SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name:

Thao Tran

ITEC 7410, Summer Semester 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
* Students and
All students in grades 3-5
Students use tablets
The school has an after-school
have 1-to-1 tablets and
and SMART tables
Boys and Girls program as well as parents do not
have access to
students in K-2 use SMART
mainly for drill and
volunteers from the local high
Internet at home.
tables on a daily consistent
practice.
school that can help with student
basis.
technology learning to increase
Many teachers do
* Teachers who are
higher-order thinking.
Students use school
not use the SMART
The computer lab should be made opposed to
purchased software such as
boards in their
integrating
BrainPop, BrainPop Jr. and
classroom.
available before and after school
technology into
IXL that are relevant to the
hours.
The position of
their teaching.
CCGPS standards.
Tablets and notebooks should be
technology
The school and district has
specialist has been
made available for checkout at
transitioned into a Googleeliminated.
home.
based school with Google
There are many teacher
Classroom and
technology experts that can help
communication via Google
with professional development
apps.
and learning.
Teachers all teach to the
current Georgia standards.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
Summary/Gap Analysis:
The school has technology tools and software for all K-5 students. However, many teachers are reluctant to include it in their lesson
plans because the lack of knowledge and trust of new technology. Since the elimination of a technology specialist, the school has
struggled with professional development. However, the goal of a student-centered, engaged learning model is still attainable. The
school has many outside resources such as the Boys and Girls Club program as well as high school volunteers that can assist
meeting that goal. Within the school, there are many teacher technology experts that can lead in helping colleagues effectively
integrate technology into the curriculum. With the proper training and support, teachers can be more confident in providing students
with the best opportunities using technology.
Data Sources: Observation, ISTE Diagnostic Tool Results

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
There is no official
Stakeholders should
Some teachers are still
Most teachers view
vision for technology in
have a voice in the
hesitant about using the

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

technology as an
essential part of
teaching and learning.
There is an ongoing
technology plan for the
school that aligns with
the school improvement
plan.

the school.
Only a few teachers are
aware of outside
technology professional
development
opportunities.

vision for technology.

The school can
collaborate with other
International
Baccalaureate schools
that have similar vision
and planning of
technology to integrate
with the IB curriculum.

technology in their
classrooms.
There is a lack of parent
involvement when
surveyed and asked
about participating in
school improvements
plan.

Summary/Gap Analysis:
There is not an official released vision on the schools technology plan. Because the school is an IB school, there are many standards
and regulations it has to meet to keep the IB status. However, most teachers are supportive about a clear vision for the school. The
school is part of a community that is rich in culture and involvement. The vision should incorporate all stakeholders, staff members,
students, and parents. Parental involvement is low because the district has a school of choice program. Many parents are often too far
away or communication is not consistent. With a clearer vision in place, a stronger support from all members involved will support
and align with the school improvement plan.
Data Sources: Observations, teacher surveys

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
There is no technology
Provide opportunities
The schools focus is
The school has a
specialist at the school.
for teachers to train
more on increasing test
school-wide technician.
The position was
outside of the school.
scores than higher-order
eliminated.
thinking during
There is a system-wide
Develop in-school
technology-integrated

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
technology specialist

professional
lessons.
There is no adequate
development
sessions
plan to guide
on a consistent basis.
technology use in the
school.
Summary/Gap Analysis: The district recently eliminated the position of a technology specialist for all schools. However, there is still
one system-wide technology specialist in the system. He is planning a new schedule and vision for the upcoming school year on how
to use best practices and support all schools in the district.
There is no technology plan at the school. The school is in need of one to have specific goals, clear vision, and professional
development opportunities for staff. The professional development should have specific examples as well as an evaluation program
throughout in order to monitor and effectively support the technology vision.
DataSources:Creighton, T. (2003).

The Principal as Technology Leader. Corwin Press: Thousand

Oaks, CA.

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
Weaknesses
Opportunities
Threats
Overload of technology
All classrooms have
Many students do not
Provide a stipend or
with little use in the
SMART technology and
have access to the
incentive for teacher
classroom.
are accessible for
Internet at home.
volunteers to become
Teachers are reluctant

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

administrators, students,
and teachers.
All students in grades 35 have 1-to-1 tablets.
Selected classrooms
have 1-to-1
Chromebooks.
There is 1 S.T.E.A.M.
lab and 1 computer lab
with desktop computers.
Teachers have their own
desktop and tablet.

Internet connection in
the school is often weak
or lost.
There is a Wi-Fi
password that only the
technician and
academic knows.
There is only 1
technician at the school
and no technology
coach.

technology specialists.
More professional
development for staff
members in a 1-to-1 and
group setting.
Involve parents on
professional
development and
allowing checkout of
technology if they do
not have it at home.

or have no idea how to

use the technology.

