Swot Template Revised K

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

Name: Krofton Montgomery Semester: ITEC 7410, Spring 2018
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
Teachers are apprehensive to
Teachers utilize mobile and in Between 30-60% of teachers Teachers have access to try new technology tools in
class devices to support implement technology based multiple devices, apps and classrooms.
standards based instruction. on supports in the classroom. technology tools based on
standards based instruction. Technology is readily
Most teachers incorporate Some teachers are only using available, but there is pockets
research based practices to technology devices for Teachers have access to of teachers that still believe
support students, including rudimentary activities. research based practices that technology doesn’t need to
small group instruction, project modeled by instructional be used. Some teachers aren’t
based assignments, variety of leaders. aware or comfortable using
assessments. technology.
Many teachers incorporate

formative and summative
assessments through
technology usage (Nearpod,
Interactive websites, Google
Classroom).
Summary of Results/Conclusions:
After compiling all the data from the ISTE Lead and Transform Diagnostic Tool, I was able to sort through many different levels to
show strengths and weaknesses. The main conclusion I came to was the fact that teacher needs to higher comfort level with their
technology usage. Making sure all tools are being utilized to their highest extent.
Recommendations from Gap Analysis:

Film teachers using standards based technology practices. Increase the percentage to 60-80% through multiple modes of making
technology a relevant and evaluated instrument for teachers. True student centered learning will require more standards absed
instruction including the ISTE standards.
Data Sources: Survey Questions developed by Krofton Montgomery
Data collected from Lead and Transform Diagnostic Tool (ISTE Essential Conditions)
ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-conditions
ISTE Standards for Teachers. (2014). Retrieved 1 April 2018, from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-
T_PDF.pdf
Sheninger, E (2014). Digital Leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin Press
Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/
U.S. Department of Education. (2010). Transforming American education learning powered through technology. Office of
Education Technology. Retrieved from http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf
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
tomorrow’s 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?
A technology vision statement Less than 40% of certified A shared vision using input Losing granny money or state
has been developed staff was aware that a form staff on surveys, PLC’s austerity cuts in the future.
technology vison statement and professional learning
Administrators, parents, and existed opportunities are aligned with Non Technology people may
teachers have been involved in standards. not take change serious and
the process of the school Get parental input higher on just look at it as a suggestion.
improvement plan the ISTE scale. Current research can be used
to prove the effectiveness of
The technology statement isn’t technology in improving
easily accessible for the student achievement.
general public.
The national and state plans
are set and available as
guidelines for our vision.
Over 75% of staff want to
embrace a technology based
approach based on a: research-
based vision.
The technology vision for West Hall High School is located in the schools SIP. Every teacher has heard the document read to
them and analyzed as a group, but many are unaware of where to access the document. Strengths found at West Hall on this topic
include the fact that administrators involved the community, teachers and the community in making the SIP. Expectations exist at
West Hall that we will be a leader in technology. West Hall’s vision needs to involve a larger audience to be consistent when
applying its concepts. It needs to be accessible and easily found to go from a weakness to a strength. The schools Blast Team is a
technology team put in place to help with all things tech related.
Sharing the idea that technology is important and needs to be a part of decision making in education is important (Creighton, 2003).
Administration can change the SIP every so often, but there is a guarantee that technology isn’t going anywhere. Input from
teachers and all stakeholders will allow for implementation to take into account the many factors involved in such a large endeavor.
Data Sources: ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-
conditions
T_PDF.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.
Hall County and Enhance integration of West Hall’s technology team Professional learning has a bad
administration are very keen technology into the schools known as the Blast Team rap within the teaching circle a
on making sure students and SIP plan. meets bi-weekly to address lot of the time.
teachers know that technology technology needs within the
should and can be utilized to Specifics with best practices school. The needs of diverse Setting goals that don’t change
improve student achievement. populations are addressed. from year to year and are
Inconsistent application of consistent with the SIP are
Common planning time technology across contents and attainable, but the SIP needs to
amongst subjects ensure extra classrooms. The Blast team forwards be consistent.
collaboration amongst teachers recommendations to
outside of the normal PLC administration to strengthen
times and standard meeting planning. Teachers are unaware of ISTE
norms. standards and may have an
Blast team recommendations issue with adding in another
help create technology plans to set of standards they don’t see
be added and integrated into as needed.
the schools focus. collaborate
to create a school technology
plan which includes
stakeholder input at all levels.
Technology mentors can be

