Swot Template Revised 2018

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

Name: Breannia Stewart Semester: Summer 2019
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
Technology is used to support Not all AKS standards are New Web 2.0 tools are The reluctance of teachers who
student learning in a variety of connected to a technology available that can specifically are not familiar with using
ways each day. standard. link standards to the activity. technology to support student
engagement, deepen
Teachers use technology each Not all teachers are aware of As new tools emerge, the understanding of content and
day to present information, how technology can be used to county can provide additional how that knowledge can be
disseminate information to support student engagement, standards-based, student transferred can be a threat to
each student through a student deepen understanding of centered training. condition one.
portal, take attendance, content and how that
communicate with other knowledge can be transferred.
teachers, staff, and students,
and collect data to guide daily
instruction.
Students use technology to

access resources, communicate
with their teachers and
collaborate with other students.
The purpose for most teachers

and students is to access
information needed to support
and master the Academic
Knowledge and Skills(AKS),
Gwinnett’s set of standards,
being taught each day. AKS
can be taught through
independent study, small group
instruction, whole group
instruction, team collaboration
or project-based learning.
Summary of Results/Conclusions:
Gwinnett as a whole does a very good job at providing teachers with an opportunity to embed technology into its instruction. The
primary mode of technology interaction being their learning management system, Desire 2 Learn. Teachers are encouraged to use
these tools to provide additional resources for instruction and assess student using the D2L assessment platform. Gwinnett houses
all of it’s assess to through portal. Parents, teachers, and students have individual portals. Teachers may access their grade book,
attendance, and D2L teacher pages through this portal.
The guiding standards are called the Academic Knowledge and Skills(AKS). Students are assessed on this standard using an online
platform called school net. Teachers may assess using teacher-made test and county-made tests. While the standards are a great
guide for what students are expected to learn in each class, there is not a direct link to how technology should be used to support
these standards. Gwinnett also does a good job of providing educators with digital resources and Web 2.0 tools, but many teachers
are unaware of the plethora of tools at their disposal. Typically only teachers that participate in summer professional development
are aware of the tools that Gwinnett provides. Outside of the voluntary professional development teachers usually have to seek out
these tools on their own or from other teachers.
According to the ISTE's Lead and Transform Diagnostic report, Meadowcreek fell in the meets category, related to student-centered
learning with a 75%.
Recommendations from Gap Analysis:

Broader promotion of professional development is key to resolving the weakness of this condition. As the county makes stronger
connections between the standards and the technology tools that can be used to support and engage student learning gets stronger,
there will be more buy-in by educators. When teachers that are more reluctant to try new technology receive additional supports and
training, their adoption of these tools can be easier.
Supporting Sources:
ISTE Diagnostics Tool (Appendix A)
Gwinnett County Schools (2019). Academic Knowledge and Skills (AKS) retrieved from
https://publish.gwinnett.k12.ga.us/gcps/home/public/parents/content/general-info/aks
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 prepare
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 district does have a shared The shared vision is only The shared vision can be made A threat could be if the school
vision for educational accessible through an more public so that all officials were not open to
technology. The primary focus employee portal. The parents stakeholders have access and hearing or presenting any new
is on updating all computers and students are not able to see input in the shared vision. shared vision for the school for
and providing professional the vision for the school. The the stakeholders to view.
development for all teachers, only public view of technology
administrators, and staff. is through the SPLOT, which
Gwinnett seeks to make the informs taxpayers of how
use of technology a critical money is being used in the
part of improving student school system.
achievement of the AKSs. This
shared vision is available for
viewing through the Gwinnett
County website, but it required
an employee login to access
the information.
The shared vision of the county is to update all technology across the county and provide professional development for teachers,
administrators, and staff. The shared vision of the county is very clear but is only accessible to employees with portal access.
Gwinnett seeks to make technology critical to learning and success in the classroom. According to ISTE's Lead and Transform
Diagnostic report, Meadowcreek fell in the approaching range for this category. with 56%.

