M Ryall Swot Analysis

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

Name:
Megan Ryall
ITEC 7410, Semester: Spring
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
Content Developers work

together collaboratively to
develop technology based lesson
plans that are directly tied to
content standards.
Gwinnett County Public Schools
has provided all teachers with
access to a Learning
Management System
Teacher have their own course
pages using D2L
Teachers have access to
Discussion Boards that they can
use to incorporate blogs safely in
their classrooms, post homework,
and provide parents with
information on the daily
occurrences in the classroom.
Gwinnett County Public Schools
is developing a Learning Object
Repository to provide teachers
with ready-made technology
plans directly tied to content
standards.
Lack of consistency in the

building. Some teachers are using
the LMS daily, others are not
using it at all
Content Developers need to shift
towards developing project based
learning opportunities instead of
digitizing traditional classroom
instruction.
We do not incorporate ISTE
Technology standards for
students and teachers.
Student interactivity with
SMART Boards is not occurring.
Class sets of Kindles largely
being used for read aloud only.
Teachers should teach students to
use the highlighting tools, the
search features, etc.
Weekly department meetings

every Monday allow teachers to
collaborate
Weekly D2L training is offered
every Friday
Content Developers offer
teachers ready -made digital
material to begin incorporating a
blended learning environment
GA Virtual School offers free
training to all teachers on how to
implement the blended learning
environment
County has provided an
LMS(D2L) for all teachers
county wide.
County is working to build a
Learning Object Repository for
teachers to have access to for
classroom use.
Teacher transfers have opened up
opportunities for us to hire new
tech minded teachers
Teachers feel they do not have

time to research and practice
Although students have a 1:1
ratio for technology the
technology is old and often in
need of repair. This causes
students to go with out for
several days.
Lack of sufficient internet
bandwidth causes serious lag
time
Lack of teacher centered
professional development has the
potential to misinform teachers,
give teachers a reason not to
incorporate the technology in to
their classroom instruction.

Several classrooms have

mounted SMART Boards and are
incorporating them in to
classroom instruction.
Additionally, all Language Arts
teachers have a Lady Bug in their
classroom in order guide students
through marking up the text.
Students are able to clearly see
the teachers paper as she marks
up the text.
Language Arts teachers have
class sets of Kindles
All teachers have a teacher
laptop
All classrooms (except elective
teachers) have a 1:1 ratio on
students and desktop/laptop
Administration is working on
setting up a move on when ready
environment throughout the
entire school
Teacher teams are using GA
Virtual Schools Credit Recovery
program to get students back on
track for graduation.
Summary/Gap Analysis:
Gwinnett County Public Schools (GCPS) has spent the past 3 years working towards falling in line with the GA Department of
Educations Technology Plan. As a result GCPS provided the teachers at GIVE Center East with the technology and technological
tools to begin implementing a blended learning environment. Additionally there are several county trainings on eClass (name of our
D2L) and all schools have a designated eClass Lead Innovator. The administration supports and would like to see all teachers using
the blended learning environment in their classrooms. As a result they are opening to scheduling staff trainings on teacher work days
and after school.
Teachers feel overwhelmed by the influx of technology and feel that they were not given enough time to prepare for the move to the
blended learning environment. Additionally teachers who teach a high stakes testing course feel pressure to focus on that assessment
and they do not want to give up valuable classroom instructional time to play with instructional technology.

Once teachers fully grasp the concept of using technology to foster an environment of higher order thinking we will get more on
board. Also, students participating in classrooms where teachers are incorporating the blended learning environment will have their
standardized test scores scrutinized by teachers who feel technology will hinder student performance on state assessments.
Data Sources:
GCPS Technology Plan: https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/f7343ec6-409b-4f2a-8acee0bde9392c12/GCPSTechPlan2012-2015.pdf?MOD=AJPERES
GA Dept. of Education Technology Plan: http://www.gadoe.org/Technology-Services/Documents/3%20Year%20Technology
%20Strategy%20White%20Paper%20May%203%202013_webposted.pdf
GCPS eClass Training Opportunities:

