Swot Template Allgood

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

Name:
Ashley Allgood
ITEC 7410, Semester: Summer 2015
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 use a variety
Technology is being
The school, district, and
A number of teachers
of digital tools in the
used more frequently by
state provide numerous
are resisters and will be
classroom across the
teachers than students.
opportunities for
unwilling to change
curriculum.
technology-based
their lessons into a
The majority of lessons
professional
student-centered style.
Teachers use
are teacher-centered.
development online and
The slow and
technology to
A limited number of
in
person.
differentiate lessons and
inconsistent WIFI
teachers know about
The schools technology
meet the varying needs
connection makes it
and utilize studentof students.
team
has
a
strong
challenging to use
centered lessons.
understanding of
devices in the
Technology is being
Student use of
research-based
practices
classrooms.
used daily in the
technology is basic and
and technology.
majority of classrooms
mostly limited to
The districts learning

in order to improve
practice and research.
student learning and
management system
achievement.
(eclass) provides
teachers with the
The school fosters an
necessary frame work to
environment where
create student-centered
teachers use current
lessons.
research and school data
Peer guidance: a
to create lessons that
will improve student.
number of teachers have

performance and
learning.
instructional technology
training and can assist
novices with their own
implementation.
Teacher observations:
teachers watching peers
leading student-centered
lessons in the
classroom.
Summary/Gap Analysis:
Technology has been enthusiastically adopted by the majority of the faculty and staff. Teachers have been trying out various digital
tools into their lessons. Both teachers and students have seen numerous benefits of integrating technology in the classrooms.
However, technology usage is remaining in the hands of the teachers to facilitate their lessons. When students are using technology in
class, they are using it for lower-level thinking skills. There needs to be a shift in mind set in how instructional technology should be
used in the classroom. This shift would come as a result of the creation of a shared technology vision and plan. Professional
development, aligned with the new plan, would help teachers see how the students can use technology to actively construct their own
learning. Due to the districts learning management system, the teachers have the necessary framework for creating blending-learning
or student-centered lessons. The teachers have access to expertise and resources, but now need a plan.
Data Sources:
ISTE Standards for Teachers. (2008). Retrieved July 3, 2015.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Local School Survey
GCPS Three-Year Technology Plan. (2012). Retrieved July 3, 2015.
ISTE Diagnostic Tool
Brookwood High School- Local School Improvement Plan
Brookwood eclass implementation matrix
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
The school and local
There is no stated
There are a number of
Time: there are many
community promote the
technology vision for
teachers trained in
school goals to be
use of technology in the
the school.
achieved. Are the
classroom.
that could assist in
administration and
Parent and community
creating a shared
teachers willing to set
The Local School
members are not
technology vision.
time aside for the
Improvement Plan
consulted for their
creation and
Parents and community
(LSPI) contains a
technology vision for
implementation of a
section on the effective
the school.
members are extremely
shared vision?
integration of
supportive of the school
technology in the
and would be willing to
classroom, illustrating
assist in the writing of a
that the administration
shared vision.
is supportive of full
The majority of teachers
technology integration.
would enthusiastically
The district has adopted
support the creation and
a learning management
implementation of a
system (eclass) to
shared technology
facilitate blended
vision.
learning.
The district has a
technology plan that is
based on national and
state standards.

While the state and district have clearly-stated visions, Brookwood does not have one. The ground work appears to be present since
technology implementation is a goal of the local school improvement plan. Additionally, the school fosters an environment that
encourages technology integration by offering local tech professional development, creating a technology expert team, sharing
example lessons, forming shared files of digital tool instruction manuals and troubleshooting guides. Brookwood has the skills,
knowledge, and resources for effective technology implementation, but it is lacking direction and focus. The creation of a shared
vision and plan would also facilitate in gaining the support and feedback of the community and the remaining resistant staff.
Data Sources:
Local School Survey
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
The district has an
The school does not
The school has access
Certain faculty
implementation plan
have a stated shared
to the district, state, and
members believe that
and is fully committed
vision or
national technology
there is no need to
to schools integrating
implementation plan.
implementation plans to
change their methods of
technology.
guide
them
in
teaching.
Teachers are unaware of
developing their own.
The local school
ISTE standards.
The school has a
improvement plan
emphasizes the
number of trained

importance of
teachers and technology
technology integration
experts to guide them in
in the classroom.
the creation of a
systematic plan.
The school has the
necessary frame work
via eclass (the districts
learning management
system) to support a full
integration plan.
The lack of a clearly-stated vision and implementation plan leaves teachers wondering if they are using technology effectively. Based
on the new implementation plan. Staff development must be created to address the following things: 1) the ISTE standards as a guide
for integrating technology; 2) example lessons illustrating the integration of technology into their specific curriculum standards; 3)
best-practices, like problem-based learning; 4) utilizing current resources, especially the district learning management system (eclass),
to create student-centered lessons.
Data Sources:
Local School Survey
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address 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?
Do students/parents/community need/have beyond school access to support the vision for learning?