Summary/Gap Analysis: Based on the ISTE Diagnostic Tool Results, the school met expectations for equitable access. There are a
large number of emerging technologies as well as digital resources for all students, teachers, staff, and administrators. Devices are
readily available and easy to access for ESOL and SPED learners. However, the weaknesses are that students and teachers do not use
these resources effectively. There is an overload of technology, but no professional development to train teachers. There is also a
problem with connectivity on the wireless network that pauses learning if there is a glitch. Hopefully more professional development
with technology will occur this upcoming year as well as installing/fixing access point will increase the speed and instructional time is
not lost.
Data Sources: ISTE Diagnostic Tool Results

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.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
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
Many teachers use
Teachers should use
Scores on standardized
Teachers have been
technology for drill and
Google Drive to share
tests are low compared
trained on using
practice.
technology resources
to other schools in the
SMART technologies,
they find.
district.
There is not enough
Google apps, and the

In-school
incentives

No funding for
time during the day or
tablet.
week to focus on
created to reach out to
technology specialists.
A few teachers are
technology professional
teachers who are
getting advanced
development because of
experts with technology
degrees in instructional
other faculty meetings.
and support.
technology.
There is no instructional
specialist at the school.

Summary/Gap Analysis: A skilled personnel is one of the areas that need the most improvements. This area only ranked 43/100 on
the ISTE Diagnostic Tool Results. There is a lot of gap on how to implement effective technology. Some teachers do not know how
to begin leading in the area of technology because of other commitments, such as meetings and planning times. There is a great
potential to reach out to those teachers to become the technology experts and help others. Most teachers are overwhelmed because of
the high stakes test scores being low and they feel they need to focus more on drill and practice. With the opportunities described, the
school can maximize staff skills and decrease the anxiety of teachers.
Data Sources: Observations, Teacher surveys, ISTE Diagnostic Tool Results

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?

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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

Teachers should be
Lack of funding has cut
informed on technology
out all school
professional
technology specialists.
development.

PLUs are not offered

A planned, consistent
for some of the
meeting should be
professional
scheduled with the
development. Teachers
district-wide
are disinterested in it.
instructional
technology

coach.
Technology
professional
development should
occur at least at one of
the monthly staff
meetings.
Summary/Gap Analysis: Once a technology vision is in place, ongoing professional development will be necessary for the school.
Right now, there is not enough funding for a full-time technology specialist for each school. Teachers are misguided because there is
not enough knowledge of ongoing professional development outside of the school. The professional development must take into
account of different subgroups such as trailblazers, pioneers, settlers, resisters, and saboteurs. A teacher evaluation of the professional
learning should be ongoing and supports the school improvement plan. Most importantly, connecting learning and technology will
help monitor the appropriate use of technology to improve student learning.
The district-wide
instructional technology
coach can be easily
accessible.

There is no school-wide
instructional technology
special.
Teachers are not
informed on districtwide technology
professional
development.
Teachers are not aware
of any technology
standards.

Data Sources:Creighton, T. (2003). The Principal as Technology Leader. Corwin Press: Thousand

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Oaks, CA.

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

There is a school-wide
technician on site.
Teachers can go online
and report any work
orders.
The academic coach is
also available during
instructional time to
help.

The school-wide
technician have days
where she visits and
helps other schools, so
she may not be
available on days
teachers need.
The Internet
accessibility is often
slow or does not
connect.

The academic coach

should designate more
people during
instructional time to
help her troubleshoot.

Students sometimes
misuse devices.
Devices are often not
monitored correctly by
teachers.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
Summary/Gap Analysis: The school technician is very helpful and works quickly to resolve issues. When a teacher fills out a work
order online, the technician is prompt to show up and have troubleshoot. However, it is often hard to be one technician in a large
school and also is not on-site everyday. The academic coach does her best to help support during school hours as well. The school is
working on the accessibility issue and securing the network better. There have been issues where students have used inappropriate
materials on their devices. The district is continuously working on better solutions to protect students.
Data Sources: Observations, Interview with School Technician

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
Teachers are not aware
Standards should be
Lack of education and
Software purchased by
of the ISTE standards.
posted on the school
awareness of
the school integrates
website.
technology standards by
Teachers do not include
content standards and
staff and student.
Students should be
ISTE standards into
technology standards.
traditional lesson plans.
given performance tasks
and access with
Students are not
technology literacy
accessed with
standards.
technology standards.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
Summary/Gap Analysis: There is no current awareness of ISTE standards at the school. Most teachers have never heard of them or
plan on addressing them into lesson plans. However, teachers use these standards on a daily basis, but do not know they are using
them. More professional development and exposure of these standards should be made visible in order to align with the national and
state technology plans. Teachers should receive support and assistant from the leadership team on how to incorporate and effective
use these standards.
Data Sources: Observations, ISTE Diagnostic Tool Results