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

Name: Matthew Hall ITEC 7410 Semester: Spring 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 utilize email Students do not get to New Reading and Math Teachers cannot move daily use technology as series both come with past using technology as frequently as they online resources. a main tool versus an Teachers utilize should extra resource. PowerSchool and keep Different areas within those records up to date the school are available Technology is not used Classroom management so parents can have as frequently as it could for student technology is an issue with accurate information for be in classroom use (computer lab, ipad technology. home logins. instruction lab, classroom Technology is not computers) available for teachers to All teachers use varieties of technology work/plan with outside daily-SmartBoards, of the school. Chromebooks, Document Cameras, Active Response Systems, Study Island, Pearson Many teachers use differentiation and flexible grouping along with technology in

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
tiered interventions Summary/Gap Analysis: Technology use has become prevalent at Wilcox County Elementary School. Teachers are able to use the resources they have been provided within their classrooms to email, provide daily instruction, and keep daily attendance and grades. With online access to the new text book series, teachers are incorporating more technology interaction during Math and Reading/LA classes. Most students and teachers are using some type of technology each day. Students are provided access to technology in many different areas of the school. Although technology is being used in lessons aligned with the standards being taught, the technology is used as an extra resource. Most incorporated technology is in the form of an introduction or closing game/activity. Teachers are not using technology consistently throughout all lesson planning. Data Sources:

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 tomorrows workforce? For motivating digital-age learners? What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement? Strengths Weaknesses Opportunities Threats Teachers are not aware Federal grant funds Teachers cannot keep of the technology have been used for up with all the Teachers and administrators agree standards and therefore technology purchases. technology trends and that technology is a fail to document their therefore end up Other grants are growing trend in instruction. omitting it from lessons. available and could be

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
education. (school survey) Teachers are open to suggestions and willing to try ideas presented. Lack of technology leadership within the building to develop a known technology plan Few teachers have training within the field of technology to help support and create a school wide vision for technology. utilized. Professional development is offered to teachers on ways to use technology with the new Reading and Math series. Create small groups within each school to become part of the TP creation process. Teachers do not share a common viewpoint on how technology should be implemented in the classroom and how often. Funding is not available. Differences in opinion on what types of technology would the most beneficial.

Summary/Gap Analysis: Although most teachers believe that technology is necessary in the classroom, most are unaware of our district technology plan. When accessed, the teachers would find that the TP is aligned to state visions. This lack of knowledge by the teachers creates a huge gap in the amount of technology that is being used. If teachers were provided the TP and asked to follow set technology guidelines, they would increase the quality of their technology use. The lack of knowledge and exposure to technology standards has also created a gap in technology use by teachers. They assume they are using technology as a great asset when actually they are severely underutilizing the vast array of resources available. Teachers understand that it is important, but are just not aware of the best practices to successfully incorporate technology into the daily life of their classroom. To create/update a successful TP, teachers within the school need to be a part of the process. This huge document in the past has been created by district technology employees and then stored at the BOE. No one within the school is knowledgeable of the plan and the goals it outlines for us to follow. A group of staff from each school could be created to help update the plan and state goals and objectives that are real to classroom teachers and help us all to become more aware of things we need to accomplish. Data Sources:

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?

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
Strengths Weaknesses Opportunities Threats District has a Technology use is not a Leadership team is in Most faculty and staff technology plan. major focus in lesson the process of revising are not aware of the planning. SIP now and can school technology plan Login-in information include technology for each student has Not all teachers Many teachers lack goals. been created and sent implement technology proper knowledge of home for the new online in their classroom. basic technology skills School could organize a resources available. technology committee for tools within their Some teachers view to meet and plan a classroom SmartBoard/Document Teachers meet weekly course of action. for grade level meetings Camera projection as and can use this time to the only needed form of Conduct more surveys plan technology goals. technology to help assess true needs implementation. from within the school. There is a local hard drive that houses resources and lesson files accessible to any teacher within the school. Summary/Gap Analysis: The school has failed to integrate its technology plan with the individual SIPs. This approach has led the technology plan to become forgotten and fall short in the accomplishment of the school. Teachers are in the process of updating the SIP now and that team should be aware that technology is an integral and inseparable element in teaching and learning. Otherwise, technology can eventually disappear completely from the schools improvement plan. To better enhance their plans, each school could take the district plan and refer to its goals, objectives, benchmarks, and timelines of the district. While referring to that plan, each schools improvement plan could better decide on their own individual goals and objectives and a timeline to achieve them. The school is in the process of updating the SIP now and could easily incorporate the technology aspect into the process. By pushing this creation at each school versus as a whole district, you allow the staff from within each school to become a part of the plan and allowing them to be knowledgeable of the different parts of the plan they are working for. Data Sources:

ESSENTIAL CONDITION FOUR: Equitable Access ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources. Guiding Questions:

