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, QCCs)? 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? (See Creighton Chapters 5, 7) Strengths Weaknesses Opportunities Threats
Teachers are required to use Typepad to inform their students and parents on daily/weekly activities at Pope Teachers are using Synergy to update grades and attendance daily Based on a school wide survey I conducted, over 75% of the staff uses multimedia elements in their class on a daily basis. In our SIP survey, 93% of our teachers said they use research based best practices in their daily Only 2 departments have an assigned computer lab. In my department consisting of 12 teachers, we only have 2 laptop carts. Students are not exposed to online collaboration or learning on a daily basis According to a survey I conducted, only 15 percent of responders used a blog to create an online discussion outside of the classroom Only 10% of responders used a website like twitter to connect with We have implemented a Bring Your Own Device program. According to our SIP survey, 93 percent (of the parents who responded) said their students have access to the internet and computers at home A highly active PTSA which gives technology grants yearly. Students are vocalizing their want for more online opportunities to increase learning. 44% of our teachers have been at our school longer than 13 years, according to my survey, most of these teachers do not value instructional technology Lack of training in technology leads teachers to dismiss its worth. Some teachers still have a no cell phone in class policy, which hinders our BYOD program Lack of funds to provide all teachers technology like a smart board. (all science teachers were given one Jason Dasinger SWOT Analysis What is the current reality in our school?
lesson plans
Teachers use email on a daily basis to connect with all stakeholders.(sometime s too much)
Built in 90 minute collaboration time on a weekly basis.
students while away from the school house. Our school does not require nor provide enough instructional training to accommodate our teachers
but many English, social studies, business, and math teachers are without.) Students constantly complain about broken laptops or slow servers. Summary/Gap Analysis:
While teachers are starting to use technology more and more in the classroom, we are still only hitting on lower LoTi levels. According to my personal survey and our schools SIP, most teachers use technology on a daily basis. However, teachers use this technology to collaborate through emails, update grades through synergy, accumulate data for analysis, give PowerPoint, or show video clips in the classroom. While some teachers really integrate technology into their lesson plans to create constructivist learners, most teachers use technology as a way of delivering lectures and compiling data. Some of this is due to a lack appropriate technology available during the instructional day. However, based on our schools SIP survey results, our students have access to technology outside of the classroom. Most of these students are bringing their technology to school with them in the form of a laptop or cell phone. If our school can provide adequate training to teachers who are not technologically advanced, our BYOD program can help teachers create lesson plans fully aligned with ISTE standards on a daily basis.
Because of our strong community support, our school is situated to use our school resources and community resources to create fully integrated classrooms. We need encourage community involvement outside of the classroom while focusing on instructing our own faculty on the extremely beneficial uses of technology. Based on our schools and communities resources, the only reason we cannot achieve a technology integration would be our mindset. Data Sources: Coach Dasinger online survey, School SI P, School Strategic Plan
Jason Dasinger SWOT Analysis What is the current reality in our school?
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/QCCs? To preparing tomorrows workforce? For motivating digital-age learners? What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement? Strengths Weaknesses Opportunities Threats Our school follows the Cobb County Districts official vision for technology Our school also created a short term and long term vision. Our vision is located on our schools home page for all stakeholders to see. Our shared vision is geared towards being a STEM school. Because of this we are actively working to incorporate Most teachers are not aware of our Countys or schools vision for technology. Technology is not seen as an imperative teaching resource in our school. Instead it is looked at as a supplemental tool for students. While we want to improve technology use in the classroom, we offer few training programs for students. We hired a media specialist who specializes in instructional technology. Our PTSA provides grants for technology use (Ipads, Smartboards, or projectors) for teacher use. According to our SIP survey, over a majority of our students see the benefits in technology in the classroom. Misuse of funds and training for mandatory hardware and software from the county. A culture of teachers who see technology use as a fad and not a relevant tool in the classroom. Many differing visions on the role technology will play in the future from different stakeholders in our environment.
