Morgan Swot Analysis

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

Name: LaToya Morgan Semester: Summer 18
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
Banneker implemented the 1:1 There are disparate and The Personalized Learning Some teachers are discouraged
initiative with Microsoft inconsistent technology Team has attended ISTE 2018 when using technology
Surface Tablet. practices throughout the and has started to plan for the because of the time it takes to
school. redelivery of the content troubleshoot minor problems.
The School Improvement learned.
Specialists has purchased Not all lessons are rigorous Some teachers are discouraged
software, such as Project Lead and require students to use The new assistant Principal when using technology
the Way and Defined Stem higher order thinking skills. over Curriculum and because of it not being 100%
targeted to increase student Instruction is committed to fail proof.
21st century skills through Much technology use is used improve technology use across
technology. for skill-and-drill practice. all classrooms.
Assessments, such as Not all lessons are enriched

WriteScore, FastBridge, and with authentic learning
EOC interim assessments and experiences.
EOC main assessments are
used to benchmark student There is a lack of emphasis on
progress. encouraging teachers and
school leaders to use
30-40% of teachers are using technology.
technology to improve the
student learning experience.
Technology within the JA
program and CTAE program is
used to build student soft
skills, such as presentation
skills.
Summary of Results/Conclusions:
Banneker High School has the infrastructure to implement and innovate with using technology, however, because of a lack to
teacher training and modeling from school leaders, technology is not being used effectively. There are small pockets of effective
technology use throughout the school. With collaborative planning and planned technology-based professional development, this
will spread to other classrooms. The biggest hurdle for student centered, technology-enriched learning opportunities is the mindset
of hesitant teachers. Modeling, coaching, and peer observations may encourage hesitant teachers to effectively use technology in
their classrooms.
Recommendations from Gap Analysis:
Based on the ISTE Diagnostic Tool and the SWOT analysis, this is an area of improvement. Many sources have stated that students
are going to enter the workforce with the opportunity to work in careers that do not yet exist (International Society for Technology
in Education, 2017). In order to help our students compete, we will need to implement ways to incorporate meaningful technology
experiences in our learner-centered classrooms. In order to do this, I recommend multiple modes of professional development,
including formal and informal professional development opportunities. I recommend traditional professional development, peer
observations, informal professional development opportunities through professional learning networks, and webinars. After
professional development opportunities, coaches and administrators should allow teachers time to alter and try out newly learned
strategies and follow up with any support necessary for teachers to be successful.
Data Sources:
International Society for Technology in Education. (2018, July 3). Diagnostic tool results. Retrieved July 3, 2018, from
https://www.iste.org/standards/lead-transform/diagnostic-tool/results
L. Morgan, personal communication, February 2018.
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?
There is a clear vision There is not an official vision The new personnel that has Although a shared technology
statement as it relates to for technology use on the been placed in charge of vision has been discussed, it is
technology for the district. school level. curriculum and instruction are unclear what the next steps
advocates for technology use. will be because other
The School Improvement Most stakeholders within the initiatives may take
Specialist and the new school are not aware of the A school technology vision precedence based on school
assistant principal over district’s technology vision. will be created. leaders’ priorities..
Curriculum and Instruction are
planning . In the past, there was not an The school technology vision
advocate for technology on the will correlate with the SIP.
school leadership team.
While there is a clear vision regarding technology for Fulton County School, there is not a clear vision regarding technology linked
or created for Banneker High School. Fortunately, some of the responsibilities within the school’s leadership team and those who
are now responsible for curriculum and instruction are open to create a vision linked to the district’s technology vision. After
attending the ISTE conference, plans were made to create a vision and relate everything to that vision. Although in the past there
were no advocates for technology on the leadership team, the new personnel will change the trajectory of technology
implementation at Banneker High School.
The benefit of having a shared vision is everyone having a voice in the focus and direction of your school success. Before creating
the vision, the leaders should familiarize themselves with the district’s vision, “…to transform learning to equip and empower
responsible and productive citizens” (Fulton County Schools, 2015, p. 7). Next, the technology team should enlist the opinions and
visions of all stakeholders to develop a vision that every stakeholder can subscribe to.
Data Sources:
Banneker High School Second Semester 90-day Plan, 2017.
Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update (Rep.).
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 clear technology There needs to be a detailed More marketing for the Teachers may be hesitant to
vision on the district level. technology vision and plan on affordable internet services embrace change.
the school level. could be advertised.
The Personalized Learning Teachers or school leaders are
Team is working to plan There is not a specific plan The School Improvement not aware of technology
effective technology enriched that addresses the needs of Specialist and new AP over standards.
professional development diverse populations, such as C&I are advocates for
throughout the year. gendered groups or technology and will execute Other prioritized initiatives
populations of geographic the plan for technology use. may take precedence over
Banneker implemented the 1:1 diversity. planning for technology
initiative which offered an implementation based on the
opportunity for all students, There is not a technology priorities of school leaders.
including students of low coach position at our school.
socio-economic levels, to have
access to devices at home.
Parents were made aware of a

