Groover L Swot Analysis

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

Name: Larrece Groover Semester: Fall 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
Administration and coaches The daily technology focus is Teachers plan weekly and have Some teachers lack the time to
use technology to deliver centered around students opportunities to collaborate learn how to integrate the
professional development, consuming the technology and with each other about the technology in the classroom.
district information, and drill and practice. content, products, technology,
collaborate with the staff. and assessment which can be Some teachers think students
Not every teacher is used to promote creativity, should not be on technology.
Teachers use technology to encouraging creativity, collaboration, critical thinking,
deliver lesson components to collaboration, critical thinking, and innovation. Some teachers are not
students and collaborate about and innovation through confident with technology so
lessons with their peers within research based practices in Teachers have participated in they would rather not hassle
the building and district. their lessons daily. professional development with with using it in the classroom.
the modeling of best practices
Teachers use technology in the The connection to authentic, from the instructional coach, Due to funding, there is not a
classroom with students for real-world experiences is not teacher observations, and focus on technology related
centers, research, standard evident in all content areas technology leaders. professional development or
based assignments, and some throughout lessons. opportunities for technology
student created products. The B.L.A.S.T team follow-up to help teachers
concentrating on blended fully implement the new
Chromebooks, laptops, and learning through technology program.
Ipads are used daily in most was created with grade
classes. level/team representation to
help with implementation of
Students use the devices to the learning management
practice and extend the system and technology tools.
Georgia Standards of
Excellence (GSE) standards
addressed in the lessons.
Technology is used to target