Because a school is not only made of teachers and students, it is important to involve all stakeholders. This means that parents,
administrators, and other community members should have a voice in what the shared vision is for their community’s school. The
shared vision should be made visible for all to see. This will also help community members in supporting the technology goals for
each school.
Supporting Sources:
Gwinnett County Public Schools. (2012). Three-Year Technology Plan. Gwinnett County Public Schools. Gwinnett County Public
Schools. Retrieved from
publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/f7343ec6-409b-4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?
MOD=AJPERES
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.
The strategies include the There is not a specific school Create a school level There may not be funds
“distribution of high-speed level technology plan and technology plan that available to address the
networking throughout technology is not directly listed complements and even add to technology needs that are
classrooms in Gwinnett, as in the SIP. the county technology plan. needed to achieve the SIP
well as the creation of a retrofit goals, especially if there is a
cycle to maintain high There should be no specific The SIP can specifically need to purchase new
standards of technology goals related to planning for address how technology will technology.
deployment throughout the technology planning or be used to support the goals of
district. The retrofit cycle is integration. the school.
currently every five years.
New schools and those schools The SIP does not address the The SIP can also address how
with upgraded technology also need of a diverse population the school plans to serve the
receive a "base technology with regard to race, sex diverse population with regard
package" that supports the socio-economic or geographic to race, sex socio-economic or
planned activities at the diversity. geographic diversity.
school. Each school can also
purchase specific technology
improvements or upgrades
with local school funds in the
pursuit of local instructional
activities. This technology plan
focuses on the systemic and
systematic upgrade of
technology on a rolling basis
through our school retrofit
process”(Gwinnett County
Public Schools, 2012).
Gwinnett is planning on retrofitting all of its schools on a five-year rotation. There have been two new schools open in the past two
years and they have been given a basic technology package with the option to tailor to their needs for the theme specific school(ie.
the STEM school, the healthcare science school.etc.). Each school is given a local school fund to make school specific technology
upgrades. The county also has a BYOD policy and the county is continuing to build and strengthen its wifi networks.
Because there is a lack of a specific technology plan at the school level, the school should develop a technology plan that supports
and complements the SIP. Meadowcreek is a title I school and needs to regard the different racial make-up, sex, socio-economic
and geographic diversity of its students when planning for technology.
Supporting Sources:
publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/f7343ec6-409b-4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?
MOD=AJPERES
Welch, T., & Smith, A. (2018). 2018 - 2019 Local School Plan for Improvement Meadowcreek High School. Gwinnett County
Public School. Retrieved from
publish.gwinnett.k12.ga.us/gcps/wcm/connect/65fc90e8-806b-4f46-84c5-591111d000a6/LSPI_WEB_2018_2019_MEADO
WCREEK_HIGH.pdf?MOD=AJPERES*gwinnett LSPI
Gwinnett County Public Schools. (2017). Your Guide to eCLASS... Where to Find eCLASS Resources. Gwinnett County Public
Schools. Gwinnett County Public Schools. Retrieved from
publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/467ffe67-35da-4701-8db3-48e10e310eb0/eCLASS-Student-Parent-Resou
rce-Flyer-FINAL-7-18.pdf?MOD=AJPERES&CVID=mk0rF5Z
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 a nd 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?
Students, teachers, and There are still some students There should be more Threats to consider are that the
Administrators have several and parents that don’t have promotion of the programs that funding may not be available
ways to access technology, via access to technology at home. are available for those that to equip every classroom with
the library, a classroom set of need assistance with obtaining Chromebooks and the transient
Chromebooks (End of Course They are unaware of programs devices and connecting to the population at the school may
(EOC) classes only), tablets, for low-income families that internet. not live somewhere long
computer labs and desktop can provide internet access and enough for the programs to
computers in each classroom. computers. Additional funding is needed establish aid related to internet
These items may be accessed, to purchase Chromebooks for access.
before school, during the Not every classroom has a each classroom.
school day, and after school. class set of Chromebooks.
With the exception of Only the classes that have
computer labs and desktop EOC tests have Chromebooks.
computers, most of the
technology is very mobile and
allows the students to
collaborate and stay engaged
with the content. The amount
of technology available to
students ensures that all
students no matter their
economic status or gender
have access to technology
during the school day. There is
also a countywide BYOD
policy where students can
connect to the school wifi with
their own devices.
Meadowcreek does a really great job of providing their students with access to the internet and giving them a variety of devices to
use this resource. According to the ISTE's Lead and Transform Diagnostic report, Meadowcreek fell in the meets category with
68%. Students are encouraged, and in some cases required, to use technology on a daily basis in the classroom to support learning.
Although there is not a one to one ratio, most of the time if a student needs access to technology, it can be provided for them during
the school day. There does not seem to be a difference in access based on gender at Meadowcreek.
The students are impacted by the weakness in equitable access when they go home. Many do not have computers or the internet
when they are home and are unable to complete assignments that require the computer or the internet. Many of their parents are
unaware that there are programs that offer no or low-cost computers and internet. Other areas where their lack of computer access
can impact them is through their typing ability, which can affect their success in college.

