D Warzon Swot

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

Name: Daniel Warzon Semester: Summer 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
District LMS in place where Limited number of resources to Students have shown that they Teacher dispositions towards
parents, students, and teachers check out in proportion to the are motivated by the use of technology and implementation
can communicate and track number of students in the technology
progress of student. school. Teachers knowledge of
There is space in the school for technology tools, skills, and
Teachers are able to use basic Technology is used to replace a more technology or to improve implementation
technology tools non-technology activity. Low technology
levels of LoTi.
Teachers have personal laptop More effective professional
and a presentation tool in their Researched based practices not development of how to
classroom used regularly. integrate technology into the
classroom can be implemented
Additional tools are available
to reserve use- Ipads, Technology leaders that can be
Chromebooks, clickers, utilized throughout the school
Laptops, Desktops
Summary of Results/Conclusions:
Teachers at Collins Hill high School are able to use technology to complete daily tasks, communication, and present information.
According to an early adopter survey given to teachers most teachers use technology to display and convey information to students
The teachers have access to different platforms such as email, microsoft tools, Google Tools for education, and eClass (LMS).
Teachers are equipped with a personal laptop and projector to present information to students as needed. There are many outlets for
teachers to gain access to technology for their students such as laptops, Chromebooks, Ipads, computer labs, and the media center.
Those there are many options the numbers of devices in proportion to the number of students in the school (approx 3,200), there is not
enough devices for consistent use by teachers. To counteract this, the school does have a bring your own device initiative in place.
Because of the lack of technology teachers shy away from implementing technology into their lessons. More resources are in the
schools future as they have plans in place to acquire more technology such as Chromebooks. The school is also a pilot school for the
county in using Google Tools. The teachers follow the standards that are handed down from the state in then to the district level. If
the standards included technology then the teachers would be more likely to implement technology. There are opportunities for
teachers to collaborate through their PLC groups on how they can further implement technology into their lessons.
Recommendations from Gap Analysis:

The school needs to acquire more technology tools and make teachers aware of the tools. Professional development for these specific
tools and for specific content areas to help teachers become more comfortable with implementing the tools.ISTE standards state that
teachers are to design authentic learning activities for students that align with the local and state standards with using technology tools.
(ISTE, 2017). Further professional development on the level of technology implementation is needed. We also need to make sure that
teachers are aware of why implementing technology is important and the skills that the students will gain from technology
implementation (Sheninger, 2014, p.34).
Data Sources:
Early Adopter Survey for High School (See Appendix C for Survey and Results)
ISTE Standards for Educators. (2017). Retrieved from https://www.iste.org/standards/standards/for-educators
Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. Thousand Oaks, CA: Corwin.
Teacher Interviews
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?
The county school system has a The current vision in the Use leadership and evaluations As the school creates a school
technology plan schools improvement plan to set technology wide technology plan,
does not contain expectations implementation expectations. stakeholders may not
The school's technology vision or goals. communicate what they would
is embedded within the Continue to purchase more like to see
schools improvement plan. The county technology plan is technology to increase the
not discussed at the school available technology for Teachers are not aware of the
The school has a technology teachers and students. county technology plan
leader in place The lack of technology
resources discourages teachers Have the technology coach Lack of accountability from
The technology leader and desire to implement. (LSTC) create formal shared administration for teachers
administration is develops and technology vision that can be implementing technology
shared with the staff
implements professional All stakeholders are not aware
learning for faculty of the shared vision from the
county
The administrators track
technology use by the
educators.
According to the ISTE Lead and Transform Diagnostic Tool, Collins Hill scored a forty-six percent in the category of shared vision
(2017). This is because the school does not have a formal plan or goals to strive for in technology. The school has a mission and vision
in place and includes technology, but does not cover it in detail. The community and stakeholders are not aware of the shared vision of
the school because the lack of one. Administrators are required to monitor teachers use and implementation of technology, but only do
this through monitoring their use of eClass by checking that their calendar is up to date. Because of the lack of accountability the
teachers to not see technology a an essential element in their teaching.

