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

Name: Janice M. Belcher Semester: Fall 2017
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
Smart boards in every Students rotate through In our STEM Lab, we Teachers do not want
classroom the Computer and have 8 Osimos, 24 to take the time to learn
6-10 iPads per STEM lab once in a 7 Spheros, and 6 Ollies. new technology
classroom. day rotation. Its However, we have only Most feel like it is a
Computer, Math, and challenging to work on 6 IPads which means hassle and do not see
STEM lab as part of projects and build on only six coding devices the benefit.
specials rotation skills when they are can be used at a time. Students arent always
2-3 desktop computers going to the lab so This problem could be given proper
in each classroom infrequently. solved by procuring instruction on the
Document cameras and The Math Lab has 30 more IPads. effective use of using
slates in each desktops; however, Become a BYOD the internet or
classroom several are not school. computers
Student response functioning properly. Create a specialist Teachers dont want to
systems/clickers are Students tend to play rotation in which dedicate time to being
available for games instead of students would rotate a trained on Web 2.0
assessment and receiving meaningful week at a time in order tools and constructivist
engagement instruction. to allow time to finish teaching learning
Lab top cart available We have one projects. strategies through
for check out functioning laptop cart Instructional coaches to technology, and
A few classrooms for 900 plus students. model best practices existing hardware
participate in BYOD Many laptops need which threatens the
Learning Commons batteries and several Professional achievement of
promotes integration of need hardware development for students.
technology through the refurbishments. There teachers
Maker Space with is no money allocated Place a certified
students having access in the budget to make teacher in the Math
to a 3-D printer repairs and replace Lab as a Specials
Teachers actively batteries. Rotation to increase
engage in the use of Math Computer Lab is relevance of instruction
Smart Boards daily for pre-scheduled. Many while students are
instruction teachers cannot use the using the space.
lab at the time assigned Allow for a free sign-
to them, so the lab is up of the Math Lab for
underutilized. classes to come at a
time that is convenient
to them.
Summary of Results/Conclusions:
Technology at Dowell Elementary School is frequently used, but not always in the most efficient manner. Technology has been
provided, but most has been given to classrooms without the necessary training. When training is offered, many teachers feel like it
is just one more meeting, as technology trainings are often not needs based. Trainings are scheduled to cover topics that teachers
may be fluent in or trainings are for platforms or programs not applicable to their grade level or students. With teachers having a
negative outlook, the results are: no teacher buy in to the new technology, teachers acquire limited knowledge as to create authentic
learning tasks using technology, and decreased classroom implementation. Furthermore, technology rarely reflects researched based
practices and higher order thinking skills. In the survey given to staff, it was noted that teachers tend use technology as a reward
tool instead of an academic engagement tool for learning. So, teachers are missing the opportunity to use technology for higher
order thinking. It is in my opinion, that if given the opportunity for input, teachers would be more apt to explore options for
technology usage in their classroom. Instead of just lecturing teachers on technology, allow teachers the opportunity to fully
explore the technology in advance and give specific feedback on the additional training or support that they need to fully implement
the technology with their students.
Recommendations from Gap Analysis: After reviewing the Gap Analysis, I would recommend the following adjustments or
changes to the Technology Practices at Dowell Elementary:
Allotted time for teacher exploration of new technology tools before scheduling a required training. Teachers could be better
prepared for training and come to the training with questions instead of being told information that they already know
Place a certified Staff member in the Math Computer Lab and add the Math Lab to the Special's Rotation. This would allow
students to receive structured instruction instead of simply using the lab for free play
Data Sources: School Improvement Plan (SIP); Essential Conditions Survey Results; teacher observation and feedback.
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
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?
There is a Cobb Many stakeholders are The shared vision Not all stakeholders are
County School District not aware of the provides a reasonable represented in the
Vision for Technology districts shared vision plan to help students creation processes. This
usage and practices Dowell Elementary and teachers use occurs as a result of a
The vision includes does not have a technology effectively lack of communication.
best practices and Technology and authentically. Parents are often not
higher level thinking Implementation Plan or There is a district informed of technology
skills that align with Vision technology committee opportunities or there is
that is dedicated to a lack of technology at
the CCGPS technology implementing the home presenting
standards vision. parents from acquiring
CCGPS standards Teachers should be information.
incorporate tasks to held accountable for
help prepare students implementing the
to be career and college shared vision
ready
Without a technology vision and plan in place, it is challenging for Dowell Elementary to steer their technology resources in the
right direction. While some teachers are self-directed in technology implementation, there is no accountability or guidance in the
direction that technology should be implemented in the classroom. While Cobb County has a specific technology plan for the
county, I feel that there is no follow through to assure that schools are implementing the county plan. Moreover, without a proper
implementation plan or a clear-cut direction, teachers are left to their own accord to decide how technology will be used in their
classrooms. Unfortunately, this equates to an absence of equity in instruction as some classroom teachers are very tech savvy and
integrate technology as a learning tool, while other classrooms are found to only be using technology as a reward or for student
entertainment.
Recommendations from Gap Analysis:
All school's county wide should be required to submit a technology vision and implementation timeline as part of their School
Strategic Plan. This plan should be monitored for implementation at the county level. A technology plan and vision should be
collaboratively established and should support research-based strategies that will prepare our students to be independent, digital-age
learners, and problem solvers for tomorrows workforce. The vision must be effectively communicated to all stakeholders.
Data Sources: School Improvement Plan (SIP); Essential Conditions Survey Results; teacher observation and feedback. Cobb
County School District Technology Plan (http://www.cobbk12.org/centraloffice/Technology/TechPlan2016pdf.pdf)
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.
There is a district wide Technology is not explicitly Create a technology leadership Most teacher do not know that
technology committee that listed in the school SIP team to help develop a technology standards exist.
works to fulfill the technology technology plan for our school.
vision for our students Technology is widely available
through the school but little Provide a segment of time for
Teachers work to incorporate training has been used for students to use devices/internet
technology as much as these devices. access in the event they do not
possible into planning. have access to technology at
Students are given access to home.
programs for practice at home
such as First in Math, but due
to low socio-economic status,
students do not have access to
equipment at home to use the
program
Cobb County constantly