The school has several opportunities to provide a free and low-cost program for access to technology and the internet. One
recommendation would be to promote these options at parent nights and title I meetings. There are two parent nights each year and
a number of title I meetings throughout the school year. There should also be a monthly newsletter with information on how to
access these programs.
Supporting Sources:
Schafer, D. (2018). Are There Programs Available to Help Make Internet Service More Affordable? highspeedinternet.com.
highspeedinternet.com. Retrieved from
www.highspeedinternet.com/resources/are-there-government-programs-to-help-me-get-internet-service
Get Computers & Low-Cost Internet. (2019). PCs for People. PCs for People. Retrieved from
www.pcsforpeople.org/get-technology/
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 the 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.)
Gwinnett offers year-round Not everyone has advanced The LSTC or the county can Threats to consider are that
professional development both skills in dealing with offer beginner classes related there may not be enough
in person and virtual. There are technology. Particularly those to the needs of those that need money to fund specialized
more opportunities available that are not used to the pace at more practice with technology. training and there may not be
for in-person professional which technology changes. There should be a specific enough participants to sign up
development during the Some are not as familiar with focus on technologies and for more training, as some may
summer. Some are solely the symbols and graphics of platforms that are unique to be resistant to change.
based on instructional Web 2.0 tools and this will that school.
technology while others are make it more difficult to
based on their population and navigate some instructional
content being taught. technology tools.
The skill level of most teachers

is enough to access the
learning management system
and some Web 2.0 tools
According to the ISTE's Lead and Transform Diagnostic report, Meadowcreek is approaching for this category, with 61%. Because
most teachers use D2L as a way to provide a review, remediation, and instructional tools, many of the personal are skilled in the use
of the county learning management system. D2L is not as user-friendly as others like Google classroom, so it does require some
training and basic knowledge of Web 2.0 tools. Some teachers who have either not been trained properly or are resistant to new
technology struggle with using D2L and its components. Typically, if a teacher has not been shown how to use D2L at
Meadowcreek they will have minimal use of the platform. Even though the county does offer training, for some reason or another
some teachers have not been able to take advantage of this training. Along with new or resistant teachers, many technology savvy
teachers are still unaware of the tools available to them through the county. For example, the county has a subscription to Nearpod
but doesn’t make any announcements to the teachers that this upgraded tool is available to them.
There is a need to be more opportunities for training at the local school level. One way to approach this issue would be for the
LSTC to provide one on one or small group training. This will allow for more targeted training based on the needs of the school and
its staff. This will also create a more comfortable learning environment because the instruction is being given by a familiar person
who will continue to be in the building for future technical support.
Supporting 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 county provides teachers There doesn’t seem to be much Surveys can be developed to Threats to consider are that the
and staff with ongoing training input on the types of seek input on the technology funds may not be available to
throughout the school year. professional development needs of each school. This adequately to present the
There are more opportunities offered. survey may also be used to professional development
during the summer. The assess professional needed.
area/topics that the county Technology integration is not development needs.
places more emphasis on are always the focus of every As surveys are usually
usually paid. Most of the professional learning As professional development voluntary, there may not be
professional learning opportunity. opportunities are presented, enough participants to
opportunities offer PLU credits there will be intentional efforts accurately gauge the
towards certification. There is not a specific way of made to integrate technology technology and professional
tracking and linking that supports student learning. development needs.
Some of the classes offered professional development to
even have a waitlist, and if it’s student performance. Data will be gathered on Teachers may be resistant to
available other sections of the targeted professional gathering data, which will
class are created. development, implementation, impact the ability to see if the
and its connection to student professional development was
The attendance level varies achievement. effective.
depending on the topic, but
most courses offered are well
attended.
Informal opportunities for