selected from each department
to assist department in
instructional technology.
West Hall High School has a school-level technology plan and county wide technology plan. The strengths at West Hall are the
access to technology with chrome books being available in every classroom. One of the weaknesses listed are teachers using the
technology as a facilitator instead of the students creating with it(Creighton, 2003). Inconsistencies are apparent between teachers
and classrooms in the use of technology.
In summary, there is currently not an adequate plan to guide the use of technology in our school. We do have a plan for acquiring
new and improved technology. We also are highly encouraged to incorporate the use of these technologies within our curriculum,
but there are no specific guidelines to effectively implement the technology. There are experts within our school who can work
together to help with curriculum guides that incorporate technology. This can then be expanded through lesson planning within
curricular content teams. Creighton (2003) alludes to that fact that some challenges are associated with technology integration. In
order to plan for technology to be put into practice, stakeholders must have specific roles.
Technology is stated in the SIP plan. Teachers and the technology committee (Blast Team) need to meet to stay up to date on the
current trends. Making educator’s awareness and knowledge about the SIP at the school and county more readily referenced.
conditions
T_PDF.pdf
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?
Chromebooks don’t offer the West Hall High School has 20 Staff may be resistant to any
The district partners with Microsoft suite. chromebooks in every extra work created for them..
Xfinity Wireless to offer classroom.
broadband internet at a high Teachers aren’t aware of the
level. Equity issues still exist when Hall County is looking into lower socioeconomic levels of
students leave the school. We making more Microsoft suites students when it comes to
Teachers have new Dell are yet to be at a full 1:1 ratio. available to students. equitable access.
Laptops that is there property
as long as they are employed. A survey hasn’t been All teachers don’t understand
completed to see whom has the complexities of equity. It’s
Teachers also have access to a internet access at home not just simply having a
MacBook which can be device.
checked out in addition to the Desktops are at a minimum for
Dell Laptop. students to be able to use for
Microsoft suite
WiFi has access points
available throughout the
school that are very fast and
plentiful.
The learning commons

provides students plentiful
resources for technology.
Virtual Reality, desktops,
printers and tech support.
The area of equitable access needs to improve at the high school level. This isn’t something that our school is focused on at the
moment.
Equitable access impacts student learning through teacher’s lesson plans. Teachers do not want to put technology in their
plans if they a known a student may not have access, which includes anytime a student is home. It’s unsafe to just assume. Other
teachers fear trying to utilize technology due to failure or technology failure.
Equitable access can be defined in a lot of different ways. Lack of resources on properly utilizing a device or lacking a
device all together all falls into the same area. Socioeconomic status plays a large role with equitable access. Internet availability at
home costs money. That simply shows why the divide exists. Before school and afterschool hours for students to have access to all
facets of technology needs to be addressed at a higher level at West Hall.

Have the learning commons open an hour early and an hour late for students without internet access. Allow for checking out of
devices to students in need. Have a list of places with free public, reliable internet.
conditions
T_PDF.pdf
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.)
Around 40% of teachers still Teachers have a lot of Changing systems for district
A learning specialist that is don’t use digital tools daily. opportunities to learn skills level assessments.
very up to date on all things from colleagues at PLC
currently going on in the world The school technology meetings and common
of technology. specialist isn’t aware of any planning periods.
way to implement any pressure
A Blast Team that has to hold teachers accountable.
particular skills that fit the
skills for success at the school. Teachers are not willing to
admit they need any help with
Administrators that are very technology.
well versed with the tech tools
needed to be successful at
West Hall.
Summary/Gap Analysis:
Skilled personnel means “knowing how to use digital tools to both increase productivity and enhance learning (Creighton, 2003).
Keeping the skills sharpened and up to date is also something that has escaped many staff members. Being able to use word and
excel doesn’t clarify as a technology expert in today’s constant online environment. Canvas and Mastery connect are the two main
systems that we have to train teachers on when we go toward setting up classes for the year and the assessment parts. We use
mastery for our PPPA tests that are pre and posttest assessments. Canvas is used as the main hub for teachers to house their
materials.

Have teachers utilize the Blast Technology Team at the school. I feel this particular standard can be considered a strength at West
Hall. PLC meetings are a great time for colleagues to self-check each other’s ability with technology. Lots of the TKES measures
are technology based where they want to see the teachers using, modifying, or tying in data from past assessments. Lots of
initiatives are in place for the amount of clicks on certain pages, which is more of a nuisance instead of showing skilled personnel.
Data Sources:
T_PDF.pdf
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?
Professional learning doesn’t Educators exist who don’t
Professional learning happens always translate into the Getting a 3 or 4 on your want to do anything outside of
weekly at West Hall High learning targets. evaluation should be enough the normal day.
School. incentive I feel. You can incentivize all you
ISTE standards aren’t always want they just aren’t
Researched strategies are in combined with content Teachers have the opportunity interested.
place that include a lot of standards. to openly ask questions and
technology integration. make sure they are involved
with the PLC in place to be an
PL is attended by all staff active participant.
without issue.
Learning opportunities
differentiated to include the
staff’s opinion from the
previous year.
Opportunities are developed
and based around state and
national standards.
Summary of Results/Conclusions: West Hall scored higher on the survey, and the ISTE tool on framework 6. It’s been a point of
emphasis at West Hall to require PLC’s and professional learning opportunities all the time. It’s become something that is a
priority for the school. Professional learning opportunities are usually required, so attendance is not an issue at the school. Best
practices are shown for maximum retention amongst staff at learning opportunities. The gap part of this standard is implementing
all the tools at our disposal. Teachers have issues figuring out what tool is needed for what. By the time they get around to using it
sometimes there has been a shift toward a new tool.