mastery of basic math and
reading skills through Moby
Max, IXL, Prodigy, and
SumDog.
Summary of Results/Conclusions:
While technology is being used at Lula Elementary on a daily basis by administration, teachers, and students, the analysis indicates
an area of weakness concerning how the technology is being used. The focus of the technology is targeted toward student
achievement of the Georgia Standards of Excellence however it is centered around mastery of basic math and reading skills.
Teachers use the technology to deliver their lessons and conduct routine daily classroom procedures. Most teachers provide
students with opportunities to utilize technology during centers but the focus is on drill and practice. Most students are consuming
technology with limited opportunities focused around producing. One area of weakness is the majority of the teacher’s daily
lessons lack opportunities for creativity, collaboration, critical thinking, and innovation. A second area of weakness comes from
teachers not providing connections to authentic, real-world experiences in all the content areas. Time is a major factor contributing
to the lack of integration of technology in the classroom because teachers do not feel like they have the time or want to hassle with
possible technology issues. Opportunities during weekly planning are provided and can promote technology, creativity,
collaboration, critical thinking, and innovation. Teachers have participated in professional development with exposure to best
practices and have a grade level representative on the B.LA.S.T. team to help with implementation of the learning management
system and technology tools.
Recommendations from Gap Analysis:
While this was not the lowest scoring area on the diagnostic tool, student centered learning is an area we need to improve in at Lula.
The mission of Lula Elementary is to empower students to be lifelong learners and enable them to achieve their maximum potential
in a diverse, ever-changing world. The faculty at Lula Elementary School is committed to provide an educational journey that
empowers, challenges, and prepares our students for the world around them. In order for us to be successful our staff needs to
provide student-centered teaching integrating creativity, collaboration, critical thinking, and innovation through the use of effective
technology use. The ISTE essential standards (2018) state a student-centered learning classroom should have students solving real-
world problems, teachers emphasizing creativity, technology enhancing the pedagogy, and differentiation being taught through
technology. Each week the teachers have an opportunity to plan their lessons according to the district frameworks and resources
already provided. Collaboration is a key component to providing student-centered and standard-based learning opportunities
through technology in the classroom. As a school we have teachers on various levels of technology knowledge therefore the grade
level collaborations is imperative to providing the schoolwide technology focus we need to implement. During the weekly
meetings the B.L.A.S.T. team member for the grade level can help instruct, implement, and infuse technology centered tools into
the lesson. Teachers who need additional opportunities to see the tools in action can visit the Canvas module with the recorded
tutorials of lessons. Teachers who need hands on modeling should be provided opportunities to see the technology used within the
classroom showing best practices with technology in the classroom. Technology leaders can also provide one on one coaching as
needed to help individuals who have issues with the use of technology once it has been implemented. After interviewing the
technology team and administration, we believe Lula can strengthen our student-centered learning through grade level planning,
collaboration, teacher leaders, observations, modeling, and follow-up. In order to meet the needs of the students, our staff needs to
be willing to make the changes necessary. As Sheninger (2014) states change is hard but “educators must be willing to take risks,
learn from mistakes, and put in the time”(p. 57). It may not be easy and we may make mistakes but it is worth it because our
students matter.
Supporting Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times.
Student-Centered Learning. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-
conditions/student-centered-learning
Technology and Administration Team 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
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?
The administration and some The school does not have a The technology team can lead Our current principal is leaving
teachers feel the need for a technology vision for the the faculty in professional in the next 3 weeks so we will
focus on technology school. development to establish ideas have new leadership.
integration to help prepare our about how to reach the goals
students for the future and The SIP has a technology outlined in the SIP. Our district does not provide
meet the mission of the school. related goal however not all instructional technology
teachers are aware of how to All stakeholders can develop a coaches at each school.
The district has a technology reach the expectation of the shared vision for technology
plan focusing on goals, usage, goal. integration focusing on The technology support
guidelines, and current reality developing critical thinking, personnel are spread across
of technology. innovation, creativity, and multiple schools and will
collaboration in the classroom. provide professional
The administration and development on occasion but
B.L.A.S.T. team agree Some teachers want to not classroom modeling with
schoolwide goals need to be integrate technology students.
created focusing on technology effectively into their classroom
integration and usage. and will attend professional
development if provided.
While there is not an official vision for technology in the school the administration and some teachers understand the need to
integrate technology for our students. The B.L.A.S.T. team and administration agree the school needs to move towards developing
a specific technology vision and goals for successful integration. The leadership team created a goal with a technology component
however not all teachers are aware of how to reach the expectation of the goal. Students have access to devices and the internet
throughout the school day and the district has provided Google Drive, Launchpoint, and Canvas which can be accessed during the
day and through mobile devices at home. Some areas of weakness surround the lack of internet access for students at home, no
specific technology vision for the school, and no funding available for an instructional technology coach. As we move towards
developing a technology vision, a concern is our principal is leaving this month so we will have new leadership. Our district IT
department is spread across multiple schools providing great technical support however they do not provide classroom modeling for
teachers.
A shared vision should be created and implemented by all stakeholders. As Sheninger (2014) explains a coherent vision created by
all stakeholders who actively contribute to a concrete, collective vision is imperative to a successful technology implementation (p.
65). Based on the administration interviews, our school lacks a shared vision for technology and has just recently embedded a
technology focused goal within the School Improvement Plan. There are many reasons for the lack of a focus on technology over
the years however the technology team and administration feel the time has come to move forward on developing a shared vision.
The steps needed for developing a shared vision needs to involve professional learning for the staff, informational meetings and
planning for the parents, surveys of parents and students, and collaboration with community leaders. Each of these opportunities
will provide input for the shared vision for the school and create a defined goal for the integration of technology in the school
therefore increasing the low scores found through the analysis of the diagnostic tool.
Supporting Sources:
Shared Vision. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-conditions/student-
centered-learning
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion
of ICT and digital learning resources.
Guiding Questions:
 Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into
SIP?)
 What should be done to strengthen planning?
 In what ways does your school address the needs of diverse populations in the school or district to include how race,
gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12
students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software,
knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy
acquisition.
There is a district plan to guide A technology vision is needed The district provides new Some teachers use the lack of
technology implementation for the school to strengthen the laptops to teachers in a technology resources for some
and placement of technology implementation of technology systematic way so the students at home as a reason to
refurbished laptops could be
within each school in the in the school for teaching and repurposed for student keep from implementing
district. learning. checkout. technology assignments.
There is a goal within the SIP The school does not have a A low cost or subsidized The lack of time to develop the
targeting technology plan to meet the needs of internet could be offered to technology vision with most
implementation. students who lack internet families to further address the meetings focusing on
access at home due to low SES groups. curriculum instruction with no
Students have access to socioeconomic needs or technology focus.
devices and internet prior to location of available services. A central internet location in
school if they do not have each area of the district could No instructional technology
access at home. The school and district does be provided for student use to coach to provide guidance and
not have instructional help families in our SES modeling for teachers.
The district has provided all technology coach positions at groups.
students with Google drive the school.
accounts. Job representation, classroom
design, and classroom
The district manages and experiences involving female
provides Launchpoint with role models to help gender
several programs to meet the equity.
needs of diverse needs.
The district level Launchpoint