Jason Dasinger SWOT Analysis What is the current reality in our school?
learning which aligns with ITEC, GPS, and QCCs We want to use new technology to implement and support new plans and/or programs that focus on student centered learning, higher-order thinking, and problem solving in the classroom.
Our district and school vision does not address basic assumptions teachers have about using technology in the classroom. Our school incorporates 90 minutes of teacher collaboration on a weekly basis. This could be used to share the vision in our weekly meetings. Summary/Gap Analysis:
We have a plan. However, we dont have many students or administrators buying into the plan. Hopefully with the push to become stem certified, teachers and administrators will put a greater emphasis on technology implementation. Currently a majority of our staff does not see technology as a necessity in the classroom. Unlike the national plan, our district and school plan does not address the basic assumptions of our teachers. I f our plan spent time addressing the perceived faults of technology and promoting the very real advantages of teaching, maybe our staff would buy into our vision.
Currently we have a vision for our school, but it is hardly shared. Our administrators need to do a better job selling their vision and the benefits of technology in the classroom. We have the means and ability to create a fantastic school environment and culture, but we currently do not have a shared vision within the staff. Data Sources: Coach Dasinger online survey, School SI P, School Strategic Plan
Jason Dasinger SWOT Analysis What is the current reality in our school?
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? Strengths Weaknesses Opportunities Threats
There is a district plan to incorporate technology in the classroom. We have most of the resources for our school to implement the district plan About 93% of our students have access to technology outside of the classroom.
There is not a school wide plan to incorporate technology in the classroom. Aside from mandatory training, we dont do much to train our staff in technology usage.
Built in teacher collaboration; 90 minutes a week. Implied use of technology in our vision for STEM certification. Leadership with degrees in Instructional technology.
Perception that adding technology to our schools strategic plan will create extra work for teachers. According to a survey I took, only about 20% of teachers use technology to promote High LoTi levels.
Summary/Gap Analysis:
We dont have a concrete school plan that details how we should incorporate technology in the classroom. However, we have the infrastructure to immediately implement a school wide plan. Our students currently get out of school at 2:15 every Wednesday; this allows our staff to collaborate in their PLCs to create more research based instructional plans. We document our work on a weekly basis. However, none of this documentation requires compliance with ISTE standards. Our school has the opportunity to create a concrete plan on how to incorporate technology in the classroom. With our built in collaboration every week, we could Jason Dasinger SWOT Analysis What is the current reality in our school?
properly implement and monitor a new technology plan.
Data Sources:
ESSENTIAL CONDITION FOUR: Equitable Access
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? Do students/parents/community need/have beyond school access to support the vision for learning? Strengths Weaknesses Opportunities Threats
According to our SIP survey, 93% of students have access to technology outside of the classroom. Media specialists which open the Media Center up an hour before and after school. Use of lunch periods to work in the Media Centers computer lab. PTSA grants which could be used to buy more technology for specific classrooms.
Teachers dont have equal access to emerging technologies like IPads or smart boards Only two laptop carts for each department.(We have up to 15 teachers in each department). Laptops carts are often slow or do not work properly.
Extremely active community of involved stakeholders. Media Specialists using their funds to support technology in the classroom.
Some of our teachers dont use the provided technology to support standards-based student learning. Subject areas which arent science or math feel like they get left out of the technology boom.
Jason Dasinger SWOT Analysis What is the current reality in our school?