cheap affordable internet
service.
Planning for Technology is another weak area for Banneker High School. There is a clear plan for technology use for Fulton
County, however, Banneker does not have a plan. After attending ISTE, the Personalized Learning Team is committed to develop a
plan for effective technology use through peer observations, webinars, and professional development workshops. We are headed in
the right direction with the implementation of the 1:1 device initiative. Unfortunately, there is not a technology coach to support the
teachers and staff of Banneker High School, but the Personalized Learning team can be leveraged to fill in where they can. Other
factors that show that we are heading in the right direction is the new personnel placed in charge of curriculum and instruction.
They seem to be committed to encouraging and incentivizing the effective use of technology within classrooms.
This area can be improved by first completing a needs assessment, as suggested by Knight (2007). Once analyzing the data from the
needs assessment, a plan can be developed to address the needs and give support to help the implementation of effective technology
use. Utilizing peer coaching and follow up conversations can assist with the consistency of integrating technology (International
Society for Technology in Education, 2011.). Consistently providing support through blended professional development will assist
teachers with the confidence of implementing technology. The biggest hurdle is prioritizing technology use as equally important as
other instructional initiatives. As long as there are technology champions on the leadership team, planning for technology will take
place.
Data Sources:
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?
1:1 devices for all students Not all households have access Although this has not been School leaders may not
to the internet. discussed, there could be the support the student technology
Special Education teachers are development of a student team.
aware of adaptive tools for Epson Projectors in most technology team to help with
students with learning classrooms do not work. technology implementation Though there is access to
disabilities. and troubleshooting. devices, not every teacher
Most general education maximizes the use of devices.
teachers are unaware of Girls could be encouraged to
There is a strong wi-fi network adaptive tools to help students join the team.
within the school. with learning disabilities.
Minorities and women in
Most teaches are not aware of technology fields could be
specific strategies for gendered brought in to mentor the
groups. students on the technology
team.
While Banneker High School was able to implement technology through 1:1 devices, disparate use of technology was evident
throughout the building. The infrastructure is in place for innovative technology use to occur in the building, however, that may not
be the case for the students at home. Banneker was able to communicate with parents that an affordable internet option is available,
but it is not clear if that information reached all parents. Regarding diverse populations, there is not a plan to cater to their needs or
learning styles. The Special Education teachers are aware of different technology tools available for students with disabilities,
however this information is not known by all teachers. There is nothing mentioned in the district’s technology plan to account for
diverse groups, such as girls, for the school to look to for guidance.
According to the National Digital Inclusion Alliance, equitable use occurs when all students have access to fully participate in their
education (2017). This includes access to technology, the internet, and information. All students, regardless of gender,
socioeconomic status, or disability should have access. To ensure that Banneker students have full access to their education, there
must be a plan in place. We are in the right direction by implementing the 1:1 devices for all students. We have sent out
correspondence to parents about affordable internet. To make sure that all parents received that correspondence, I would
recommend a multilayered communication plan, that includes email, robocall, flyers, and in person informational meetings. I would
also recommend that special attention be given to girls. To ensure that there is not a gendered digital divide, I would recommend
exposing girls to women in the technology industry. I would also propose that a student technology team be developed to add
student voice to the technology decision making. Encouraging minorities and girls to join could add to equity.
Data Sources: Fulton County Schools. (2015). Instructional and Information Technology Strategic Plan Update (Rep.).
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.)
Few teachers use technology Some teachers would rather Champions for technology will Some teachers are not
daily in their classrooms. stick to non-technology have a more active role to help interested in using technology
options if they are unaware of coach teachers to integrate if it is not fail proof.
There a few champions for technology tools. technology.
technology sprinkled Some teachers are not
throughout the building to help The School Improvement interested in technology if it
teachers with instructional Specialist will begin requires too much time.
technology strategies. integrating technology in all
professional development and
faculty meetings to help model
effective technology use.
Skilled Personnel is another area of weakness for Banneker High School. Very few teachers are using technology on a high,
rigorous level. There is also no consistency of technology use on a daily basis. When teachers have questions about technology,
they ask the few teachers who are consistent and comfortable with its use. This could be seen as a strength because an informal
structure of peer coaching is taking place. Teachers who do not use technology consistently or at all sometimes prefer the traditional
pencil/paper activities to avoid hiccups. Fortunately, the Personalized Learning Team and the School Improvement Specialist can
work to integrate technology in professional development and faculty meeting to help model how technology can be implemented
across the schools. There will need to be a mindset shift to help the assist the hesitant teachers to embrace change.
There are many recommendations that can be given to fill the gap found in Skilled Personnel. Teachers who are strong in
technology use can peer coach other teachers through informal coaching and peer observations. As mentioned during the ISTE
Conference, it is best to model technology use by integrating it into meetings that already take place, such as faculty meetings and
professional development. It is recommended that school leaders model technology use through these means.
Data Sources:
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?
The school supports outside There are a very limited Software and subscriptions There has not been effective