allows students to access many
programs with mobile devices.
While the district plan provides technology implementation and placement goals the school does not have a specific goal. The
student has access to devices and the internet prior to school if they do not have access at home to complete assignments. Every
student has a Google drive, Launchpoint, Canvas, and access to many subscriptions provided and maintained by the district. Some
areas of concern are the lack of internet access at home, no instructional technology coaches within the schools, and the lack of a
shared vision. Teachers use the lack of resources at home as a reason to avoid technology as well as the time it takes to learn new
technology. The district has opportunities available through low cost internet, refurbished laptops for checkout, and central Wifi
locations for students who are in our low socio-economic status to access the internet for assignments. The computer lab is not
available later in the evening due to limited funding for staffing. An additional opportunity to help with technology planning can
address gender equity through job representation, classroom design, and classroom experiences involving female role models.
Based on the diagnostic tool, technology implementation is definitely an area we need to continue to grow in so we can meet the
mission of empowering our students to be competitive in the technology driven world. While the district provides technology and
many resources for our teachers and students to meet the needs of our diverse population. There is only one single goal within the
SIP targeting technology integration into the classroom. The technology vision needs to be strengthen for teaching and learning as
well as goals to meet the diverse learners. One way we can address the needs of our learners is to provide students who lack
devices at home an opportunity to check out devices from the school. One study found that students’ use of laptops for homework
in core subjects correlated highly with their reading and math achievement scores (Harper & Milman, 2016). Our school provides
teachers in the district new laptops in a systematic way so the refurbished laptops could be repurposed for student checkout which
could help the low SES population. Additional ways we can address the needs of our low SES students is to provide low cost or
subsidized internet through grants and community partnerships or provide a central internet location in each area of the district so
students can have a homework hub to access after school hours. Our school can improve ELL and gender equity through
technology planning through job representation, classroom design, and classroom experiences highlighting female and ELL role
models.
Supporting Sources:
Implementation Planning. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-
Lula Elementary School: School Improvement Plan 2018-2019. (2018). Lula, GA: Hall County Schools.
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
 To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning?
 To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
 What tools are needed and why?
 To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
 Do students/parents/community need/have beyond school access to support the shared vision for learning?
All teachers have an Epson The devices are not allowed to The school could have access Some teachers do not have the
interactive whiteboard, Dell be checked out by students so to refurbish laptops possibly devices available to the
laptop, and docking station in students are unable to take for student checkout. students even though they have
their classroom issued by the them home. access.
district. Curriculum and parent nights
Some students do not have can include technology There is no funding for
The majority of the school has access to the internet at home. workshops to help parents transportation to help students
1:1 Chromebook or laptop learn about the technology the utilize the computer lab.
device access. Students do not have students are using in the
transportation to return to the classroom. Due to the lack of funding,
Each classroom has IPads school to use the computer lab. staffing is not possible for the
available for student and A low cost or subsidized computer lab for student and
teacher use. internet could be offered to parent use.
families to further address the
There chromebooks available low SES groups.
to checkout in the library for
use. A central internet location in
each area of the district could
There is a computer lab with be provided for student use to
35 computers available for use. help families in our SES
groups.
The school and each classroom
has been upgraded and Job representation, classroom
equipped with Wi-Fi hubs for design, and classroom
connection. experiences involving female
role models to help gender
Each student and teacher has equity.
Google Drive, Launchpoint,
Canvas (Learning
Management System) and
subscriptions to support
learners at home at school.
School devices have access to
subscriptions to support
diverse learning needs such as
Read/Write, BrainPop ELL,
and CoWriter.
Students have access through