Summary/Gap Analysis:
Overall, our school has access to emerging technologies and digital resources. We have a media center which is equipped with a computer lab, laptop lab, and laptop cart. Each department has two laptop carts to be used in the classroom. Our science and math teachers have access to I Pads and smart boards to incorporate in their teaching. We also have a supportive PTSA which awards technology grants to teachers who wish to purchase emerging technologies and digital resources. The only weakness our school has would be the under use of our emerging technologies and digital resources. Many teachers have never checked out the laptop carts for student use. Comparatively speaking, our school has an abundance of technology, we just need our teachers to utilize it on a daily basis. Data Sources:
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. Strengths Weaknesses Opportunities Threats
Teachers are proficient in using technology to create powerpoints, Most teachers lack the required skills to use technology to hit on high LoTi levels. Several teachers are currently getting their higher education degrees in instructional A misunderstanding of what technology implementation would look like in the Jason Dasinger SWOT Analysis What is the current reality in our school?
check email, update and record grades, take attendance, show videos, and record data. Media specialists with higher degrees in instructional technology. Principal with a background and love for instructional technology
Lack of technology training on a monthly or yearly basis Lack of motivation to learn how to use technology to engage students in a meaningful or engaging manner. technology. PTSA funds going to specific technology grants within the school. A school culture that actively strives to provide the best opportunities for our students. classroom. The assumption that technology use would completely change the philosophy of a teacher. The fear of the unknown. The fact that our school is high successful without an emphasis on technology. Summary/Gap Analysis: Our school has a staff which is proficient in entry level technology incorporation. We excel in achieving a low level of LoTi in the classroom. However, many teachers do not have the proper skills to implement higher levels of LoTi in the classroom. This is due to the fact we are not providing proper instruction on how to use technology. The success of the school also plays a factor in teachers developing skills needed to fully incorporate technology. Many teachers look at our results and ask, Our students are some of the top students in the entire state, why do we need to change our teaching methods?
The administration at our school, led by the principal, has the necessary skills to incorporate technology in the classroom. Our media specialists hold higher education degrees in instructional technology and offer to help teachers on a regular basis. If our teachers believe in the leadership of our school, more and more will begin using technology to promote student-based learning.
ESSENTIAL CONDITION SIX: Ongoing Professional Learning
Jason Dasinger SWOT Analysis What is the current reality in our school?
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)? 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? Strengths Weaknesses Opportunities Threats
90 minutes of professional collaboration on a weekly basis. Monthly lunch and learns. A concerted effort to increase professional learning from our administration
We have not been directed to focus on technology integration during our 90 minute PLC time. Very weak attendance during our lunch and learns. Lack of interest from the staff in attending any lunch and learns. Built in time during the instructional day to collaborate with our colleagues. Our media specialists are taking the initiative to create their own lunch and learn with a primary focus on technology integration. Lack of interest in any type of professional learning. Not having a clearly stated plan focusing on technology integration. Basic assumption that professional learning is just a box for administration and teachers to check off. Summary/Gap Analysis:
Professional learning must be narrowly focused on technology or teachers will not invest their time. Many teachers at our school see professional learning as a hoop which needs to be jumped through as an educator. If our school can tailor professional learning to the new ideas and concepts, like technology integration, I think more of our staff would show interest. In order to maximize professional learning time, our administration needs to articulate the importance of instructional technology. Our media specialists are taking the Jason Dasinger SWOT Analysis What is the current reality in our school?
time to create their own programs, I would suggest administration mandate teachers attend at least one lunch and learn a month. Currently we reward teachers by getting a PTSA member to sub in for them during lunch duty. I would suggest our administration ask the PTSA to cover the lunch duty of teachers who attend the lunch and learn. This would provide an incentive, getting out of lunch duty, for our teachers to attend a lunch and learn.
