Gray R Swot

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

Name:
ReTina D. Gray
Semester: Spring 2016
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
Every teacher is provided
The Fine Arts department
The school will have a
The current outdated/out
a laptop and a desktop
does not have access to
digital refresh for the
of warranty equipment is
computer to use daily.
laptop carts. Therefore,
upcoming school year. All
still being used.
technology integration is
outdated equipment will be Lack of technology
Teachers use projectors,
limited.
replaced. This will ensure
smartboards, and/or
training among the staff.
frequent access for both
Students use technology
eBeams daily.
Teacher resistance to
students and teachers.
daily but misuse the School
iRespond is used for
technology integration
A newly developed
Districts BYOD policy by
during formative and
The increase in student
using it to communicate
Technology Committee
summative assessments.
population continues to
with
friends.
has
been
created
to
aid
in
Content areas are provided
grow leaving access to
identifying departmental
Computer labs and the
2 laptop carts to use as
technology limited.
needs
and
wants.
media
center
are
often
used
needed.
During the Digital
Professional development
for testing and must be
NoveNet is utilized daily
Refresh, new software that
scheduled in advance in
will train teachers on how
to aid at-risk students in
supports student
order to use them.
to implement technology
getting back on track.
engagement cannot be
using research-based
Many teachers cannot see
purchased with Title 1
strategies.
technology beyond skill and
Funds.
Student input will be
drill (Creighton, 2003).
Therefore, technology is not
considered in order to
being used to foster critical,
identify learning needs.
communication,
collaborative, and creativity
skills or the Georgia
Learning Standards.
Documentation cameras
were issued to staff, yet
they are not implemented
into the curriculum.
Wifi connectivity is weak
therefore access to the
internet is limits technology
usage.
Additional input from