to all programs through
ClassLink and Launchpoint on
mobile devices.
The school and district have access to computers and digital resources to support engagement, standard-based, and student-centered
learning. Teachers have access to Epson interactive whiteboards, Dell laptops, and docking stations in their classrooms for
presentations and instruction. The majority of the school has 1:1 Chromebook/laptop device access as well as the opportunity to
bring your own device options. The school also has upgraded Wi-Fi hubs and a large computer lab for teachers to use. The district
provides subscriptions for drill and practice, learning, production, storage, acceleration, ELL, assistive technology, and remediation.
The computer lab is not available later in the evening due to limited funding for staffing and students lack transportation to take
advantage of the later hours. The district has opportunities available through low cost internet, refurbished laptops for checkout,
and central Wifi locations for students who are in our low socio-economic status to access the internet for assignments. An
additional opportunity to help with technology planning can address gender equity through job representation, classroom design,
and classroom experiences involving female role models.
While the diagnostic tool shows us doing relatively well in the area of equitable access, our school and district can still improve in
the area. In order to bridge the gaps and support our students in digital learning we need to make sure all students have access not
only at the school but outside the school walls. The school could have access to refurbish laptops possibly for student checkout.
One study found that students’ use of laptops for homework in core subjects correlated highly with their reading and math
achievement scores (Harper & Milman, 2016). Some strategies to provide equitable access for the students should include low cost
or subsidized internet through grants or community partnerships as well as central Wi-Fi locations within the district for students to
access the internet for homework assignments. Our school can also provide additional opportunities for gender and race equity by
providing job representation and classroom experiences embedded through technology using gender and ELL role models. As the
ISTE Essential Conditions explains it is imperative students have opportunities to fully participate. The school and district provides
1:1 device usage, robust Wi-Fi access, and subscriptions for all students so our next steps need to reach outside the classroom walls.
Supporting Sources:
Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A
review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129-142. Retrieved from
https://www-tandfonline-com.proxy.kennesaw.edu/doi/full/10.1080/15391523.2016.1146564
Equitable Access. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-conditions/student-
centered-learning
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.)
All the administration and Some teachers do not have a Technology professional Some teachers would rather
teachers are able to access and clear understanding of how to development has been not use technology due to lack
use email, Infinite Campus, effectively implement provided after school for of understanding of how it can
and Launchpoint. technology assignments teachers based on need. benefit or time to understand
through Canvas. how to use it.
Most teachers have created a B.L.A.S.T. members provide
class page in Canvas the Most teachers do not feel like technology information to Most teachers do not feel they
learning management system. they can keep up with all the grade/teams. can handle technical issues if
new technology due to time students have them.
All teachers are able to use restraints. A Canvas technology module
technology to manage their created by B.L.A.S.T. Lack of funding for a
classroom on a regular basis Most teachers do not members can provide tutorials technology instructional coach.
for routine procedures such as understand how to utilize and technology help for staff
attendance, morning technology to promote members. Lack of time and funding for
announcements via live show, creativity, collaboration, academic coach to provide
report cards, parent emails, critical thinking, and technology related professional
progress monitoring, RTI, and innovation. development.
accessing district created
lesson modules.
Most teachers are receptive to

using technology in the
classroom for instruction.
The school and district

provides subscriptions to
teachers and students to
promote instruction and
learning.
Canvas module providing