opportunities to learn to number of professional have been purchased to modeling of technology in the
integrate technology use. learning opportunities offered encourage the integration of past, therefore, school leaders
through the school relating to technology. may revert to not integrating
The School Improvement technology. technology when it is
Specialist and new AP over Professional learning and convenient.
C+I are committed to Technology related faculty meetings will begin
providing professional learning professional learning has been embedding technology. Because of time, teachers may
to teachers that is enriched an isolated topic. not opt in to informal learning
with technology. During each PLC, one teacher opportunities.
Leaders are not implementing will be chosen to share
Teachers participate in weekly the national standards of instructional strategies,
PLCs to coplan with content professional learning. including technology enriched
area teachers and other ones.
department members.
With a clear shared vision,
PLCs and other instructional
initiatives will have a clear
focus.
In the past, professional learning has not occurred outside of weekly PLCs. Learning Forward’s Professional Learning standards
have not been addressed and there has not been a targeted area of focus. As it relates to technology, professional learning as it
relates to technology has only been offered once or twice throughout last school term. One of our strengths is that administration
has supported outside opportunities for ongoing professional learning. Funding as been given to several teachers to attend
conferences and the district also provides professional learning. There has also been software and subscription purchases to
encourage the integration of technology, however adequate training on these items have not been provided. As mentioned
previously, technology related professional learning has not been an inhouse priority. Fortunately, some of the administrative
responsibilities have shifted and the leaders responsible for curriculum and instruction are committed to include technology as a
priority.
According to our ISTE Diagnostic Tool, we are doing comparatively well in this category, but there are some areas of improvement
to consider. I would recommend that school leaders become familiar with Learning Forward’s Professional Learning standards.
This framework provides a guide to assist with developing effective professional development. My next recommendation is to
develop a plan for implementing ongoing professional development, including technology based professional development. After
the execution of the plan, follow up coaching and conversations are required for the professional development sessions to be
effective (Knight, 2007).
Data Sources:
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 is a personal technology There is only one technical The school can leverage the There is not a lot of trust in the
support specialist in the support specialist permanently Personalized Learning team to technical support specialist.
building to assist with located at the school to support support teachers with
troubleshooting and other all teachers. instructional issues relating to Some teachers do not use
technology related problems. technology. technology because of fear that
There is not an actual it will not work.
The district provides technology coach position to
technology support to the support with instructional
school when needed. issues as it relates to
technology.
Fulton County supplies each school with a Technical Support Specialist. This person assists the school with any technology related
issues within the building. On occasions, other Technical Support Specialists will be sent the school if there is a need, for example
testing and device deployment and collection. Outside of those special occasions, it is one person to handle the day to day issues.
Unfortunately, there is not must trust in the Technical Support Specialist because of the time it sometimes takes to troubleshoot
issues. Outside of the Technical Support Specialist, there is not a technology coach position. One was attempted to be created for
the next school term, but funding would not allow it.
Technical Support is crucial with effective implementation of technology. Although there is permanent technology support within
the school, this is still an area of improvement. Trust can be built between the Technical Support Specialist and the teachers by
being transparent about the process it takes to troubleshoot minor and major issues. A student technology team can be developed to
assist the Technical Support Specialist with minor troubleshooting issues. To remedy the absence of the technology coach, the
Personalize Learning Team and other technology advocates can be used to assist teachers with technology use.
Data Sources:
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?
There is a week allotted every The school does not use the The Personalized Learning Although teachers have access
September to promote digital ISTE standards. team can train teachers on the to digital resources, they may
citizenship. ISTE standards for teachers not utilize them to assist with
Technology literacy is not and students. technology integration.
Teachers have access to many assessed in the school.
digital resources to assist with The Personalized Learning
integrating technology in the team and the instructional
school. support team can explore ways
to assess technology literacy.
Every September, there is a week allot to teach digital citizenship. This includes lessons created by Common Sense Media about
technology literacy and responsible use. Many digital resources are available for teachers to explore and use that are aligned to the
standards in various classes in the school. These are great technology related opportunities found at Banneker. Even though these
resources are available, sometimes teachers do not explore them because of the limits of time. The vetting process is not of interest
when other priorities are on the table. Another weakness is that the ISTE technology standards have not been introduced or used by
the administrators, staff, or students. We also do not have a system to assess technology literacy outside of the activities completed
during Digital Citizenship Week.
To fill the gap found in this area, the Personalized Learning team can train teachers and school leaders on the ISTE standards for
teachers and students. This could be embedded in the professional learning workshops. The Personalized Learning team can also
explore ways to assess technology literacy. The first steps are to explore the resources provided through ISTE and Common Sense
Media. To encourage teachers to explore more digital resources, a section of PLC time can be dedicated to exploring resources
related to specific content area. The PLC can vet the resources together. This would encourage teacher voice and critical
conversations around the resources we use in our classrooms.
Data Sources:

References
Banneker High School Second Semester 90-day Plan, 2017.
Bowser, G., & Zabala, J. S. (2012). Aim for Digital Equity. Learning & Leading with Technology, 16-19. Retrieved July, 2018, from
https://files.eric.ed.gov/fulltext/EJ982838.pdf.
International Society for Technology in Education. (2017, June 16). Preparing students for jobs that don. Retrieved July, 2018, from
https://www.iste.org/explore/articledetail?articleid=1002
International Society for Technology in Education. (n.d.). Essential Conditions: Shared Vision. Retrieved July, 2018, from
https://www.iste.org/standards/essential-conditions/shared-vision
International Society for Technology in Education. (2011) Technology, Coaching, and Community Power Partners for Improved
Professional Development in Primary and Secondary Education (pp. 1-21, Rep.).
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
National Digital Inclusion Alliance. (2017, March 31). Definitions. Retrieved from https://www.digitalinclusion.org/definitions/
Appendices
Appendix A: Results from the ISTE Lead and Transform Diagnostic Tool

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ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Assessments, such as Not all lessons are enriched

ESSENTIAL CONDITION TWO: Shared Vision

L. Morgan, personal communication, February 2018.

ESSENTIAL CONDITION THREE: Planning for Technology

Parents were made aware of a

L. Morgan, personal communication, February 2018.

L. Morgan, personal communication, February 2018.

ESSENTIAL CONDITION FIVE: Skilled Personnel

L. Morgan, personal communication, February 2018.

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

L. Morgan, personal communication, February 2018.

ESSENTIAL CONDITION SEVEN: Technical Support

L. Morgan, personal communication, February 2018.

ESSENTIAL CONDITION EIGHT: Curriculum Framework

L. Morgan, personal communication, February 2018.

Banneker High School Second Semester 90-day Plan, 2017.

L. Morgan, personal communication, February 2018.

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