Teacher Interviews
eCLASS Support
August - November 2014a.docx
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
Strong vision to use
technology to create a move
on when ready/flexible
learning environment.
GCPS has developed a
clear vision in terms of
3Class through its
Technology Plan
Administrators and several
teachers/staff understand
the value of instilling our
students with 21st century
skills that will be critical for
their future careers.
Our Blended Learning
Department chair works to
support our school wide
transition to eClass.
Weaknesses
Not all teachers fully
understand the move on
when ready/flexible
learning environment
Not all teachers want to
teach in this setting
Not all teachers have the
skills to teach in this
environment.
Severe lack of 21st century
technology skills among
teachers which holds them
back from teaching these
skills to their students.
Lack of sufficient
bandwidth
Opportunities
Inform staff of the Ga Dept.
of Education technology
plan
Involve parents in creating
a vision specific to
technology so that they may
voice their concerns over
student access to
technology.
Threats
Several teachers do not see
the connection between
technology and student
achievement
Several teachers are
refusing to be trained, then
implement eClass and when
they fail use that as a valid
reason for why instructional
technology does not work
in the classroom.
The GA Department of Education has put together a technology plan that makes their vision for students very clear. It is obvious that
they expect all students to have a digital book bag where all of their textbooks and classwork is housed and submitted digitally under
one login that is connected to highly effective data collecting tools. Following in the same footsteps as the GA Department of
Education, Gwinnett County Public Schools mimics some of the same language in their technology plan that can be found in the Ga
Department of Education technology plan. Leadership has been introduced to eClass but they have not been exposed/trained enough to
relay the information back to the school. Additionally, schools lack the bandwidth to have several students online at one time. The Ga
Department of Education has plans to correct this issue state wise and they state this in their 3 year technology plan.
Despite Gwinnett County Public Schools publishing their technology plan on the internet several have not stumbled across this
document. Additionally, many have not read the GA Department of Education technology plan which clearly inspired the Gwinnett
County Public Schools technology plan. The local school should devise their own technology plan that looks to GCPS and the GA
DOE technology plan for guidance.

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?
Strengths
Weaknesses
Opportunities
Threats
Gwinnett County Public
Several teachers lack
Creation of a tech team
Local School
Schools has developed a
computer based skills.
consisting of students,
technology team is
clear plan for
parents, teachers,
distracted by day to day
Our school does not
implementing
administrators,
and
tasks, hardware and
have a technology plan
technology in all of the
community members to
infrastructure than on
inspired by GCPS for
classrooms across the
develop
a
technology
using technology for
our individual school.
district.
plan. These members
instructional purposes.
The local school should
can
work
together
to
Local Tech Team too far

review student
figure out how to
removed from the
technology standards
overcome
the
issues
classroom to come up
Teachers are not aware
surrounding
equitable
with ways to
of the GCPS and the
access.
incorporate technology
GA Dept. of Education
in to the classroom.
technology plan
Gwinnett County Public Schools and the administrative staff at GIVE Center East recognize the importance of building 21st century
skills in students in order to ensure their success in their future careers. Additionally, following suit with the GA Department of

Education, GCPS is working to use technology to create a personalized education for every student through the use of eClass.
Technology expands the walls of the classroom and provides teachers with the opportunity to create educational experiences that
require higher order thinking. GCPS has done an excellent job of pushing out hardware to all of the schools and Title I administrators
have been working to use Title I funds to purchase laptops for instructional purposes.
Gwinnett County Public Schools technology plan is not as specific as the GA Department of Education plan which could cause local
schools to move in similar but different directions. Local schools should develop their own specific technology plan in order to best
meet the needs of their students. Technology plans should map out professional development, ensure that all students have equitable
access to technology and include student technology standards. Professional development for the incorporation of technology is best
supported through Professional Learning Communities so that teachers can continually support one another through learning to
incorporate technology in to their classroom instruction.
Data Sources:
ISTE Student Standards: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-s_PDF.pdf
Technology Integration Through Professional Learning Community:
Technology Integration Through Professional Learning Community.pdf (Command Line)
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
Administration has
worked with the county
and with title 1 funds to
setup a 1:1 ratio of
computers (laptops or
desktops) for high
school students.
All administrators,
teachers, and support
staff have county issued
laptops.
There is at least 1
student desktop in every
classroom.
Several SMART Boards
have been purchased
and installed throughout
the building.
Weaknesses
Middle school has
almost no access to
computers or computer
labs due to a push for
high school to be move
on when ready through
the use of eClass.
Most students have
unreliable access to
computers, tablets or
the internet in general
Their parents lack the
skills necessary to
support their students
on eClass.
There are several
teachers in the building
underutilizing
technology due to lack
of experience.
Essentially we have
flooded the school with
technology and we have
not ensured that our
teachers are confident
with the technology we
are asking them to use.
Use of eClass is
inconsistent throughout
the building
Several of the batteries
in the laptops are dying.
Opportunities
Title I funding is
available to purchase
more laptops
Media Center Lab and
one open computer lab
are available for middle
school
Comcast offers reduced
internet to low income
families.
Comcast offers desktop
computers for as low as
$150 for low income
families
Professional learning
will be offered weekly
during common
planning to assist
teachers through
acquiring the skills they
need to implement
eClass in to their
classrooms.
Implement peer
coaching/ create a
school culture centered
around eClass to
support and promote
teacher use of eClass.
Threats
Lack of time for
teachers to explore
eClass until they feel
comfortable. Many are
not willing to explore
the technology outside
of their contract hours
Our parents often work
long hours making it
difficult to work with
their student
Lack of technology in
the home makes it
difficult to assign
homework or for
students to make up
work when they are
absent.

