School provides a stable network connection
for students and teachers. There is one technology specialists assigned to our school and she responds to emails/text immediately and
is always there to offer quick fixes, advice or even comes in to your classroom and helps you teach a lesson using technology.
Technology support staff is great and always available when needed/called upon.
Data Sources: Technology Committee, CTAE Department Head personal conversation
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
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? (QCCs/NET-S)
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/QCCs as appropriate?
How is student technology literacy assessed?
Strengths Weaknesses Opportunities Threats
Challenging and effective
curriculum
Students take a technology
survey
Classroom meeting baseline
standard for a 21st Century
classroom had the following
components
o 3-5 modern computers
o Data projector
o Interactive whiteboard
o Student response
system
IEP, 504, SST, and ESOL
accommodation plans guides
instruction
Technology resources are
continually added as funds
become available;
SMARTBOARDs in most
core subject classes, CPS
Students who are
identified as having
special needs to make
sure appropriate
assistive technology is
in place according to
students’ IEP.
Provide online professional
development opportunities
for faculty and staff;
Seek ways to utilize
technology in as many
aspects of instructional and
administrative programs as
is appropriate and feasible;
o Paperless initiatives
o Attend technology
conferences
Ongoing instructional
professional development
will be provided to teachers
utilizing
SMART boards
iPads and instructional apps
CPS
Google Docs
Student Learning
Management Systems
(Edmodo)
New standards
requiring
professional
development and
limited funds
Higher classes sizes
limits access
Lack sufficient
number of
computers to support
instructional goals
Outdated computers
to support
curriculum
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
units, BYOT policy, Wireless
Internet, IPads for teachers.
Trainings are recurrent and
the system provides
technology specialists that
serve all schools
The district provides support
and on-going training for
personnel and programs at
our school as follows:
o ESOL
o Migrant
o Homeless students
o Social workers
o Counselors
o Nurses
o Physical Education
o Fine Arts & CTAE ---
-- We’ve had no
programs cut.
o Fewer furlough days
than many systems.
o SRO’s
o One Call Now
communication
o System & Teacher
Websites
o Emergency plans &
periodic system
trainings – required
practices
o Special education
teachers and
instructional
paraprofessionals
Digital content creation and
storage
STEM webinars available
to all staff
Special Ed teachers use
TieNet, web based special
education program
designed to manage data
SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Summary/Gap Analysis: Results indicated that while students and teachers are able to use 21st Century equipment on a check-out or shared basis, most
classrooms were lacking some component of a 21st Century classroom. Exceptions occur in those classrooms that had participated in
grant initiates. To equalize access in academic classrooms, administrators need to continually assess technology equipment and
allocate funds to this purpose.
Students in the Business Education Department work on the latest technological tools and innovative curriculum in hands-on learning
authentic projects that include web page production, managing databases, creating spreadsheets, composing documents, write scripts
for programming code, create audio video productions, narrated screencast of PowerPoints and act as creators and publish work to the
web. All projects are aligned with the current Georgia Performance Standards.
Data Sources: Colquitt County Schools Technology Plan, CTAE Department Head, C.A. Gray Technology Committee