professional development are
during weekly subject team
meetings.
Each year the county provides a variety of professional development opportunities. The locations for these sessions during the
summer are located all over the county and primarily located at the county headquarters during the school year. The topics can vary
to subject-specific training to a specific technology that the county is using. D2L is often a course offered during the summer and
the school year. Meadowcreek’s principal works with the LSTC to develop technology centered professional development that is
given throughout the school year. Many of these sessions are during weekly subject team meetings. According to the ISTE's Lead
and Transform Diagnostic report, Meadowcreek scored meets for this category, with 79%.
Currently, there is no follow up, data collection method, or reflection on the effectiveness of professional development. There is no
way to make a connection between student achievement and particular professional development.

Even though Meadowcreek scored in the meets category, there is still a need for more teacher input in the types of development
offered during the school. There should be a survey of topics that teachers would like to see in their professional development.
Using a simple Google form could gather the information needed. All training should include a technology component. that will
support that content, topic, and standard. There could also be opportunities for teachers who are using technology successfully to
present how they are implementing technology in their classroom.
There also needs to be a concerted effort to track how successful professional development is in connection to student achievement.
Administrators and teachers should track student achievement before and after professional development to see if the
implementation of a new tool has an effect.
Supporting 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?
Gwinnett uses an online ticket The schools in Gwinnett are Additional support can be One threat could be that
system to log when technical very large and at times having provided at schools that have a additional funds may not be
support is needed for hardware only one person in each higher demand for technical available for the added
or software. Most of the time position, IT and LSTC, can support. position.
equipment is operable and give them an overwhelming
reliable. workload. This position may rotate
between several schools as the
Each school has an IT demand increases and
professional on site to handle decreases.
technical issues that can be
handled locally.
Typically, minor issues can be

resolved within a day or two
and down times are average.
The local IT professional is

typically very knowledgeable
and it shows that they are
clearly well trained in the
software and hardware in each
school.
Most schools also have and

Lead School Technology
Coordinator (LSTC). This is
some who is available to assist
teachers with instructional
technology needs.
According to the ISTE's Lead and Transform Diagnostic report, Meadowcreek scored meets for this category, with 80%. Currently,
there are two forms of technical support in Gwinnett. The first and probably the most frequently used is a ticket submission with the
LSTC. This is a way of letting the LSTC know that you are having a problem, what that problem is, and where it is located. The
resolution time varies depending on if it is a hardware or software issue. Most issues are resolved within a day or two. If there is a
part that needs to be ordered, it may take more time to resolve. The second option for technical support is to contact the county
directly. This is not the preferred method but it can be useful during after school hours. They will essentially try and fix the issue
remotely or they will then send a service ticket to the LSTC for further assistance. Typically software issues can be resolved by the
LSTC and hardware issues are resolved by the IT professional.
Gwinnett schools are very large, especially the high schools. Meadowcreek has close to 3500 students and around 200 teachers.
With this many students and faculty members, there is usually a large workload for both the IT professional and the LSTC. Over the
past six years, there have been 4 LSTCs and 3-4 IT professionals. Because there seems to be a high turnover rate for these positions,
at larger schools, there should be additional support personnel. This person could rotate among several schools within a cluster of
schools. Their responsibility could be to support the IT professional and LSTC when there is a high demand for their assistance.
Supporting 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 are efforts to provide There does not seem to be any More publications can be made Lack of instructional
instructional tools that awareness by educators, available for teachers. This can technology leaders, to promote
integrate technology skills into students, or parents of the be done during pre-planning so the ISTE Student Standards.
day to day instructions, such as ISTE Standards for Students. that teachers understand how
using Desire 2 Learn and technology can be used to Teachers may be resistant to
Google Classroom. Gwinnett Student technology literacy is support student-driven learning an additional type of
teachers have access to both not assessed. There is not a and empowering student assessment.
platforms. benchmark assessment to voices.
determine a baseline for Developing a digital literacy
Many teachers that have a student technology literacy. As a part of a student’s test may be difficult to create
classroom set of Chromebooks milestone assessments, digital that will provide information
use these tools on a daily basis literacy can be assessed at for all grade levels.
for their instruction, ie crucial points in their
warm-ups, WebQuests, education, such as 5th and 8th
hyperdocs, etc. grade, before they enter into
middle school and high school.
Gwinnett offers an online bank This information can be used
of resources that can be used to to guide the selection of
support the curriculum. technology tools during
instruction.
ISTE's Lead and Transform Diagnostic report, Meadowcreek is approaching for this category, with 67%. Gwinnett takes great effort
to present a learning management system in place that can be used to support the AKS. Because the AKS is usually the driving
force and technology is a major focus for the county, the classroom set of Chromebooks has really strengthened the efforts at the
county and local level to access the curriculum using technology. Gwinnett also uses D2L to allow teachers to access a bank of
digital resources that can be used to support the AKS. As all teachers are aware of the AKS, very few are familiar with ISTE
Standards for Students and how they can be used to support students. Along with the lack of knowledge about ISTE standards,
there is currently no way for teachers to know their student’s technology literacy level. Because many of the Meadowcreek’s
students don’t have access to computers or the internet at home, many of them only get exposure to technology at school. This has
the potential to have a serious impact on their technology literacy.