Strengths
All faculty and staff
have access to
computers daily.
About 80% of students
have personal devices.
The media center has a
variety of digital tools
(laptop carts, cameras,
microphones, etc) for
teacher and student use.
Computer labs are
available for teacher
and student use.
Monthly local grants are
available for purchasing
classroom devices.
Weaknesses
With high-achieving
students, teachers tend
to use technology to
foster higher-level
thinking skills.
However, with lowerachieving students,
teachers tend to use
technology for basic
drill practice.
Computer classes have
a higher number of
male verses female
students.
Opportunities
The computer science
department offered a
one hour coding session
after school to give all
students an opportunity
to learn to code. This
class should be offered
again.
The school could obtain
more devices to loan to
students by having a
device donation drive,
where members of the
community can donate
their old devices
(tablets, mp3 players,
phones, etc) for student
and teacher use.
Threats
Slow-Internet
connection results in
inconsistent access at
school.
Computer labs have
fewer computers than
students due to
increasing class sizes.
Computer labs are
dominated in certain
months due to
standardized test
administration.
Wireless issues and the number of available devices must be addressed by the district if each school is to successfully implement
technology in each classroom. The shared vision and action plan must address methods of ensuring digital equity across all
socioeconomic, ability, and gender-based groups. Teachers must be educated about digital equality so that they can make sure they are
not contributing to the issue. Teachers can help alleviate some of these issues by encouraging females to enroll in tech classes, by
offering coding classes open to all, and by using technology for higher-level thinking activities in all classes. Lastly, the community
should also be educated on this matter in order to gain their help in collecting devices and funding.
Data Sources:
Local School Survey

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
75-80% of the staff is
Emphasis tends to be
The school and district
Teachers would be
well educated in
placed on quantity of
offered numerous
resistant when it comes
digital tools used verses
technology training
to taking a technology
due to their continual
the quality of how they
sessions (both in
skills and knowledge
participation in
are incorporated into
personal and online) for
assessment.
professional
student-centered
teachers to increase
Funding may not be
development.
lessons.
their technical
available for developing
knowledge and skills.
Teachers use Web 2.0
The technology tends to
an assessment.
The curriculum
tools, interactive
remain in the hands of
Administration may not
whiteboards, studentthe teachers rather than
instructional teams have
be open to adding a
response systems, and
the students.
the support from their
technology requirement
adaptive technology
expert
to
help
them
in
No technology training
to the hiring process.
daily.
the creation of studentis required to be hired at
centered, technology Teachers are proficient
the school.
infused lessons.
in using technology for
There is not technology
assessments,
assessment to determine
communication, and
whether teachers are
management purposes.
skilled with regards to
The school has a local
technology.
tech team comprised of
media center specialists,
teachers, administrators,

and technology
coordinators that work
together to assess the
schools technology
implementation.
Each curriculum
instructional team has a
technology expert to
assist in the integration
of technology across all
levels of curriculum.
Generally, there is a high level of technical knowledge and skill among the faculty and staff. However, there is no clearly stated goal
or direction from the administration. The task of implementation is falling on the shoulders of the tech team and expert teachers.
The creation of a shared vision and plan that incorporates the feedback of all stakeholders, including resisters, would lead to more
directed and effective technology integration. Once a plan has been created and implemented, it would be possible to assess teachers
on their technical skills. Lastly, the school has numerous resources (i.e. expert teachers, digital tools, hardware, tutorials, etc.) that are
not being utilized to their furthest extent. Staff development sessions should be offered to help teachers more effectively use the tools
that they currently have.
Data Sources:
Local School Survey
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
The school fosters an
Local professional
Eclass learning
Administration may be
environment of
development sessions
communities offer
unable or unwilling to
continual learning by
tend to be workshop
teachers with example
give teachers open time
offering professional
style where teachers
lessons and resources
for peer observations or
development classes to
are just shown the
that would help guide
tech training or
teachers during lunch
basics of the digital
their creation of
implementation.
monthly.
tool.
student-centered
Teachers may be
lessons.
The school requires
Professional
resistant to change the
The district has a digital
teachers to participate in
development does not
workshop style of
6 hours of tech-based
address how to create
guide that provides
professional
professional
student-centered lessons
teachers with a list of
development to a more
development each year.
that incorporate the
free web 2.0 tools that
intensive and thorough
technology.
would help them
method.
Teachers volunteer to
address
research-based
Teachers
lack
structured
Funding may prevent