This means students
must leave the laptop
plugged in at all times.
We are fortunate to have a county that supports the integration of technology. As a result our administration found it easy to reach out
to the county with requests for more student computers. However, several of our teachers lack the skill necessary to fully implement a
blended learning environment. We need to develop structured and purposeful professional development to ensure our teachers are
given the confidence they need to transform their classroom from the traditional teacher centered to the newer blended learning
environment. Additionally, the obstacle of student access to technology continually discourages teachers from transforming their
classrooms. If teachers put in the time to design a classroom centered on technology, students who do not have access to technology at
home struggle to keep up with students in their class that have continual access to technology at home and they are also unable to
complete technology based homework assignments. These students are large in number at our school and often discourage teacher buy
in.
Finding ways to open computer labs after school and hosting parent/student training sessions on eClass will help support teachers.
This will take the training piece off of the teacher so that they can focus on finding ways to incorporate technology instructionally in
to the classroom outside of drill-and-practice type activities. It would be highly beneficial if department chairs allotted time in their
department meetings towards training their department on eClass. These department chairs could transform in to Instructional Coaches
and implement the partnership philosophy with in their department.
Data Sources:
Chapter 2 of Jim Knights Instructional Coaching: Knight, J. (2007). Instructional coaching a partnership approach to improving
instruction. Thousand Oaks, California: NSDC
Engaging Parents with technology initiatives: http://www.edutopia.org/blog/engaging-parents-with-tech-initiatives-devorah-heitner
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
In terms of accessing
email, digital
gradebooks and basic
productivity tools, most
of our teachers are
proficient.
Tech Tuesdays have
been designed to
provide teachers with
the necessary training to
take attendance, check
email, pull up student
records, etc.
However, incorporating
technology with
students in a lesson is
above the skill sets of
several of our teachers.
Teachers need more
time and training in
order to successfully
use technology to
engage students in
higher-order thinking
skills.
Administrators are
almost completely out
of the loop in terms of
instructional
technology. They
understand the theory
and what the technology
could do but they are
not actively using
technology in this
manner.
Lack of time for
teachers to collaborate.
Department chairs
should utilize weekly
department meetings to
have teachers
collaborate on ways to
integrate technology in
to their lessons.
Department
chairs/administration
can select high flyers to
be peer coaches and use
several of them to
communicate with the
staff. This way eClass is
not represented by one
person.
Lack of technology
instructional coach
Teachers are not willing
to give up personal time
to explore and research
best instructional
practices for technology
incorporation.
Teachers have been inundated with hardware (i.e. laptops, desktops, SMART Boards, software, digital tool subscriptions, etc.)
however the time has not been built in to the schedule for teachers to learn how to effectively incorporate these tools in to their
classroom. Administration has put teachers on teams in order to provide peer coaches for technology use in the classroom but the gap

between the proficient teacher and the non-proficient teacher is often too large to even begin to address the creation of technology
based instruction.
Department chairs need to push for common lessons. This way if we are all planning and teaching the same lesson we can support
each other through learning the technology and teaching with it. I find the following quote very powerful when considering
Professional Learning Communities, While [teachers] might occasionally share ideas and talk about what they are doing in their
classrooms, there is no formalized expectation that teachers will work together to identify and amplify best practices. Each individual
makes decisions, over time falling into predictable patterns using strategies that they are comfortable with (Ferriter, 2010). However,
the planning needs to be consistent over time and teachers need to be given the time to explore and learn from one another. Once
teachers begin to see that teaching with technology is doable we can move on to showing them the importance of integrating
technology in to their lessons.
Data Sources:
Three Tips for Building Teacher Buy In: http://www.teachingquality.org/content/blogs/bill-ferriter/three-tips-building-teacher-buy
The Power of PLCs: http://blog.williamferriter.com/2010/11/09/the-power-of-plcs/
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)?
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
District provided eClass
Teachers need more
Training teachers via a
If professional learning
trainings
time to explore
flipped classroom or
is not mandated several