The LSTC should begin to publicize the ISTE standard with every opportunity available. They could also create some sort of
publications at the local school level the help make teachers more familiar with the ISTE standards. To address the lack of
technology literacy assessments, Meadowcreek could review the Learning.com’s Digital Literacy Assessment which covers all of
the ISTE Standards for Students. This test will be used to gauge a student's technology literacy at two transitional points in their
education, 5th and 8th grade.
Supporting Sources:
ISTE. (2018). ISTE STANDARDS FOR STUDENTS. ISTE. International Society for Technology in Education (ISTE). Retrieved
from www.iste.org/standards/for-students
References
Get Computers & Low-Cost Internet. (2019). PCs for People. PCs for People. Retrieved from
www.pcsforpeople.org/get-technology/
publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/f7343ec6-409b-4f2a-8ace-e0bde9392c12/GCPSTechPlan2012-2015.pdf?M
OD=AJPERES
Gwinnett County Public Schools. (2017). Your Guide to eCLASS... Where to Find eCLASS Resources. Gwinnett County Public
Schools. Gwinnett County Public Schools. Retrieved from
publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/467ffe67-35da-4701-8db3-48e10e310eb0/eCLASS-Student-Parent-Resource
-Flyer-FINAL-7-18.pdf?MOD=AJPERES&CVID=mk0rF5Z
Gwinnett County Schools (2019). Academic Knowledge and Skills (AKS) retrieved from
https://publish.gwinnett.k12.ga.us/gcps/home/public/parents/content/general-info/aks
ISTE. (2018). ISTE STANDARDS FOR STUDENTS. ISTE. International Society for Technology in Education (ISTE). Retrieved
from www.iste.org/standards/for-students
Schafer, D. (2018). Are There Programs Available to Help Make Internet Service More Affordable? highspeedinternet.com.
highspeedinternet.com. Retrieved from
www.highspeedinternet.com/resources/are-there-government-programs-to-help-me-get-internet-service
Welch, T. & Smith, A. (2018). 2018 - 2019 Local School Plan for Improvement Meadowcreek High School. Gwinnett County Public
School. Retrieved from
publish.gwinnett.k12.ga.us/gcps/wcm/connect/65fc90e8-806b-4f46-84c5-591111d000a6/LSPI_WEB_2018_2019_MEADOW
CREEK_HIGH.pdf?MOD=AJPERES*gwinnett LSPI
Appendices
Appendix A:

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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,

Students use technology to

The purpose for most teachers

Recommendations from Gap Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

The skill level of most teachers

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Informal opportunities for

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Typically, minor issues can be

The local IT professional is

Most schools also have and

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

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