From the information gather from the analysis it is recommended that their be a formal technology plan created with a shared vision of
the mission and vision of the school. By having this plan in place the school can have a clear path of what the goals are for the school
and how to get there. According to the ISTE Essential Conditions, all stakeholders should be involved in the creation of this plan
(ISTE, 2008). Based off of teacher and administrator interviews, they need to become more involved with the shared vision to create
more accountability in implementing technology. The success of the vision and technology plan will hinge of the involvement and
support of the stakeholder. According to Sheninger, that leaders must communicate to the staff they we are going to change, and when
we change we are going to have to break away from old habits, and embrace the new habits (2014, p32).
Data Sources:
Essential Conditions. (2008). ISTE.org. Retrieved from
https://www.iste.org/standards/tools-resources/essential-conditions/equitable-access
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Teacher Interviews
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 technology plan in The county wide technology Include stakeholders in shared Lack of support from the
place at the county level plan is not discussed or used at vision process community could affect the
the local level support of the technology plan
Technology is mentioned in the Technology committee could
SIP Teachers feel overwhelmed and meet more often and The idea of more work in
from technology and the lack communicate to stakeholders planning in using technology
Technology coach is working of training could reduce the support from
on creating measurable and Digital coach could meet with the teachers.
attainable goals for the school The school does not have a PLC groups to discuss how to
plan in place to address better implement technology
Students can come before equitable access for Low SES into their content area
school or during advisement to in the school.
access technology and internet
if they do not have access at
home
This area of the diagnostic tool analysis received a forty-six percent, which falls into the beginning category. This analysis would be
correct at this area is still in the incubation and planning stage. The district provides a technology plan that is very detailed and can be
very confusing to the average stakeholder. According to teacher interviews, many teachers seem overwhelmed by new technology
tools and expectations to use them. The school has some programs in place for Low SES students that do not have access at home but
could benefit from having a plan in place. The technology committee could be more productive by meeting more regularly and
communicating more with the stakeholders. The lack of support in the community and in the school among the stakeholders could
make creating a shared vision difficult for the technology leader.

According to the ISTE Essential Conditions for implementation planning answers the questions, How will technology be adopted?
How will the program be rolled out? How will technology use align with the organizations overall vision and mission? (2008). The
school needs to develop a plan that answers these questions. With a plan a shared vision takes shape and the stakeholders have a
roadmap of where the school is headed. The plan will involve both short term and long term goals. The school also needs to address
the stakeholders responsibilities which will be covered in their roles. When the stakeholders are aware of their roles they will
understand what is expected from them and will be able to work towards the overall goal of the school. The school has some options
in place of how students with limited access can gain access, but the school needs to create a plan to serve low SES students who do
not have access at home.
Data Sources:
Teacher interviews
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?
Not all students have a basic Steps in place to improve Low SES students may not take
The school has Bring your own technology tool professional learning advantage of opportunities
device (BYOD) in place opportunities created and provided for
There are not programs in place students.
Large percentage of students to influence or promote female Establish a teacher/student
have access to basic technology interest in technology female mentor group for Some students may not be able
at home technology to get to school early to gain
Students can not check out access to technology in the
Technology leaders have been devices to take home More education about parent media center
assigned in most content areas portal needs to be conveyed to
to help other teachers with Not all families have internet parents Female students are less likely
technology access at home to join technology groups than
males
All teachers and students have Not all parents know how to
a Google account with Google use parent portal
tools for education- includes
email and cloud storage
All classrooms have WiFi
The media center is open

before school and during
advisement for students who do
not have access at home
Devices are available for

teachers to reserve and check
out for their classes
This area of the diagnostic tool analysis received a seventy-five percent, which falls into the meeting category. Even though it falls
into the meeting category there are several things the school could improve upon when it comes to equitable access. The school has
implemented a BYOD initiative which allows students to gain access to the internet using their own devices. The students can access
the Internet through the schools WiFi. The school also allows students to come before school and during advisement to the media
center to have access to technology tools if they need to. There are tools available for the teachers, but this does not mean that they are
using it effectively to implement technology.There are also technology tools that teachers can reserve and check out for their classes.
Technology also provides tools that has helped meet the needs of special education students. CHHS is working toward getting more
females involved in technology courses as well as clubs.

To help encourage female involvement in technology and close the gender gap the school needs to form a student technology
leadership team. Inside this team they need to find female leaders. The leaders could be mentored by teacher leaders and help recruit
other female participants. To close the gap of access at home the school could allow students to check out devices to take home and
use. To eliminate the internet access gap the school could create a subsidized internet access at home. To help the parents to
understand parent portal and technology more, workshops could be created for parents to come and learn about the technology
available and how to help their students at home. The ISTE Essential Conditions states that equitable access also includes allowing
students the opportunity to learn from teachers that understand technology and how to use it to create a enhanced learning experience
(2008). Technology leader could be used in each content areas to locate teachers that are struggling with implementing technology and
or have a poor disposition about technology. The goal would be to improve teacher technology implementation by improving their
knowledge, skills, confidence, and attitude.
Data Sources:
Teacher Interviews
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.)
Staff can use technology to Teachers report that their Technology could be used Disposition of teachers towards
communicate and collaborate biggest barriers to technology during staff meetings to expose administrators and technology
and have basic technology implementation are access to teachers to technology tools is poor and hurts their
skills tools, lack of knowledge of technology implementation
tools, and time. Technology leadership team
Every teacher has a page for can be established to assist Some teachers do not want to
each class on eClass. Each Teachers do not use their teachers with their needs for learn new ways of teaching
teacher is required to keep this eClass page to enhance technology
up to date learning but more to post Funding to get the technology
material and use calendar Collaboration could take place tools needed and time to get the
LSTC present in the school in the online setting to save teachers the professional
building to assist teachers with Teachers report that they would time for teachers development they need.
the use of technology like to have technology teams
to share technology
District technology coach for information rather than
eClass that is available by professional development
request and in the school opportunities
building once a week
Teachers believe that