purchases the newest programs
on the market without the
evaluation of technology
needed to implement the
program (I.e. Conceptua Math)
Technology isnt clearly listed in our SIP and does not reflect the technology vision for the county. Students in our school are
provided with online learning programs to use for extension and remediation, but due to a low socio-economic status, students do
not have access to technology at home to use the services provided. Acquiring sufficient technology is often out of the local
school's control as funding is acquired at a higher level and then disbursed to the local school often not providing sufficient funds to
purchase or upgrade existing technology.

Dowell Elementary needs to establish a clear plan for technology implementation. All stakeholders need to have input in the
planning process, implementation process, and be held accountable for carrying out the technology plan. Teachers need to make
sure that time is allotted to access technology during the school day, as it is shown through student feedback, that they do not have
technology at home. As a whole, Cobb County should solicit feedback from stakeholders before purchasing programs that do not
allow for equitable access. For example, Conceptua Math was purchased for schools to implement, but the program requires
students to have access to technology and the internet in order to use the program. The ration of laptops/desktops to students does
not afford the opportunity for successful implementation. Since students at Dowell at of low socio-economic status, they do not
always have access to the internet to log on and complete lessons.
Data Sources: School Improvement Plan (SIP); Essential Conditions Survey Results; teacher observation and feedback, Cobb
County School District Technology Plan (http://www.cobbk12.org/centraloffice/Technology/TechPlan2016pdf.pdf); classroom
parent-student technology survey
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning?
To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
What tools are needed and why?
To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
Do students/parents/community need/have beyond school access to support the shared vision for learning?
All classrooms are outfitted Document cameras were Community Outreach to Parental support is non-
with iRespond Remotes placed in classrooms over fall families who are unable to existent due to financial
break with no training or come to their child's school for barriers
All classrooms have 3 to 4 information concerning them resources (I.e. mobile
desktop computers provided for teachers computer lab) Lack of proper funding
All students have a Computers are often used for Educate parents to let them Resources are not disbursed
mandantory computer lab drill and kill practice know technology programs equitably
rotation once per every seven and resources that are available
days Student Response Systems are (public library, extended Not all schools have School
not being used in every Media Center Hours at school) Foundations that can provide
All students are provided with classroom. Proper training has additional funds for purchasing
access to extension and not been provided for many Open library time in the needs of the school
remediation programs such as teachers and they dont want to summer to provide technology
First in Math be bothered with setting them classes to students and parents. Parents are hesitant to sign the
up themselves School system could also BYOD wavier
The Learning Commons offers provide bus transportation to
extended hours on Tuesday Schools do not provide enough allow underprivileged families
each week to allow parents and log-ins or licenses for all staff to participate
students to access technology to access online programs
purchased for students and
New schools built in the teachers
county are outfitted with top of
the line current technology Being in a Title 1 School,
parents often lack the
resources to physically come
to school, so accessing the
learning commons for
extended hours is often out of
reach
Well established schools do