business leaders will aid us
in determining which tools
are beneficial in preparing
students for the workforce.
Professional developments
that train teachers in
integrating technology to
maximize learning.
Teachers and students will
utilize Microsoft Office
365 to aid in
communication and
collaboration.
During the Digital Refresh,
all classrooms will receive
6 desktop computers to aid
teachers in day-to-day
technology instruction that
is aligned with researchbased strategies.
Summary/Gap Analysis: Despite the daily use of projectors, smartboards, eBeams and NoveNet, the effective instructional uses of
technology that is targeted toward student achievement is limited. Teachers use technology primarily for skill and drill activities that
do not foster higher order thinking skills in students (Creighton, 2003). In order for technology to be effective, educators must use
researched based strategies that differentiated instruction and support student engagement. Technology assists differentiated
instruction by engaging students and deepening their comprehension, thus providing multiple opportunities to utilizing critical and
creative thinking skills (Darling-Hammond, Zielezinski, & Goldman, 2014; Smith & Throne, 2009). To support student engagement,
deep understanding of content, and transfer of knowledge, our newly formed Technology Committee will use researched based
strategies, needs assessments, data from interviews, and input from various stakeholders to determine the appropriate tools to purchase
during the digital refresh. These digital tools will be used to engage, motivate, and increase academic achievement among students.
Data Sources:
Creighton, T. B. (2003). The principal as technology leader. Thousand Oaks, CA:
Corwin Press.
Darling-Hammond, L., Zielezinski, M., & Goldman, S. (2014, September). Using technology to support at-risk students learning
(Rep.). Retrieved from https://edpolicy.stanford.edu/publications/pubs/1241
Smith, G., & Throne, S. (2009). Differentiating instruction with technology in middle school classrooms. ISTE.
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 with 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
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
Cobb County School
Our school lacks an official The Technology Committee The lack of a researchDistrict has an official
vision for technology use.
will include various
based shared vision.
vision for technology
stakeholders in creating an
Teachers are unaware of the
Teacher resistance to
integration for every school
official vision for
Districts vision for
technology integration.
in the county.
technology use in our
technology use within
The lack of technology
school.
Cobb County School
schools.
leadership will defeat the
Districts vision is aligned
Teachers are unaware of the The Technology Committee
visions purpose
with research-based
will expand the
ISTE standards and/or how
(Creighton, 2003).
practices.
stakeholders
to
include
it relates to a shared vision.
Lack of digital tools
business leaders. Their
Cobb County School
Parents and students are
available to support the
input will aid us in
Districts vision is aligned
unaware of the ISTE
vision.
determining which tools are Technology integration is
with the ISTE standards
standards and/or how it
beneficial in preparing
A technology committee
relates to a shared vision.
primarily used to administer
students for the workforce.
has been created to aid in a Our school sees technology
assessments.
Stakeholders will ensure
digital refresh for the
as a tool that aids in
that research-based
upcoming school year.
preparing tomorrows
strategies are included in
Our school provides at-risk
workforce but technology is
the SIP to support
students 6 sections of
not used to motivate and
NovaNet, an online credit
engage students.
Student surveys will be
remediation program that
administered to gather data
will allow students to work
on students shared vision
at their own pace and have
for technology integration.
individual attention to each
School leaders, teachers,
students course work
(OGHS High School,
parents, and students
2013).
envision technology as a
tool to aid in preparing
Our school uses technology
students for the workforce
to collect, analyze, and
(Gray, 2016).
share assessment data
(OGHS High School,
2013)..
Summary/Gap Analysis:
Despite Cobb County School Districts having an official vision for technology integration for every school in the county, our School
Improvement Plan lacks a shared vision for technology integration. This lack of vision is the reason that technology is utilized more
as skill and drill rather than a tool that fosters higher-order thinking skills. The focus on student-centered learning, higher-order
thinking, and problem-solving in the classroom through technology integration should not be only a district priority but a local
(school) priority as well. Without a shared vision, our school lacks direction (Gabriel and Farmer, 2009) Therefore, in order to
ensure that technology integration is effectively implemented, we need to create a shared vision that includes the input from various
stakeholders. This shared vision must include technology integration that goes beyond skill and drill. In order to accommodate the
diverse learners in our school, the stakeholders that were surveyed expressed that technology integration must accommodate at risk
students. It must foster higher order thinking skills and prepare them for success in the workforce. All stakeholders agree that
technology must also decrease the achievement gap between our ELL students and provide digital equality to every student, despite
their socio-economic status, learning ability, or gender (Gray, 2016).
Data Sources:
OGHS High School. (2013). Title I schoolwide plan for olive grove high school (Publication).
GA: Cobb County Schools.
Cobb County School District. (2011). Cobb county school district: Three-year technology plan
(pp. 1-72, Rep.). Marietta, GA: Cobb County Schools.
Creighton, T. B. (2003). The principal as technology leader. Thousand Oaks, CA:
Corwin Press.
Gabriel, J. G., Farmer, P. C., & ebrary, I. (2009). How to help your school thrive without
breaking the bank. Alexandria, Va.: ASCD.
Gray, R. D. (2016). [ISTE essential conditions survey]. Unpublished raw data.
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.
Strengths
Weaknesses
Opportunities
Threats
The Cobb County School
Our school SIP recognizes
The Technology Committee Lack of digital tools
District has an adequate
the Districts technology
will develop an adequate
available for students to use
plan for technology
plan (OGHS High School,
plan to guide technology
outside of the classroom.
integration for every school
2013).
use in your school by using Teacher resistance to
in the county.
research-based strategies to
Technology integration is
implementing culturally
accommodate
ELL
and
Our school provides
included in our SIP but fails
relevant digital content to
SWD students, as well as
language software and
to provide specific
increase cultural awareness
gender
groups
digital tools to assist in
strategies on how this will
and identity.
We will purchase adaptive
decreasing the achievement
be implemented (OGHS
Access to technology is
gap of ELL students (Gray,
High School, 2013).
and assistive technologies
limited due to continued
2016).
to accommodate students
Poor Wi-Fi connectivity
increase in the student
with
disabilities.
makes
it
difficult
to
access
population.
Title I funding will support
Ongoing professional
the
internet.
Limited access to the media
technology integration so
that all students receive
services and have the
opportunity to meet or
exceed standards.
Newly developed
Technology Committee will
aid in choosing the
appropriate digital tools to
meet all students
individual learning needs. .
Outdated technology
equipment prevents
students from utilizing
digital tools.
Despite student proficient
in technology, students
have difficulty using
technology for academic
and professional use (Gray,
2016).
Due to an increase in
student population, the
class size limits providing
digital equality in the
classroom.
Our school improvement
plan includes increasing
technology tools in Math,
Social Studies, and English
in order to increase student
engagement and foster
higher order thinking skills.
However, the plan does not
specify how this will be
done (OGHS High School,
2013).
Lack of administration
rights prevents teachers
from accessing software
that is beneficial to diverse
learning groups.
developments that train and