technology implementation can
increase student engagement
This area of the diagnostic tool analysis received a fifty percent, which falls into the approaching category. The school has a
technology coach in the school building as well as a eClass specialist that is provided by the county that comes to the school once a
week or by request. From the results of the teachers that were surveyed and interviewed most teachers said that their biggest barriers
to implementing technology were time, access to tools, and knowledge of tools. All teachers reported that they feel like technology
can increase student engagement and achievement. Most teachers reported that they do not feel like the leadership team encourages
the implementation of technology. One teacher stated that technology is talked about, some support is given, but follow up is not
common. Teachers do not use their learning management system to its full potential because they either do not know how, or do not
feel the need to because the leadership does not require it.

This area is an area that the school could easily improve upon. The teachers dispositions towards technology and its effectiveness is
positive. The leadership team needs to take a bigger role in placing an importance on the integration of technology into the classroom.
Currently this is monitored by log ins to eClass and posts on the calendar. The leadership team could place a more detailed criteria for
meeting a proficient level of implementing technology into the classroom. If the leadership puts more value into this the teachers will
follow. The teachers also expressed learning through technology teams rather than professional development opportunities. The school
needs to develop and deploy this technology leadership team to meet and transform teachers classrooms. The technology team will
focus on skills but also on changing the disposition of teachers and their attitudes towards technology. Sutton states in his article What
the Research Says About 1:1, that the technology tools are important, the know how of the teachers is important, but what it most
important are the teachers beliefs about technology and its impact (2015).
Data Sources:
Essential Conditions Survey and Results (See appendix B for survey and results)
Sutton, N. (2015). What the research says about 1:1. Edutopia. Retrieved from
https://www.edutopia.org/discussion/what-research-says-about-11
Teacher Interviews
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?
Teachers participate in Technology workshops are not Include asynchronous Teachers dispositions towards
professional learning always well attended professional learning professional learning
communities twice a month opportunities where teachers opportunities are poor
Professional learning can learn on their on time
Technology training is opportunities are during Opportunities could be reduced
available during lunch and teachers planning or lunch Formal and informal due to lack of attendance
learns, Genious Hours training periods and can be difficult to opportunities are in place for
(focuses on Google Tools), make time for teachers
Planning period trainings, or
after school. There are very little incentives Teachers receive professional
of going to the professional learning units (PLUs) for
Administration does participate learning opportunities attending professional
in professional learning, development
including leading sessions. Most opportunities are broad in
scope and not content specific
Follow up after professional
learning opportunities is weak
This area of the diagnostic tool analysis received a sixty-one percent, which falls into the meeting category. There are multiple
opportunities present for teachers to attend to receive professional development in technology. The school has lunch and learns,
planning period training, and Genius hour meetings. There is also some involvement from the administration in the opportunities, with
some of the administration leading these opportunities. Most of the opportunities are broad in opportunities and teachers would like to
receive more focused training.Even though there are opportunities present in the school they are not always well attended. There are
some incentives for teachers attending the sessions, such as PLUs, but teachers receive so many PLUs throughout the year for
mandatory training.

Even though the diagnostic tool results show that the school has met the needs in this area, there areas where the school could
improve. The school needs to set stronger guidelines and incentives to increase attendance for professional learning. Teachers
interviewed expressed they like the idea of technology teams that support content areas and their technology needs versus professional
learning opportunities. The opportunities that are created need to be narrowed in focus to help content specific areas. The ISTE
standards for educators states that educators need to set learning goals to explore the possibilities of technology in education (2017).
This message needs to be conveyed as an expectation of the teachers to increase their learning in this area. Separate time for educators
to participate in professional learning needs to take place. Teachers struggle with finding time during lunch or planning period times.
These opportunities could come through time during pre-planning or paid leave to attend certain workshops local or abroad. The
school also needs to have follow-up after professional development. This could be done through the administrators or the technology
team to ensure that teachers are using the knowledge that they learned. Asynchronous learning opportunities could also be created so
that teachers can learn at their own pace, during their own time, about content that is relevant to them. According to the Early Adopter
survey that was given to teachers they want to see examples of how technology is useful for them.
Data Sources:
Teacher interviews
Technology Early Adopter Survey (See appendix c for Survey and Results)
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?
There are technical support For major problems there is The school could request for a Not all tech teachers are trained
specialist available to teachers only one TST that supports the second TST to increase and knowledgeable in
whole building. response time for technical troubleshooting
Tech support is responsive to issues
most requests A ticket must be submitted Some teachers do not feel like
when technology help is Other technology leaders could they have adequate support
Most available equipment is needed from the TST can be train in troubleshooting when it comes to technical
operable and reliable techniques to help throughout assistance.
their content areas
WiFi is available throughout
the school building
Media specialist and LSTC are