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
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 Students have access to Many families in our Classes rotate by weeks Development of strong technology use in the district lack resources using the computer lab technological lessons classroom, computer and tools at home to during CAMPE. take time and many lab, media center, and access the available teachers do not want to School could offer ipad lab. information. create more time specific times for parent constraints on engagement, allowing Parents have access to The computer labs are themselves as they students grades at used for CAMPE them access to school create their plans. home. classes and can rarely technology. be used for any extra Lack of adequate All teachers use Have students help to resources. technology, such as SmartBoards to create plan a technology event teacher laptops, is not and maximize teaching Teachers need more at the school, where available due to lack of for students. resources for student they present to their funds. availability. parents/family the LCD Projector, different tools and Teachers may not share desktops, SmartBoards, Desktop computers are resources they use at a common vision on the and document cameras out of date and need school. implementation of are available in all repairs often. technology in the classrooms. There is a public library Teachers find it difficult classroom. in the county that to print in the building Reading teachers each provides free access to a Many students and have class sets of due to lack of printers, limited amount of parents do not have any Google Chromebooks ink, or Xerox copy technology. access to technology and a charging station limits. outside of the school. cart. The school has a small amount of technology Teachers lack the skills resources that can be and resources to create borrowed from the student centered school library. technology lesson plans. Summary/Gap Analysis: The school has a great amount of technology resources available in each classroom. With the amount of resources available, students

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
are provided with access to technology frequently. Each classroom has been distributed fairly equally, so technology availability is consistent throughout all rooms. The main challenge is not quantity of resources, but quality. Student computers are aged desktops that can require frequent repairs. Some cannot be repaired so are removed from the classroom. These repairs/issues have started affecting the availability of technology use in some classrooms. Over the next few years, a shortage of operable student computers is expected. Teacher computers are also outdated desktops, but options from the technology budget have created a request for updated laptops and docking stations for each teacher. Besides student computers, each classroom has a SmartBoard and resources that accompany them such as student response clickers and document cameras. Most students access to technology is strictly at school. There is a limited amount of families from the school that have access to technology and internet in their homes. Opportunities for technology use are offered at the school on limited occasions. Data Sources:

ESSENTIAL CONDITION FIVE: Skilled Personnel ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities. Guiding Questions: To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire? (Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on personnel, which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies. Strengths Weaknesses Opportunities Threats All school computers Most teachers do not Teachers have access to Ability levels of are equipped with know how to webinars on different technology use from Microsoft Office 2010 troubleshoot basic ways to use technology teachers within the and internet capabilities. problems that arise in supplied with the building vary greatly. Most staff members the classroom with reading and math series. Some teachers feel they have proficient computers or do not have to use Teachers can access all technology use in SmartBoards. Reading and Math technology, so they do relation to these tools. materials through any not even attempt to try Teachers are weak in creating environments internet capable device. and learn its benefits. Teachers are proficient

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
in maintaining grade books and rosters through PowerSchool software. Most teachers can successfully implement use of the laptop cart when it is reserved. Reading teachers know how to include use of the Google Chromebooks as a resource to their reading text. Teachers are able to submit technology repairs/issues through the online helpdesk portal. that are rich in technology. Teachers do not know how to create assessments or lessons that use technology as the core medium. Teachers can use StudyIsland as a teaching tool to help actively implement technology into their lessons. Some teachers view training on new technology as time wasted away from the classroom. Teachers do not have access to the commentary of their helpdesk tickets, so often they do not know how their technology repair/issue was resolved.

Summary/Gap Analysis: Teachers and staff support technology use in the classroom and most try to use it in some way daily. Most are able to correctly use the basic tools we have access to, such as Microsoft Office, Email, SmartBoards, etc. As noted in the teacher survey, teachers see that technology is a very important feature for teaching our students to be successful in their future. They want to use it as much as possible, but are not comfortable or aware enough of the many aspects of technology that can be used. Teachers need to work to develop a better basic understanding of the tools they are using, so that they may better troubleshoot problems themselves. They should be open to any learning experience offered so that if any issues were to arise, they could possibly fix it themselves versus waiting on a technology staff person to respond to a helpdesk ticket. Data Sources:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
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)? 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 PL opportunities, when Not all teachers are sent Teachers with more Teachers see PL as possible, are scheduled to all PL opportunities. technology experience wasted time and face it on in-service days, to are assigned to help with negativity which PL is not differentiated. help teachers not miss manage certain aspects causes implementation PL is geared toward a instructional time. of technology use to become a challenge. large array of grade within their grade Teachers do not levels instead of levels. implements the focusing on certain information they are Teachers within the materials. building are available to presented. No PL is lead by people help model lessons that Some teachers are within the district. incorporate technology resistant to change and use. feel they do not need technology. Teachers feel it is a waste of time to use technology, due to the prep time you may face with certain tools. Summary/Gap Analysis: Professional Learning (PL) opportunities are available on an as needed basis. Most opportunities are due to implementation of new materials being used. The main focus of the PL is more of the tactile materials and not the technology. Technology is encouraged, but never presented in PL classes. No PL has been done that use the technology standards. Teachers see current PL opportunities as wastes of valuable time and rarely implement things learned because they do not serve their needs in knowledge and skill. The school should evaluate the specific needs and desires of the teachers and aim all PL opportunities to those goals. Focus learning tasks on more specific skills instead of trying to cover information for six different grades. The school should offer more in house