Accountability and implementation are two things that are important West Hall. We have signs hang all over our school stating that
as a number one goal that students and teachers are reminded of daily to achieve. Making sure if we say that syllabus is supposed
to available on Canvas that it’s available is something that fits into the accountability piece.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
T_PDF.pdf
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?
Professional learning with our With the growth of more
West Hall has a media West Hall’s tech specialist has learning commons specialist is technology having a robust
specialist trained in technology never been a teacher outside of available via appointment and connectivity is key. Points of
usage that is the leader of the the media center. It causes regularly scheduled times. connectivity also.
Blast Team and whose role is points of contention amongst
to train and be responsible for staff members when Using government grants and New technologies can lead to
all the technical issues in the professional learning takes future funds for technology wil older technologies being
school. place. alleviate some of the forgotten or not used anymore.
forecasted issues.
The Blast team is a secondary If the Wi-Fi goes down
area where staff can reach out teachers are unable to
to help rectify and technology complete classes as regularly
problems scheduled.
Our school has various other West Hall still doesn’t have
staff members who are very 1:1 in every classroom.
comfortable with technology
and can be utilized in
emergency situations.
Hall County puts an emphasis
with money backing it on
technology.
West Hall scored higher on the technical support portion of ISTE’s Lead and Transform Diagnostic Tool than I thought we would.
This made me feel good considering I’m part of that framework for technical support. When looking at the TIM Matrix to get to
transformation level is going to take a lot of help along the way for all faculty. Authentic learning at the infusion or transformation
level is what we are striving for.
The most glaring gap brought up in the collection of data from the survey instrument was teachers not knowing how to use
technology to its highest potential. This can be fixed easily with more communication and designated dates for trainings and
modeled behavior.

Technology tools and learning management systems need to be on the curriculum maps in how they are being used. This will allow
for teachers and administrators to have a piece of mind in knowing that technology isn’t going anywhere. Funding could change
from year to year, but if its stated as a part of the learning process it’s more likely to be funded.
Data Sources: Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
T_PDF.pdf
U.S. Department of Education. (2010). Transforming American education learning powered through technology. Office of
Education Technology. Retrieved from http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf
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?
West Hall has a lot of Students are being exposed to Opportunities exist that are Teachers do not want to have
resources to integrate ISTE standards at an available for parents, teachers, another hoop to jump through.
technology into all areas of increasing rate. and students to all be on the They want to make sure it’s
education. Learning same page staying and not going
management systems, and Learning management systems anywhere.
assessment tools are available are not overly utilized with all Technology and digital
and widespread there tools. resources are available to be Older teachers still prefer
utilized to integrate technology pencils and paper over the
Student technology literacy is Parents are not fully aware of digital landscape.
assessed through the use of a technology standards and
multitude of ways. There are usage at school.
steps to address ISTE standard
framework.
About 50% of teachers utilize
technology as their primary
means of educating.
There are the ISTE standards that the county follows. These standards don’t necessarily not align with the content standards, so
teachers do not take them seriously. Teachers could take the time to align the technology standards with the content standards to
make the technology more effective.

Curriculum frameworks requires standards that are related digital curriculum resources. The Gap Analysis recommends that
parents are able to see standards and material clearly and easily. Accessibility is key. Keeping the ISTE standards at the forefront
of daily education through teacher usage on lesson plans and having them visible for students.
Data Sources: ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-conditions
T_PDF.pdf
References
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
ISTE Standards for Teachers. (2014). Retrieved 1 April 2018, from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
U.S. Department of Education. (2010). Transforming American education learning powered through technology. Office of Education
Technology. Retrieved from http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf
Appendices
Appendix A:
Appendix B:
Technology-Integration Matrix (TIM)
Appendix C:

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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,

Many teachers incorporate

Recommendations from Gap Analysis:

Data Sources: Survey Questions developed by Krofton Montgomery

ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-conditions

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

ESSENTIAL CONDITION TWO: Shared Vision

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

ESSENTIAL CONDITION THREE: Planning for Technology

Technology mentors can be

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

The learning commons

Recommendations from Gap Analysis:

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-conditions

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-conditions

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

ISTE Essential Conditions. (2018). Retrieved 5 April, 2018, from https://www.iste.org/standards/essential-conditions

Technology Integration Matrix. (2018). Retrieved 11 April 2018, from https://fcit.usf.edu/matrix/matrix/

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