technology how to help is
available to every teacher.
The administration and teachers can effectively access and use email, Infinite Campus, and Launchpoint. All the teachers are able
to use technology to manage their classroom on a regular basis for routine procedures such as attendance, morning announcements
via live show, report cards, parent emails, progress monitoring, RTI, and accessing district created lesson modules. Most of the
teachers have created a class page in the learning management system however most teachers do not have a clear understanding of
how to effectively implement technology assignments through Canvas. Teachers are receptive to using technology in the classroom
for instruction and use the subscriptions provided by the school and district to promote instruction and learning. Canvas module
providing technology how to help is available to every teacher. The B.L.A.S.T. team members provide technology information to
the grade/teams and have a technology module through Canvas to help provide technical support through tutorials. While most use
the technology some teachers do not feel they can keep up with all the new technology due to time restraints and they are unsure of
how to utilize technology to promote creativity, collaboration, critical thinking, and innovation. Technology professional
development has been provided after school for teachers based on need however some teachers still feel they cannot handle
technical issues if students have them so they stay away from technology usage in their classroom. An instructional technology
coach would help provide the support needed for integration of additional tools since the academic coach centers most of the
instruction around academic and curriculum instruction.
As the diagnostic tool indicates skilled personnel is one of our areas of weakness and needs our attention. While our teachers are
skilled in the areas of basic and administrative procedures relating to technology, most of our teachers do not feel like they can keep
up with all the new technology due to time constraints and most of the teachers do not understand how to promote creativity,
collaboration, critical thinking, and innovation. As the administration and technology team discussed technology implementation,
time was a common theme. Understanding time is an issue developing some components of the connected learning model will be
important for enhancing our resources. As Sheninger (2014) explains through the connected learning model members transition
between the physical and virtual networks to communicate, collaborate, acquire resources, support and share ideas, data, strategies,
and information (p. 119). Some ways to improve in the area of skilled personnel should include obtaining an instructional
technology coach so there can be focused technology professional development. An instructional technology coach can provide
modeling and the necessary follow-up to make technology implementation successful. The B.L.A.S.T. team members could also
provide additional technology instruction and assistance through planning, guidance, and support within their grade levels/team.
The Canvas technology module can provide tutorials highlight effective lessons modeling the use of technology in the classroom by
technology leaders in the classroom. If an instructional technology coach cannot be obtained through district, federal, or state
funding, grants can be pursued to help provide professional development funds for technology enhancement lead by our academic
coach or technology leaders/teams as well as shared follow-up opportunities. As the ISTE Essential Conditions explained skilled
personnel can be technology leaders who are distributed throughout the school and have varying levels of technology proficiency.
Supporting Sources:
Skilled Personnel. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-conditions/student-
centered-learning
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?
All teachers participate in Only one teacher attends the All teachers are given Teachers are not always
Professional Learning GaETC and it is the same opportunities to lead willing to actively participate
Communities twice a month. teacher in the fall due to professional development. in professional learning due to
funding. most sessions are at the end of
Most teachers participate in Faculty meetings have the day when teachers are
professional learning at least There are limited technology included time to collaborate exhausted.
once a month relating to related trainings provided and vertically with other grade
content instruction during the most teachers who attend do levels about expectations for Most teachers do not
instructional day. not redeliver after they go to students and staff. volunteer to lead professional
the training. development due to limited
The county will hold a time and resources to prepare
technology instructional fair for Teachers who do redeliver are for the additional requirement
the second year with teachers unable to follow-up with to their day.
and students sharing teachers do to their classroom
technology. instruction requirements.
The B.L.A.S.T. district