center due to testing
support teachers in
Outdated equipment makes
integrating culturally
it difficult to address the
relevant digital content to
needs of diverse
support student learning.
populations.
Ongoing professional
developments that provide
ongoing support to teachers
on how to accommodate
ELL students, SWD, and
gender groups.
The Technology Committee
will design professional
developments that train
teachers on how to create
lessons to accommodate
students who lack
technology.
will design a plan that
provides computer access to
parents and guardians
before and after school
hours.
will provide information to
low-income families on
how to acquire digital tools
and resources.
will design professional
developments that aid
teachers on how to model
Microsoft 365.
During testing, the
collaborate with the media
center to create a plan that
accommodates all students.
Due to our Title 1 status and large minority population, our School Improvement Plan, states that Title I funding will be used to
support technology integration so that all students receive services and have an opportunity to meet or exceed standards (OGHS High
School, 2013). Therefore, to decrease the achievement gap of ELL students, our school provides language software and digital tools
(Gray, 2016). Yet, SIP our school does not have an adequate plan to guide technology usage. In the upcoming digital refresh, we will
strengthen planning by ensuring that all students, regardless of ability are properly accommodated. To accommodate ELL and SWD
students and gender groups, digital tools will be used to bridge the gap between various cultures and break language barriers, modify
the instruction to support individual students needs, and increase academic achievement among all students.
The purchase of additional laptop carts and the placement of 6 desktop computers per classroom, will alleviate the lack of access to
technology during testing. The Technology Committee will also collaborate with the media center to create a plan that allows all
student the opportunity to access technology. This plan will include creating a schedule and purchasing additional equipment that can
be used during testing. In addition, we will accommodate SES low students while in the classroom, by adhering to the Cobb County
School District BYOD (Bring Your Own Device) Policy. We will encourage students to use their personal cell phones and tablets to
support their learning. We will provide students the opportunity to complete technology based projects while in class, using school
equipment and free Wi-Fi access. To accommodate low SES students at home, we will purchase Office 365 which will allow students
have access at home and provide ongoing professional developments that train and support teachers in modeling Microsoft 365.
Data Sources:
OGHS High School. (2013). Title I schoolwide plan for olive grove high school (Publication).
GA: Cobb County Schools.
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address 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?
Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths
Weaknesses
Opportunities
Threats
All full-time faculty
81% of the students receive The technical team will
Students do not have access
members are given a
free and reduced lunch
ensure digital access to
to digital tools beyond the
laptop.
resulting in some students
digital tools by ensuring
classroom.
lacking
the
necessary
that
all
departments
have
2
Every classroom has an
Student misuse of the
digital tools and resources
or more laptop carts to
updated projector,
BYOD Policy. Cell phone
needed,
outside
of
the
serve
student
needs.
smartboard, and/or eBeam.
usage among students is not
classroom (National Center Upgrade wireless network
conducive to learn.
There are 2 computer labs
for
Education
Statistics,
to increase productivity.
Parents lack access to
on campus for students to
U.S.
Dept
of
Education.,
To
increase
communication
utilize.
digital tools.
n.d).
and collaboration among
Each content area has 2
Due to class size, access to
students, students will
laptop carts.
digital tools and resources
access content from the
may be limited.
cloud regardless of location
Despite having 2 computer
(Salcito, 2012).
labs, labs are often used for Teachers will utilize
testing. This limits
Microsoft 365 to publish
students access to them.
lessons online. These
Due to lack of
online lessons can be
transportation, students are
accessed from the cloud,
unable to access the
which allows students the
computer labs before and
opportunity to view them
after school.
from various locations.
Access to laptop carts is
Teachers will be educated
limited due to the number
on how to effectively
of teachers in each
department (Gray, 2016).
Poor Wi-Fi connectivity
makes it difficult to access
the internet.
implement Cobb County