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
opportunities to implement technology by conducting PL through current knowledgeable staff members such as the media specialist and computer teacher. Data Sources:

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 Entire school is updated If several classes are District has an online Wait time to repair or to wireless internet using internet tools at helpdesk portal that is replace technology can capabilities. the same time, you may accessible from any be lengthy. struggle to connect or school technology Tech support is easily Technology tools are maintain signal. device. requested through an easily damaged by online helpdesk portal. Bad weather affects the Teachers can reserve students. wireless signal. the computer lap or Teachers were supplied Students misuse check out the mobile rolling charging carts to technology. Only 1 teacher within laptop cart. store and charge their the school is considered Very limited amount of class sets of Google an actual technology technology support Chromebooks. support staff, and she staff. can only assist during Students have weekly Being such an times she is not access to a grant funded industrially small teaching. ipad lab. county causes problems There are not student with lack of local computers in funding. classrooms. Student and teacher computers are out dated

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
desktops that need repairs often. Teachers are not aware of funding procedures.

Summary/Gap Analysis: Since an update to our wiring, WCES has a high connectivity to the internet. Equipment for the most part is stored in secure locations that prevent unauthorized use. This storage helps to ensure that tools will be ready to use when needed. With the only technology support staff person in our building also being a teacher, we sometimes have to wait lengthy periods of time for repairs. The helpdesk portal is useful, but once a request is submitted, you do not have access to the status of its repair. There is no way of knowing when your issues will be resolved. When available, support staff is knowledgeable of the technology being used. When new technology is introduced into the building, they should require training of themselves as well as a select few from within each school. If more teachers or staff could become more knowledgeable of technology issues, we could cut down on wait times from repairs. District support staff is not capable of assistance with instructional issues with technology. Data Sources:

ESSENTIAL CONDITION EIGHT: Curriculum Framework ISTE Definition: Content standards and related digital curriculum resources Guiding Questions: To what extent are educators, students, and parents aware of student technology standards? (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 All teachers feel that Teachers are not aware All teachers have access Most parents and technology is necessary that there are set to the technology students are unaware of in the classroom to standards just for standards and resources the existence of prepare our students for technology. within their classroom technology standards. a successful future. to research the Teachers are not Technology standards standards to best fit familiar with the are usually look at as Teachers often try to

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?
include technology into their lessons to help reach the goal of the standard being taught. language of the technology standards. Students are not proficient in using technology independently. Students mostly use technology for drill and practice type activities. their needs. Teachers can collaborate with other teachers to bridge their knowledge of the technology standards. New text books have online resources that automatically create lessons or activities online for you, based on the skill/standard you are teaching. not important and therefore brushed to the side. Teachers are not familiar with the vocabulary and language of the standards. Most teachers treat technology as an extra resource that can be used to fill time. Most teachers do not know how to use technology as a main part of their lesson.

Summary/Gap Analysis: Most parents, students, and even teachers are not aware of the existence of any technology standards. The majority of teachers that are aware of the standards do not see them as important teaching focuses. Since the technology standards are not completely aligned to the other main curriculum standards, teachers toss them to the side with no focus on teaching/implementing them. Teachers find it difficult to decipher the standards to determine exactly what is required to cover. This confusion makes it hard for teachers to integrate the technology standards into other areas of their class. Data Sources:

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

APPENDIX: Instructional Technology Survey at WCES

1. What is your role at WCES?
teacher para-professional administration Other (please specify)

2. How long have you been employed by the Wilcox County School system?
0-3 years 3-5 years 5-10 years more than 10 years

3. Do believe technology is necessary in the classroom to prepare our students for their future?
yes no

4. If you are in a classroom, do you use technology with your students on a daily basis?
yes no I'm not in a classroom.

5. Do you feel you have been provided with access to an adequate supply of technology at WCES?
yes no

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school? 6. Do you feel you have been provided adequate training on the technology you currently have access to?
yes no

7. Do you feel there is enough staff support for technology problems/issues at WCES?
yes no

8. Are technology problems/issues resolved in a timely manner at WCES?

yes no

9. Did you know there is a Curriculum Framework to follow when implementing technology into lesson plans?
yes no

10. If you could have more training on a technology WCES currently has, what would it be for?