District created how to

video tutorials
All schools have
appointed eClass Lead
Innovators to serve as
an informal technology
coach paired with an
LSTC.
The state has provided
training thru GA Virtual
School
School developed
professional learning
centers around eClass
Weekly Yall Come
Help Sessions provide
teachers with an
opportunity to sit down
and have specific
questions answered.
Administration has not

communicated a clear
time line of when they
want fully blended
learning environments
in all classrooms which
give teachers the
impression that they
have time to figure this
all out later.
Teachers do not attend
optional training
sessions but then
complain that they have
not been trained.
online model provides

an opportunity for
leadership to model
their expectations.
Administrations should
center their professional
learning and the budget
for professional
learning around
building teacher
confidence in eClass
teachers in our building

do not participate.
Our school does not
have an instructional
coach to help guide and
plan professional
development
opportunities
Gwinnett County Public Schools does an excellent job of providing their teachers with professional development opportunities.
However, the majority of these trainings are held after work and are anywhere from 2 3 hours long. This leaves teachers with a 10
11 hour work day often with limited down time. Teachers attend these trainings exhausted with little to no energy to focus. As a result
they focus on obtaining the information instead of thinking how they can incorporate the training in to their classrooms. As a result the
local schools have begun finding ways to incorporate training during the day with planning period training sessions or held in the
afternoons during common planning time. However, no matter how convenient the training teachers are overwhelmed and often
training becomes a waste of time despite teacher attendance.
Recently Give Center East has taken to creating video tutorials on all of the different functions in eClass. Our content development
team met to decide on the best learning path and then we divided up the tutorials among us. Each week one of the developers created a
video tutorial on something like how to setup a dropbox and the department chair of blended learning sent out the tutorial to the entire
staff each week. It became known as our tech tip of the week; little bite sized tutorials to help teachers ease in to using eClass. On our
first teacher work day of second semester we planned a hands-on-training session covering three of the tech tips of the week. Instead

of teaching we walked them through creating a news items, a calendar item and a discussion board. Teachers seemed to appreciate the
hands on approach, that they walked out with a product and that we took the time to show them that this was inspired by a county
wide initiative and not just something our administrative staff came up with on a whim. Additionally, this type of flipped
classroom/online model of professional development is what the GA Department of Education suggests and has setup for teachers
through GA Virtual School.
Data Sources:
Three Tips for Building Teacher Buy In: http://www.teachingquality.org/content/blogs/bill-ferriter/three-tips-building-teacher-buy
How to Make a Dropbox Tech Tip of the Week: https://www.smore.com/3hng2
GA Virtual School eTeacher TOOL: https://www.openteachertraining.org/
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
Teachers have the
Students have begun
Since we now have to
Students are damaging
ability to submit Tech
taking the keys off the
share our TST, it may
the laptops in
Tickets in order to
keyboards. This causes
be beneficial to train
classrooms where
receive assistance at any
the laptop to be
teachers and staff to
teachers lack effective
time during the school
inoperable for a week as
assist with tech tickets
classroom management
day
the keyboard now has to
skills
be
sent
off
to
the
central
The school has been
There have been several
office for repairs and
assigned an LSTC who
incidents of internet
then
sent
back
to
the
is in charge of assisting
downtime that is
school.

teachers towards using

technology in their
classroom.
Schools has encouraged
the administrative staff
at the local schools to
nominate a teacher to be
their lead eClass
Innovator. This teacher
takes on the role of a
peer coach and assists
teachers in the building
with learning and using
eClass.
Schools has come up
with a good way to help
local schools support
their teachers in house.
The batteries on the

laptops have begun to
die and no longer hold a
charge. The county has
refused to replace the
batteries so the students
have to keep their
laptops plugged in at all
times.
Schools lacks enough
bandwidth to support
the number of users
attempting to access the
internet throughout the
school day.
increasingly frustrating
to teachers attempting
to incorporate the
blended learning model
in their classroom.
Several teachers in the
building still need
significant training in
order to feel confident
in their use of eClass
We share our TST with
another school so he is
only on campus 2 full
days and 1 half day a
week.
Gwinnett County Public Schools have provided schools with experienced technical support but recently these resources have been
split between two and sometimes three different schools. As a result, teacher requests for technical assistance could take several days.
With GCPS attempting to transition towards a tech based classroom this is a serious issue that has several teachers holding back. In
response to these issues Gwinnett County Public Schools has put forth a significant amount of effort towards promoting, growing and
supporting what they are calling, Lead eClass Innovators. Additionally, there are several teachers that have been cleared to be hired by
local schools to train their staff on eClass.
Data Sources:
Gwinnett County Public School Information Management & Technology:
http://publish.gwinnett.k12.ga.us/gcps/home/public/about/imt
Gwinnett County Public School Three Year Technology Plan: http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/f7343ec6-409b4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?MOD=AJPERES