not get refurbishments or
upgrades in technology that are
equitable to new schools being
built
Equitable access is an obstacle for all Title 1 schools as a majority of the school's population are victims of their environment.
Students lack access to resources such as internet service and proper technology equipment to get outside school assignments
completed. At the county level, decisions are made that effect the overall functioning of individual schools. When new schools are
built, the state of the art technology is included in those builds. Older schools are not being afforded the opportunity to keep up
with current technology,=. Schools are fortunate enough to receive funding such as EIP funds or Title 1 funding, but there are heavy
stipulations that often come with those funds. Some funds allow for technology acquisition and some do not. With funding
lessening each year, schools are only able to partially fulfill the needs of their students and teachers.
In order to ensure equitable access to technology at Dowell Elementary school, families who are unable to come to their child's
school for resources would have access to community outreach programs such as to a mobile computer lab that would go into the
neighborhoods of low SES families. Open library time in the summer as well as the school year will provide technology classes to
students and parents. Additionally, our parent facilitator will educate families on the resources available and them know technology
programs that available (public library, extended Media Center Hours at school)
Data Sources: School Improvement Plan (SIP); Essential Conditions Survey Results; teacher observation and feedback.
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.)
Teachers are able to utilize Teachers arent using Ongoing and flexible training Teacher attitudes toward
online planning tools for technology promote higher and coaching to meet the learning and training, some
lesson planning such as CTLS order thinking skills changing and diverse needs of teachers are set in their ways
and Planbook teachers.
Lack of confidence by some Time for teachers to complete
Teachers administer online teachers in the use of the iPad Cobb County offers a self- online learning modules
assessments to students such as and other technologies because paced BYOD training module
the Math Inventory, Reading of the knowledge and skill for teachers to complete to
Inventory, SLOs, and gaps. have a certified BYOD
Benchmark Assessments classroom
through iRespond Dowell only has 2 teachers
who are BYOD certified Summer Professional
through Cobb County Development opportunities for
Office 365
Administrators do not have
knowledge of computer
programs and overall computer
usage
Most teachers were comfortable using technology for planning purposes, however did feel comfortable implementing students
directed learning. Teachers were reluctant to try Office 365 programs such as SWAY. Teacher who took the time to complete the
BYOD training modules have a deeper understanding on how to implement student centered learning.