School District BYOD
policy effectively.
Students will adhere to the
BYOD policy by properly
utilizing digital tools for
learning.
Provide information to lowincome families on how to
acquire digital tools and
resources.
will design a plan that
provides computer access to
parents and guardians
before and after school
hours.
During testing, the
collaborate with the media
center to create a plan that
accommodates all students.
81% of the students within our school receive free and reduced lunch resulting in some students lacking the necessary digital tools and
resources needed, outside of the classroom (National Center for Education Statistics, U.S. Dept of Education., n.d). As our school
continues to grow, the number of digital tools that we currently have will not be able to accommodate these students. These digital
tools are outdated and out of warranty. This prevents teachers from providing digital equality to their students. Therefore, the
Technology Committee is committed to providing digital equality by using Title 1 funding to purchase software such as Schoology
LMS, and Adobe products. We will also purchase other digital tools such as SMART boards, desktop computers, adaptive and
assistive technologies. We will also improve wireless connections to allow all students to use their cell phones and tablets while in
class. To aid students and their families who do not have access to cell phones and tablets, we will provide opportunities for them to
come before and after school to utilize our computer labs, as well as provide information on how to acquire digital tools and resources.
Data Sources:
National Center for Education Statistics, U.S. Dept of Education. (n.d.). Osborne High School.
Retrieved November 8, 2014, from http://www.schooldigger.com/go/GA/schools/0129000521/school.aspx
Salcito, A. (2012, June 27). Office 365 for education a game changer for teaching and learning.
Retrieved March 20, 2016, from
https://blogs.msdn.microsoft.com/microsoftuseducation/2012/06/27/office-365-foreducation-a-game-changer-for-teaching-and-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.)
Strengths
Weaknesses
Opportunities
Threats
Teachers are proficient in
There is a lack of technical Each building will have a
Teachers resist
the use of Outlook/email to
support to serve every
person that serves as a
implementing additional
communicate with
teacher.
liaison between the
technology that goes
collogues.
Instruction Technology
beyond skill and drill.
Many teachers may be
the use of projectors,
smartboards, and eBeams.
using the internet for
research.
utilizing Synergy to record
grades and take attendance.
using Aesop to record
teacher absences.
The majority of the teachers
are proficient in using
digital tools to collect data
from formative and
summative assessments.
unaware of the researchbased strategies that support

technology integration in
the classroom.
Many teachers are reluctant
to allow students to utilize
cell phones for learning.
Many teachers cannot see
technology beyond skill and
drill (Creighton, 2003).
Many teachers feel that
implementing technology
may interfere with critical
classroom time (Gray,
2016).
Many teachers may feel
that compared to students,
they may lack the necessary
skills needed to implement
technology (Gray, 2016).
Some teachers are
proficient in designing and
utilizing class blogs.
Coach and teachers. This

individual will serve as
technology support to
handle any technical issues
that may occur.
Each teacher will acquire
training on digital tools that
are researched based and
are appropriate to their
curriculum.
Instructional Technology
Coaches and school leaders
will provide follow-up
moral and/or technical
support to ensure success.
Online training videos with
written transcripts, will
provide information on how
to effectively implement
technology will be
provided.
Online training videos with
written transcripts will
provide solutions to
troubleshoot issues.
Every teacher will receive
training on the ISTE
Standards.
Teachers are not given

enough time to learn about
the benefits of technology
integration or how to
effectively implement
technology.
Professional trains are view
negatively among teachers.
Many view it as a waste of
time (Gray, 2016).
Many teachers fear
technology integration due
to lack of skills and
training.
There are some teachers
who content with the
current state of technology
integration while others
may be committed to
stopping any type of
technology integration
(Creighton, 2003).
Teachers at our school are proficient in basic computer skills that allow them to complete daily tasks. However, many teachers resist
technology integration because they feel that compared to students, they lack the necessary skills needed to implement technology
(Gray, 2016). These resistors or saboteurs either refuse or try to sabotage any efforts to implement technology (Creighton, 2003). To
eliminate these threats, our technical team will develop a plan that adheres to the ISTE Essential Conditions. We will also provide ongoing professional developments that provide additional support. These professional developments will adhere to the ISTE standards
and will provide teachers with research-based strategies that will give them the confidence they need to effectively implement
technology. To provide additional support, each building will have someone who serves as technical support to aid teachers
inaccurately implementing technology strategies. We will also provide online training videos that include written transcripts. These
videos will provide information on how to implement technology and troubleshoot issues.
Data Sources:
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
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?
Strengths
Weaknesses
Opportunities
Threats
Cobb County School
There is a lack of
Inform teachers of the
Time prohibits teachers
Districts Instructional
professional developments
available services offered
from partaking in
Technology services are
that are technology related.
by Cobb County School
technology-related
available to aid teachers in Professional developments
Districts Instructional
professional learning
implementing technology
Technology services.
opportunities.
are often done once and
effectively for assessing
During
professional
Pessimism regarding
never addressed again
student learning,
resulting in teachers
developments, use research
technology related
differentiating instruction,
entering trainings
to support technology
and providing rigorous,
pessimistic.
integration.
prevent teachers from
relevant, and engaging
benefiting from them
Lack of follow up moral
Professional development
learning experiences for all
students (Cobb County
School District, 2016).
Cobb County School
district supports on-going
that include technology
integration (Cobb County
School District, 2011).
and/or technical support to