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? Strengths Weaknesses Opportunities Threats
We have a great technical support worker on site at our school. We have a media staff which addresses minor Sometimes our laptop cart has minor malfunctions. Sometimes our staff does not properly follow the rules about Laptop cart usage. Our computer labs are PTSA provides grants to increase our technological footprint. Our administration is training certain staff members to deal with common technology issues. This allows our Teachers who do not follow instructions and render laptop carts lacking power. Jason Dasinger SWOT Analysis What is the current reality in our school?
problems We use emails to collaborate and help teachers incorporate county wide systems. (Like Synergy) We have 3 functioning computer labs We have over twelve laptop carts in our school. Our media staff just bought our school an IPad cart for teachers to check out and use in the classroom.
in high demand and sometimes teachers are not allowed access. technology support to use his expertise to solve substantial problems. Summary/Gap Analysis: Our school has a great support staff ready to answer common and specialized problems in a timely manner. Our administration has handled the technology problem by asking specific staff members to specialize in common technology problems. Staff members at our school have created user guides to all of the mandatory district software which we are asked to implement. These staff members also provide training programs during lunch and learn.
Our support staff is top notch. The turnaround for specific tech problems is less than a day because our support staff is located on campus. . Not only does our school house specific technical support employees, but our district has a tech support line which any employee can access. Wait times are very low and solutions are normally solved over the phone. According to our SIP survey, over 90% of our staff is content with the job of our technical support staff. The only complaints our staff made were about the inability of their colleagues to follow instructions when shutting down the laptop carts. Data Sources: Jason Dasinger SWOT Analysis What is the current reality in our school?
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? (QCCs/NET-S) 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/QCCs as appropriate? How is student technology literacy assessed? Strengths Weaknesses Opportunities Threats
Cobb County has a list of digital standards which schools should implement. Teachers at my school recognize our students dependence on technology in their social life. Most teachers realize the significance of technology in the classroom and how it can be related to the GPS standards. Our teachers acknowledge students will need to develop technological skills to Our school does not have clear standards that address technology in the classroom. Teachers dont see technology standards as their primary or secondary focus in the classroom. We dont have a formal way to assess student technology literacy. The majority of students, parents, and teachers are aware we also have technology standards in the classroom. Only 20% of teachers use technology to meet Our school has the perfect culture to meet or exceed the ISTE standards. Teachers can share their incorporation of technology standards in their PLCs.
We dont have a way to assess student technology literacy. To knowledge, we dont have plans to incorporate a way to assess student technology literacy.
Jason Dasinger SWOT Analysis What is the current reality in our school?
be successful in the future.
specific ISTE standards in the classroom. Summary/Gap Analysis: Most of the faculty at my school does not know there are technology standards in the classroom. I t is hard to meet standards you dont know exist. Our administration does not speak to us about meeting technological standards on a daily basis. We have no way to assess our technological standards. Our content standards and technological standards are not aligned at all. However, we have strong teachers who strive to do the best they can inside and outside of the classroom. I think we will be surprised at how many standards we are meeting, even if we never knew of them. Our staff consistently ranks in the top ten percent in the state in all state and national test scores. Research based best practices are happening every day, we just need to implement a way to measure our teachers performance.
Data Sources: Appendix:
Teacher Technology Survey Introduction The purpose of this survey is to gain a better perspective of the technological skills and knowledge of our staff. After this survey we will be able to address the strengths and weaknesses of our staff.
Jason Dasinger SWOT Analysis What is the current reality in our school?
Curriculum Framework
1. From 1-5, how many days do you implement technology in your lesson plan? a. In what ways do you implement technology in the classroom? 2. Does your department chair emphasize technology use in the classroom? 3. On a scale of 1-10, what impact does our technology training have on your lesson plans? a. How can we better support your technology training?
Engaged Communities 1. Do you have enough time in your PLCs to address technology? a. On a scale of 1-10, how much time do you use in your PLC on technology? 2. Do you feel like you have adequate knowledge to contribute to a technology PLC? a. How can we help grow your knowledge on instructional technology? 3. Do you feel like you have enough resources to consistently incorporate technology in the classroom? a. Have you ever applied for a technology grant from our PTSA? Support Policies 1. On a scale of 1-10, where would you rank our schools support of technology in the classroom? 2. In what way could your school better support technology integration in the classroom? 3. On a scale of 1-10, how useful would a technology rubric be in assisting your lesson plans?