Teachers need to be provided support in implementation of technology resources with students. It would be helpful for teachers to
be able to see other teachers who successfully implement technology model lessons. Teachers could be offered a stipend or salary
adjustment for becoming a BYOD teacher or completing a set number of technology classes within a school year. Training for
technology at the school level should be differentiated allowing teachers to choose their needs for training. This would increase
teacher buy-in as it would prevent negative teacher feelings toward professional development. Teachers repeatedly said that they
grew annoyed listening to the same trainings year after year.
Data Sources: Essential Conditions Survey Results; teacher observation and feedback.
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?
BYOD Teacher Module Teacher interest in technology Technology professional Lack of resources and funding
training is not sought at the learning based on skill level for training and support
Weekly Team Collaborative local school level during the summer
Meetings in which technology Lack of teacher buy in
in-services are held at least Teachers do not wish to give Teachers have an opportunity
once a month up their short lunch time to to attend a technology fair or
Negative attitudes with respect
learn about technology conference of their choice that
to training
TTIS holds a monthly lunch appeals to them
and learn to showcase a new Teachers are not given enough
Lack of ongoing support for
app or piece of technology time in a 45-minute session to
long-term change
fully grasp the entirety of a
County Led Professional new program or piece of
Lack of follow up with
learning days have options for equipment
teachers after they are asked to
technology sessions in various
try a new program or piece of
areas of classroom
technology
implementation
Teachers often feel overwhelmed do not want to participate in additional trainings after the normal school day. Teachers are
resentful of having to give up their planning time several times a week to attend more trainings. Overall, teacher attitudes are a
major impact on technology implementation. Several teachers who are dedicated to implementing technology in their classrooms,
expressed frustration that no one notices or cares about the extra work that they do with their classes. Teachers wish that schools
and county level personnel would solicit their input on the training that they needed instead of just assuming that teachers do not
know what they are doing. In the end, many teachers reported that they just did not need any more trainings piled on their plate as
their time was limited and often trainings left them more confused as there was no time to digest new information.
In an effort to improves teacher's attitudes and comfort level, technology professional learning should be based on skill level during
and should be offered at flexible times including during the school breaks. Moreover, teachers who take advantage of these
opportunities should be compensated financially. Offering Skype sessions offer a spotlight on new technology. Sessions could be
recorded to allow for flexibility of attendance. Moreover, allowing teachers have an opportunity to attend a technology fair or
conference of their choice that focuses on an area of interest or weakness will allow for greater teacher buy in.
Data Sources: School Improvement Plan (SIP) 2013-2014, EC Survey Results, teacher observation & feedback.
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?
Teachers can report errors, The laptops carts are old and 1:1 iPad implementation. Lack of funding for laptop
equipment malfunctions, and are not fully functional. replacement.
software needs via an online Though the cart contains 30 Provide laptops for all students
reporting platform called Help laptops, only 20 are fully grades 4-12 Lack of funding to maintain
Desk Assistant. functioning. current technology in use at
Procure Grant funding to school
A technical support staff is There is a 1:5 student to iPad maintain equipment already in
shared between schools and is ratio service Lag time to repair equipment
typically available 2-3 days per
week SPLOST dollars to acquire
There are only 2 A/V techs in new laptops
Media Specialist is the entire county
knowledgeable of current
trends in technology and able Cobb County has sub-
to troubleshoot classroom contracted technical support
technology issues for Smart Boards and
Projectors, thus taking away
SPLOST funding provide personalized service
teachers laptops and classroom
desktops which is refreshed Technical Support services
every 4 years. only work during hours of
student instruction, so
Most classrooms have a instruction is often interrupted
document camera and slate. to repair issues.
Trouble tickets submitted