lead local professional
teaching practices
development to share
time in their day to
more intensive
through
technology.
their discoveries and
practice with new
professional
Computer labs are open
experiences with
technology or observe
development from
colleagues.
colleagues using
after school for teacher
being offered.
technology in action.
use.
The district offers
Not enough teachers at
Emphasis tends to be
numerous self-paced
the school use problemonline tutorials covering
placed on quantity of
based and other studentnumerous technology
digital tools used verses
centered lessons,
tools.
the quality of how they
resulting in few experts
are incorporated into
to observe and lead.
The districts learning
student-centered
management system
lessons.
(eclass) contains
The technology tends to
community pages that

enable teacher to share
remain in the hands of
resources, strategies,
the teachers rather than
example lessons, and
the students.
experiences regarding
technology integration.
While there are numerous opportunities to learn about new technology, there is limited time for practicing and collaborating with new
technology. Teachers need to be given structured time during their day for experimenting with digital tools. Tutoring sessions before
or after school should be offered to allow teachers to work with the new tools in the presence of a tech expert to help them
troubleshoot. Additionally, professional development sessions should focus on transforming lessons into student-centered style
instead of focusing on replacing aspects with digital tools. The administration should offer more intensive evening or Saturday
morning classes to provide more thorough training. Lastly, teachers should gain more informal development by working with the
curriculum instructional teams to create more engaging lessons. By teachers sharing and collaborating with others, implementation
will occur more quickly and will be more successful.
Data Sources:
Local School Survey
ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
To what extent is available equipment operable and reliable for instruction?
Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current down
time averages acceptable?
Is tech support knowledgeable? What training might they need?
In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology
in the classroom?
Strengths
Weaknesses
Opportunities
Threats

The school has a well The schools wireless

To compensate for the
The inconsistent
trained tech support
connection can be
unreliable internet
wireless connection
team, which responds
inconsistent.
connection, teachers can
limits the use of
quickly to issues in the
use the learning
technology in the
The school tech support
classroom.
management system to
classroom.
only has so much ability
create
flipped
The technology in the
to update and fix
classroom, resulting in
school is consistently
current technology.
students using the
maintained, operable,
They must rely on the
Internet more at home
and accessible.
district tech support,
and less during class
which can take a while
Beyond the official tech
time.
to come to the school.
support team, the school
The local student body

The large size of the
faculty has a number of
is very knowledgeable
expert teachers who
district has resulted in
and tech savvy.
provide technical
the crashing of eclass
Students who need
support to their peers.
(learning management
teacher help hours for
system) due to overuse.
The school has created
their clubs and
a tech training page on
volunteer organizations
the learning
could help teachers
management system
familiarize themselves
that has tutorials and
with various digital
instruction manuals for
tools.
helping teachers with
various digital tools.
The district has a
training page to help
teachers learn how to
use the different aspects
of the learning
management system.
Teachers must have a number of people to assist with technical issues; therefore, the school should continue using the local experts
(tech team, expert teachers, etc.) to help with integration troubleshooting. By teachers training each other, the school can obtain more
technology experts. Lastly, the school must encourage the district to improve the wireless connection.
Data Sources:
Local School Survey

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
The district created
The ISTE standards are
The creation of a shared
Guided study teachers
resource libraries to
not stressed to teachers,
technology vision and
may be resistant to
ensure that teachers and
students, or parents.
integration plan would
taking time out of the
students have access to
address the current
students day to teach
Curriculum standards
a wide variety of
weaknesses.
and assess digital
and technology
curriculum support
standards.
Students already have a
standards are not
materials.
Teachers may be
consistently integrated
guided study time built
The districts
across all classes.
into their schedule.
unwilling to lead or
technology plan is
This time could be used
attend the new
There is no formal
aligned with ISTE
to
teach
students
about
professional
assessment of student
standards.
the ISTE standards and
development
technology literacy.
to assess their digital
opportunities.
literacy.
Local professional
development led by
curriculum teachers
could be offered to

address how each
subject area should
integrate curriculum
and technology
standards.
Currently, curriculum and technology are taught separately, resulting in limited integration. Teachers from all subject areas are being
taught together about digital tools; therefore, no specific curriculum standards are being addressed alongside of the technology. In
order to improve technology implementation, curriculum-specific professional development opportunities must be offered. These
sessions must be led by one who is familiar with both the curriculum and technology standards. Teaching technology within the
context of specific curriculum would increase the relevancy for teachers, making them more likely to incorporate it into their own
classrooms.
Data Sources:
Local School Survey

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

ITEC 7410, Semester: Summer 2015

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

The districts learning

SWOT Analysis Template for Technology Planning Needs Assessment

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

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

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

Funding may prevent

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SEVEN: Technical Support

SWOT Analysis Template for Technology Planning Needs Assessment

The school has a well The schools wireless

The local student body

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION EIGHT: Curriculum Framework

SWOT Analysis Template for Technology Planning Needs Assessment

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