ensure success.
Professional developments
are not content specific
resulting in teachers
feeling that their time has
been wasted.
A one-hour training fails to
give teachers enough
knowledge and skills to
adequately integrate
technology into the
curriculum.
will be content specific and

(Creighton, 2003).
relevant to the content
Lack of ongoing
area.
technology-related
After professional
professional learning
developments,
opportunities.
instructional technology
Lack of support from
coaches, and school
school leaders to ensure
leaders will provide
technology implementation
follow-up moral and/or
is successful (Creighton,
technical support to ensure
2003).
success.
Lack of professional
After each professional
developments that go
developments, online
beyond 1-day training to
training videos that include
ensure that teachers have
written transcripts will
mastered the necessary
provide additional
skills to implement
information on how to
technology.
implement technology and
resolve troubleshooting
issues.
Cobb County School District supports on-going professional developments that include technology integration (Cobb County
School District, 2011). However, there has been a lack of professional developments that are technology related within the past
year. In previous years, professional developments were often done once and never addressed again resulting in teachers entering
training pessimistic. Also, there is a lack of follow-up moral and/or technical support to ensure successful implementation.
According to Creighton (2003), pessimism regarding technology related professional developments prevents teachers from
benefiting from them. With the development of a new Technology Committee and a digital refresh, professional developments will
be content specific and relevant to the content area. They will also be well designed with researched based strategies that support
implementation. According to Knight (2007), when professional developments are poorly designed, it can affect teachers
willingness to embrace new strategies and teachers will lose their enthusiasm, leaving any additional professional learning
ineffective. Therefore, after professional developments, Instructional Technology Coaches and school leaders will provide followup moral and/or technical support to ensure success. By providing support, we will ensure that at least 90% of teachers will
embrace and implement strategies that improve student achievement (Knight, 2007).
Data Sources:
Cobb County School District. (2016). Technology services: Instructional technology. Retrieved
from http://www.cobbk12.org/centraloffice/InstructionalTechnology/
Cobb County School District. (2011). Cobb county school district: Three-year technology plan
(pp. 1-72, Rep.). Marietta, GA: Cobb County Schools.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press, Inc.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction.
Corwin Press: Thousand Oaks.
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
Cobb County School
District offers tech support
when troubleshooting
issues arise.
Our school has media
specialist available to assist
in troubleshooting issues.
Weaknesses
IT divides their time
between two schools
making it difficult to
resolve issues in a timely
fashion.
Despite being on campus,
the media specialist may be
unable to assist in
troubleshooting issues due
to a lack of skills or time.
IT cannot assess anyone
without a work order.
Internet connectivity is
limited due to non-school
related activity.
To prevent slow internet
connections during testing,
teachers are encouraged not
to use the school Wi-Fi.
This prohibits them from
implementing technology in
the classroom.
Student misuse of laptops
leaves laptops that are out
of warranty, unfixable and
unreliable.
Teachers are unable to
download software that is
curriculum related.
Teachers fail to monitor
student activities on laptops
leading to student abuse of
digital tools.
Opportunities
Train students on how to
properly handle digital
tools.
Hire a full time IT.
Each building will have a
teacher that provides
technology support.
Online training videos that
include written transcripts
will provide additional
information on how to
resolve troubleshooting
issues.
Funding for our media
specialists to attend
professional trainings that
include tech support.
Provide teachers with
administration rights that
will allow them to
download curriculum based
software.
Improve wireless
connections to allow all
students access to the
internet despite testing.
Threats
Lack of funding to hire
full-time onsite technical
support.
Lack of funding to train
teachers in onsite technical
support.
Lack of skills, training, and
time prohibits the media
specialist from providing
technical support.
Student abuse of digital
tools.
Work orders are not
completed in a timely
fashion.
Cobb County School District offers tech support when troubleshooting issues arise. However; when teachers fail to monitor student
activities on laptops, this leaves laptops that are out of warranty, unfixable and unreliable. Also, IT divided their time between two
schools making it difficult to resolve issues in a timely fashion, and they are unable to resolve issues without a work order. Work
orders are often resolved two days after the issue has occurred, resulting in lost instructional time. There are media specialists on
campus to offer additional support, but due to lack of time and certain skills, they are unable to do so. These issues make it difficult
for teachers to effectively implement technology. In order to resolve these issues, our school needs a full-time IT support and funding
to pay for the training of teachers and media specialist. Professional developments would also provide digital management training to
teachers. The skills from this training will be used to show students how to handle digital tools appropriately.
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?
Strengths
Weaknesses
Opportunities
Threats
Cobb County School
Teachers are unaware of the Professional developments Currently, there are no pre
District Technology
ISTE standards or how to
will assist teachers in
or post-surveys to assess
Plan adheres to the
implement the standards
effectively implementing
student literacy.
ISTE standards.
(Gray, 2016).
technology by adhering to
Some teachers may feel that
the ISTE national education
Digital curriculum
Parents are unaware of the
the ISTE national education
technology standards.
resources accompany
ISTE standards (Gray,
technology standards are
The Tech Committee will
textbooks. These
2016).
inferior to content standards
resources are also
assist teachers in finding
(Gray, 2016).
Students are unaware of the
offered online.
new digital curriculum
Teaching the test may take
ISTE standards for students
Teachers are aware that
their standards include
(Gray, 2016).
Student technology literacy
is not assessed (Gray,
2016).
resources that align with the