representatives attend the
GaETC conference in the fall
with each school lead attending.
According to the diagnostic tool, Lula is meeting Ongoing Professional Learning however most of the professional learning is
centered around curriculum and instruction. Teachers are required to attend Professional Learning Communities twice a month
focusing on their instruction and a book study for overall school improvement. Most of the teachers participate in a professional
learning at least once a month related to a specific content area during their instructional day. The district holds a technology
instructional fair highlighting student work centered around standards, technology, and production. The B.LA.S.T. district
representatives attend GaETC in the fall but only the same teacher attends from the school due to funding. Some areas of weakness
for the school are limited technology related trainings provided and most teachers who attend do not redeliver after they go to the
training. The teachers who do redeliver are unable to provide any follow-up with the teachers who implement the technology due
to their own classroom instruction requirements. All the teachers are given opportunities to lead professional development and
previous faculty meetings have provided opportunities to collaborate vertically with other grade levels about expectations. Most
teachers do not volunteer to lead professional development due to limited time and resources and lack the stamina to actively
participate in professional learning due to most sessions being at the end of the day.
Ongoing professional learning within our building is a strength based on the diagnostic tool however the professional learning is not
related to technology. Technology changes quickly and many teachers feel like they are falling behind so it is important to provide
for a plan to help teachers have devoted time to acquire the knowledge they need to use technology. As Lewis (2016) stated
“essential components of teacher commitment to technology initiatives such as 1:1 programs include the availability of professional
development, adequate infrastructure and technical assistance, and strategic support (p. 13). As ISTE Essential Conditions (2018)
states all the technology in the world will not help students if the teachers do not understand how to use it to make a difference. An
instructional technology coach can provide the necessary ongoing professional learning necessary for technology implementation.
The B.L.A.S.T. team members could lead professional development within their grade levels and teams as well as within the staff
however all teachers should be given opportunities to lead professional development. Faculty meetings need to include
opportunities to vertically collaborate with other grade levels about technology expectations for students and staff. Ongoing
professional learning can be provided through the use of the Canvas technology module with tutorials highlight effective lessons
modeling the use of technology in the classroom. Grant funding or additional resources can be allotted to send additional staff
members and technology leaders within the building to GaETC instead of just the same person each year. If an instructional
technology coach cannot be obtained through district, federal, or state funding, grants can be pursued to help provide professional
development funds for technology enhancement lead by our academic coach or technology leaders/teams as well as shared follow-
up opportunities.
Supporting Sources:
Lewis, M. (2016). Professional learning facilitators in 1:1 program implementation: Technology coaches or school librarians?
School Libraries Worldwide, (2), 13. Retrieved from
https://login.proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsglr&AN=edsgcl.50216174
2&site=eds-live&scope=site
Ongoing Professional Learning. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-
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?
All classrooms have Technology support is not A module within the LMS has Some of the B.L.A.S.T. team
Chromebook cabinets with onsite and is shared with other tutorials for the staff. leaders are not confident in
Chromebooks assigned to the campuses in the district. troubleshooting technology
classroom within the last 3 A district B.L.A.S.T. team issues.
years. Technical issues must be sent module is provided to team
into the district through an members to help with Some teachers get frustrated
All classrooms have upgraded online ticket system. troubleshooting. easily when they have
with faster more reliable Wi-Fi technical issues so they would
connections to lessen internet There is not an instructional A district IT specialist is rather just stay away from
drops in the classroom and technology coach. Some of assigned to the school along using technology all together.
throughout the building. the B.L.A.S.T. team members with other schools to
share these responsibilities as concentrate on our specific
The B.L.A.S.T. team has taken time permits. school technology needs and
a more active role within the concerns.
building to provide technical
support and instruction of
technology programs.
Teachers are provided with

updated laptops based on a
rotation technical plan
established by the district.
The IT department responds