through Help Desk often take
up to 5 days to rectify
While Cobb County School District has a program in place for teachers and staff to report challenges with technology and
equipment in their classroom, there is often a lengthy lag time for rectifying problems with equipment. This lag time results in loss
of instructional time, especially if the malfunctioning equipment is a teacher laptop, Smart Board, or projector. Schools in Cobb
County also have laptop carts, iPad carts, Smart Boards, and a variety of other equipment. However, outdated equipment or
malfunctioning equipment is really replaced due to lack of funds for refurbishments. After speaking with our Media Specialist,
Julie Pszcola, I learned that it has always been a challenge to purchase and refurbish laptop batteries and that often laptop carts sit
with non-working computers due to lack of funds.
Reallocate Title I Funds to replace outdated or malfunctioning equipment. Procure technology grants to fund additional laptop carts
or iPad to increase the technology to student ratio. Additionally, school foundations or PTA could hold a technology fundraiser to
procure more resources.
Data Sources: Essential Conditions Survey Results, teacher observation & feedback.
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?
CCGPS requires students to Most teachers not are aware of Teachers and stakeholders Teachers arent using
use higher order thinking skills the national technology could attend Dowell technology to its full potential.
by creating research projects standards. Elementary Title I meeting to
and using various technology give input on the technology Technology usage is not being
to demonstrate mastery of the Parents are not aware of plan. maximized.
curriculum Technology Standards
Technology is used as a
NET-S are available for Technology coach or other reward/punishment system.
teachers to use technology to provide support to teachers to
reflect engaged learning and integrate technology skills into
higher LoTi. daily instruction.
Students showcase their work School could host a Digital

through digital projects to Showcase to display student
evaluate not only academic work and show off student
material, but to show their digital literacy
technology literacy (Sway,
Prazi, Power Point, Chatterpix,
Toontastic, etc.)
The schools teachers are very knowledgeable of CCGPS content standards and use them to drive instruction. However, few
teachers were knowledgeable whit the technology standards. While content standards are used to, most teachers to support
instruction and engage students are using drive instructions technology. Digital resources that support content standards are
provided on teachers websites. Most of the schools teachers use Edmodo for classroom correspondence and assignments for their
students. Many teachers use Class Dojo or SeeSaw to showcase student work and have students post their assignments to their
class. Students in BYOD classes display computer literacy through student choice projects incorporating elements of Office 365.
Within the computer lab, students access technology to show their learning through creating Sway projects, Chatterpix projects, and
Toontastic projects to show synthesis of learning.
Teachers need familiarize themselves with the national standards for both teachers and students. Schools need to communicate with
parents about technology standards at PTA meetings, through school written correspondence, and on the school web page.
Additionally, teachers should attend professional development that addressed the teachers specific need. Web 2.0 Tools should be
used to support instruction. Best practices in technology should be showcased to stakeholders at a Tech fair or PTA meeting.
Data Sources: Essential Conditions Survey Results, teacher observation & feedback.
References
Cobb County School District. (2016). Cobbk12.org. Retrieved 01 November 2017, from:
http://www.cobbk12.org/centraloffice/Technology/TechPlan2016pdf.pdf
Essential Conditions. (2008). ISTE.org. Retrieved 10 October 2017, from: http://www.iste.org/standards/toolsresources/essential-
conditions
ISTE Standards for Teachers. (2008) Retrieved from: http://file:///home/chronos/u-

8142ad2fba766f0cde5a282cdc4e124c30171c5c/Downloads/ISTE%20Standards-T%20PDF%20(2).pdf
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Appendices
Appendix A:
Essential Conditions Survey Questions
1. Teachers are well informed of our school's vision and technology implantation plan.
2. Teacher have access to newest technology in order to support student needs.
3. Profession development is provided to support teachers specific needs for implementation of technology.
4. Expectations about technology integration into daily lesson are clearly communicated.
5. Technology usage is meaningful, relevant, and student centered.
6. Teachers attitudes embrace technology implementation in order to support students needs.
7. Do you use spreadsheets for analyzing, organizing and displaying numeric data graphically? (i.e. student grade tracking)
8. Have you integrated digital video and/or digital images for use in classroom presentations?
9. Do you work collaboratively with other colleagues, including library media specialists and other school community resources
in the planning and instructional delivery process?
10. Have you ever structured lessons and learning tasks/assignments that infuse technology to reflect higher level thinking skills.
Appendix B:
Local School Parent and Student Survey (Example from 5th Grade Teacher)

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ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

Cobb County constantly

Recommendations from Gap Analysis:

Well established schools do

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Trouble tickets submitted

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Students showcase their work School could host a Digital

Recommendations from Gap Analysis:

ISTE Standards for Teachers. (2008) Retrieved from: http://file:///home/chronos/u-

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