priority over implementing
ISTE Standards.
ISTE standards.
Students will be able to
There are some teachers
comprehend how the ISTE
who are content with the
Standards for Students will
current state of technology
prepare them for the 21st
integration while others are
century
committed to stopping any
type of technology
Our school will
integration. Therefore,
communicate to parents
implementing the ISTE
how ISTE Standards for
Standards is out of the
Students prepares students
question.
for the future.
will design a poster that
lists the ISTE Standards to
serve as a visual reminder
to both students and
teachers.
Student technology literacy
will be assessed through pre
and post surveys to
determine proficiency.
The Cobb County School Districts Technology Plan adheres to the ISTE standards. However, after analyzing the data from my
survey, I have found that educators, students, and parents are unaware of the ISTE standards. I also found that student proficiency in
technology literacy is not assessed (Gray, 2016). Since some teachers may feel that the ISTE national education technology standards
are inferior to content standards, the Tech Committee will design professional developments that dispel these beliefs by educating
teachers on the importance of the ISTE Standards. We will use research to prove that the standards prepare 21st-century learners for
the workforce. Also, when educators align Common Core and ISTE Standards, students become engaged and motivated to learn
(ISTE, 2016). When students are motivated, they are driven to academic achievement (Anderman and Dawson, 2011). Therefore, the
Technology Committee will design professional developments that assist teachers in effectively implement their current digital
curriculum resources, as well as find new digital resources that align with the ISTE Standards. Our plan will also include
communicating the purpose and importance of the ISTE Standards to students and their parents through the school website, email and
phone blast, as well as through newsletters, and blogging. Students will be able to recognize how the ISTE Standards for Students
prepares them for the workforce. To determine technology literacy proficiency, pre, and post surveys will be administered at the
beginning and the end of each semester. The data from these surveys will be analyzed to ensure students are receiving the maximize
benefits of technology integration.
Data Sources:
Anderman, E., & Dawson, H. (2011). Learning with motivation. In Handbook of research on learning and instruction (pp. 219-239).
New York: Routledge.
ISTE. (2016). Transform teaching and learning. Retrieved March 21, 2016, from
http://www.iste.org/

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

What is the current reality in our school?

Semester: Spring 2016

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Additional input from

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

developments that train and

implement Cobb County

ESSENTIAL CONDITION FIVE: Skilled Personnel

unaware of the researchbased strategies that support

Coach and teachers. This

Teachers are not given

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

and/or technical support to

will be content specific and

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

resources that align with the

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