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
Several teachers in the
Few teachers are aware
Professional Learning
Teachers may be
building have begun
of the ISTE NETS-S
Communities can ease
overwhelmed by
taking courses through
standards.
teachers through
another set of standards.
Kennesaws
learning new standards
As a result few are
The districts evaluation
Instructional
and
incorporating
them
teaching these
system does not focus
Technology degree
in to the classroom.
technology standards,
on student mastery of
program. As a result the
The ISTE standards
nor are they including
technology standards.
ISTE standards are now
them in to their lessons.
may help teachers better
beginning to circulate
understand what a
around the building.
blended learning
environment is like
This is the one essential condition that I think Gwinnett County Public Schools does very poorly on. After a series of internet searches
and asking members of leadership I was unable to find any mention of student technology standards. Those in our building that were
aware of student technology standards knew of the ISTE standards due to their degree program at Kennesaw State University.
However, with our new district pushing for more incorporation of technology several teachers are integrating technology skills in to
their day to day instruction without even knowing it.
Additionally, Gwinnett has been excellent at budgeting for technology well. In our school we almost have a 1:1 ratio of students and
computers, several subscriptions to digital resources such as USA Test Prep and Brain Pop. Digital textbooks for all of the core

subjects except Language Arts have been made available to students. All of these resources are working together to help Gwinnett
County Public Schools move closer to a blended learning environment.
Data Sources:
Gwinnett County Public School Three Year Technology Plan: http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/f7343ec6-409b4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?MOD=AJPERES

Appendix
Teacher Technology Survey
Please answer the following questions about your use of and attitudes about technology use in our school.
1. I have ___ years of teaching experience.
a. 0 - 3 years
b. 4 - 7 years
c. 8 11 years
f.
2. I feel my computer skills are __________.
a. Beginner
b. Novice
c.
d. 12 - 15 years
e. 15 plus years
d. Intermediate
e. Advanced expert
f.
3. What would you say is your number one concern implementing eClass?
a. equitable access for students
b. lack of up to date technology
c. lack of training on eClass
d. fear of technology replacing the teacher
e. lack of adequate computer skills
4. Do you believe instructional technology has the potential to benefit classroom instruction?
a. Yes
b. No
c.
5. If you answered yes to questions #4, what content specifically?
a. Math
b. Social Studies
c. Language Arts
d. Science
e. Electives
f.
6. What would you say is your number one concern for the students in regards to implementing eClass?
a. access to technology devices at home
b. reliable internet access at home
c. ability to work independently from home
d. ability to trouble shoot technical difficulties from home
e. lack of software like MS Word
f.
7. What technology needs do we need to meet in order to ensure teachers are capable of implementing eClass?
a.
b.
c.
8. Do you feel your thoughts and concerns are being heard in terms of eClass implementation?
a.
b.
c.
9. What professional learning opportunities do you feel you would most benefit from?
a.
b.
c.
10. Do you feel our school is in line with the county in terms of implementing eClass in to daily classroom instruction?
a.
b.
c.
11. Do you have someone in the building that you can go to for support in using eClass?
a.
b.

M Ryall Swot Analysis

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

ITEC 7410, Semester: Spring

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Content Developers work

Lack of consistency in the

Weekly department meetings

Teachers feel they do not have

SWOT Analysis Template for Technology Planning Needs Assessment

Several classrooms have

SWOT Analysis Template for Technology Planning Needs Assessment

GCPS eClass Training Opportunities:

ESSENTIAL CONDITION TWO: Shared Vision

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION THREE: Planning for Technology

Local Tech Team too far

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FOUR: Equitable Access

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FIVE: Skilled Personnel

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

SWOT Analysis Template for Technology Planning Needs Assessment

District created how to

Administration has not

online model provides

teachers in our building

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SEVEN: Technical Support

SWOT Analysis Template for Technology Planning Needs Assessment

teachers towards using

The batteries on the

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION EIGHT: Curriculum Framework

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

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