quickly to technical issues
with either a phone call, visit,
or support through someone
onsite.
Technical support is one area Lula scored well on in the diagnostic tool. All the classrooms have Chromebook cabinets with
Chromebooks assigned to each classroom within the last 3 years. Each of the halls and classrooms have been upgraded within the
last year with faster more reliable Wi-Fi connections to lessen internet drops in the classroom and throughout the building. The
B.L.A.S.T. team has taken a more active role within the building to provide technical support and instruction of technology
programs. Teachers are provided with updated laptops based on a rotation technical plan established by the district. The IT
department responds quickly to technical issues with either a phone call, visit, or support through someone onsite however
technology support is not onsite and is shared with other campuses in the district. Technical issues must be sent into the district
through an online ticket system and a district IT specialist is assigned to the school along with other schools to concentrate on our
specific school technology needs and concerns. Some areas of concern are the lack of an instructional technology coach, teachers
who are worried about technical issues, and B.L.A.S.T. team leaders who are not confident in troubleshooting the technology
issues.
Technical support is one of our strengths as evident in the diagnostic tool. Our district technical department provides quick and
reliable service however technology support is not onsite and is shared with other campuses in the district. As technology is used
more in the classroom, technical issues can become more of an issue. Teachers will not use the technology if they do not feel like it
is reliable so it is important as a technology team, school, and district district we develop a system to eliminate technology issues as
quick as possible. A technology coach in the building would be one way we can handle the onsite need for technical support. A
module developed through our learning management system for teachers to access with troubleshooting resources is a second way
to address technical support. The existing district B.L.A.S.T. team module provides the grade level member troubleshooting
information to help their team with individual subscription troubleshooting information. As Sheninger (2014) explains teachers
have to feel supported which also means we must remove the fear of failure and encourage risk-taking (p. 66). In order to build
confidence in your B.L.A.S.T. members with troubleshooting and use of new subscriptions, professional learning opportunities
should be given to the team to enhance their training so they can encourage the team members.
Supporting Sources:
Technical Support. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-conditions/student-
centered-learning
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?
The district provides Most teachers, students, and Teachers, parents, and students Teachers are already
curriculum modules with parents are not fully aware of become aware and utilize the overwhelmed with all the
digital resources aligned to the ISTE standards for students. ISTE standards. standards they have to cover.
content standards to help
integrate technology into the Most teachers are not fully Professional development for Some parents express concern
the lessons. aware of ISTE standards for teachers focusing on about students spending too
teachers. technology and ISTE standards much time on the computer.
within their lesson plans.
Technology literacy is not
assessed on a regular basis in
the school.
The district has provided every grade level a content module for ELA, Math, Science, and Social Studies. The district modules
provide curriculum frameworks and maps along with lesson plans aligned to the content standards. The lessons and frameworks
have digital resources aligned and integrated into each of the content areas. While most of the teachers, students, and parents use
technology, they are not aware of the ISTE standards for students or teachers. Teachers are already overwhelmed with all the
standards and becoming familiar with the ISTE standards too has not been the focus. Professional development focusing on
technology will provide teachers with opportunities to become aware and utilize the ISTE standards. As parents express concern
about students spending too much time on the computer, curriculum nights can provide opportunities to educate the importance of
the ISTE standards.
Some of the standards are being addressed in the classroom however based on interviews with administration the teachers are not
aware of the ISTE standards for teachers. The development of the shared vision with all the stakeholders will provide one
opportunity to communicate the ISTE standards with teachers, parents, students, and community members. Professional
development for teachers focusing on technology and the ISTE standards will provide additional opportunities to communicate the
ISTE standards. The weekly grade level meetings could be an additional opportunity to align ISTE standards with the provided
district curriculum frameworks. An instructional technology coach would also provide additional opportunities to highlight ISTE
standards into daily lessons and units. Most teachers in the building are receptive to technology use however they are overwhelmed
with how to fit it in so each of these strategies would provide opportunities to strengthen technology in their lesson. As teachers
integrate more technology and communicate individual student progress, parents will get a better understanding of how technology
is being used in the classroom.
Supporting Sources:
Curriculum Framework. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-
Surveys
References
Essential Conditions. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-conditions
Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A
review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129-142. Retrieved
from https://www-tandfonline-com.proxy.kennesaw.edu/doi/full/10.1080/15391523.2016.1146564
Lewis, M. (2016). Professional learning facilitators in 1:1 program implementation: Technology coaches or school librarians? School
Libraries Worldwide, (2), 13. Retrieved from
http://eds.a.ebscohost.com.proxy.kennesaw.edu/eds/pdfviewer/pdfviewer?vid=1&sid=3840e856-b449-40a1-b2e1-
e5bdae21f6d1%40sessionmgr4010
Lula Elementary School: School Improvement Plan 2018-2019. (2018). Lula, GA: Hall County Schools.

Appendices
Appendix A: Results from ISTE Lead and Transform Diagnostic Tool
Appendix B: LoTi Survey Questions

Survey
Appendix C: Adopter Survey
Survey
Appendix D: Essential Condition Interview Questions
Interview Questions
Appendix E: SIP Plan/Technology Plan Analysis
Analysis

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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,

Technology is used to target

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

The district level Launchpoint

Students have access through

ESSENTIAL CONDITION FIVE: Skilled Personnel

Most teachers are receptive to

The school and district

Canvas module providing

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

The B.L.A.S.T. district

ESSENTIAL CONDITION SEVEN: Technical Support

Teachers are provided with

The IT department responds

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Essential Conditions. (2018). Iste.org. Retrieved 6 November 2018, from https://www.iste.org/standards/essential-conditions

Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A

Libraries Worldwide, (2), 13. Retrieved from

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times.

Appendix A: Results from ISTE Lead and Transform Diagnostic Tool

Appendix B: LoTi Survey Questions

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