available for immediate support
and TST and available for more
serious problems
Response time for TST is based

off of urgency
This area of the diagnostic tool analysis received a eighty-two percent, which falls into the meeting category. Even though it seems the
school has met the standards for this there is some room for improvement. Most teachers feel like that are supported when it comes to
technical support. The school has a local TST that fixes major problems and also has an LSTC and media specialist that can help
troubleshoot technology. WiFi and other tools are available for the teachers throughout the school. If the WiFi goes down or there are
any other major problems then the district will send personnel to address the issue. Not all the tech teachers are trained in
troubleshooting techniques that could assist other teachers. Some teachers feel that the tech support process is slow and complain
about having to submit a ticket and then wait for a response.

For a school the size of Collins Hill I would recommend a second TST to support the needs of the building. The appointment of this
personal comes from the county level and is based off of tickets submitted. Even though teachers do not like submitting tickets they
need to understand that is where the funding comes from. The ISTE Essential Conditions states that technical support can come in
many different ways (2017). Collins Hill could increase their technical support by training more teachers in troubleshooting. This will
take the basic troubleshooting efforts away from the TST and allow him to focus on more serious and technical problems in the school
building. This training includes making sure all the tech teachers are competent in troubleshooting.
Data Sources:
https://www.iste.org/standards/tools-resources/essential-conditions/technical-support
Teacher interviews
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?
Teachers, students, and parents Teachers, parents, and students More standards and more
Digital curriculum resources are not aware of student will become aware of these responsibility for teachers will
are readily available to teachers technology standards standards not be received well.
Technology standards are not Training can be provided to Lack of technology recognition
aligned to content standards familiarize teachers with the slows technology integration in
ISTE standards the school.
Student technology literacy is
assessed through teacher
observation
This area of the diagnostic tool analysis received a fifty percent, which falls into the beginning category. There is plenty of digital
curriculum resources available to teachers they just need to be shown how to access it. The ISTE standards are not stressed at the
county or local level and most parents, teachers, and students are not aware of them. The idea of more standards may not be received
well from teachers as we already have some many standards to keep up with and make sure we are meeting.

The first goal is to make sure that parents, teachers, and students are aware of the ISTE standards. These standards need to be
considered when developing lessons and content for students. The ISTE states that curriculum framework is used to guide both how
and when technology will be used (2017). By having this in place it will ensure that technology is being used and being used
appropriately to enhance student learning and giving the 21st century skills they will need after high school. Another area of concern
is assessing student technology literacy. The school leadership team needs to develop a system of assessing students as they come into
high school and when they are leaving. This will provide feedback on how well we are implementing technology into our lessons.
Data Sources:
https://www.iste.org/standards/tools-resources/essential-conditions/curriculum-framework
Teacher interviews
References
Essential Conditions. (2008). ISTE.org. Retrieved 5 July 2017, from:
https://www.iste.org/standards/tools-resources/essential-conditions
ISTE Standards for Educators. (2017). Retrieved from: https://www.iste.org/standards/standards/for-educators
Sutton, N. (2015). What the research says about 1:1. Edutopia. Retrieved from
https://www.edutopia.org/discussion/what-research-says-about-11
West, M, personal Communication, June, 2017

Appendices
Appendix A:Results from ISTE Lead and Transform Diagnostic Tool
Appendix B:Essential Conditions Survey and Results

Survey
Results
Appendix C: High School Early Adopter Survey and Results
Survey
Results

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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,

Recommendations from Gap Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

Recommendations from Gap Analysis:

All classrooms have WiFi

The media center is open

Devices are available for

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Teachers believe that

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Media specialist and LSTC are

Response time for TST is based

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

Essential Conditions. (2008). ISTE.org. Retrieved 5 July 2017, from:

ISTE Standards for Educators. (2017). Retrieved from: https://www.iste.org/standards/standards/for-educators

West, M, personal Communication, June, 2017

Appendix A:Results from ISTE Lead and Transform Diagnostic Tool

Appendix B:Essential Conditions Survey and Results

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