Nguyen Lucie Swot Analysis

ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions
Name: Lucie Nguyen Semester: Spring 2022
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 utilized by Technology integration varies Teachers meet in collaborative Although there is access to
administration, teachers, and from teacher to teacher across learning teams every Tuesday. technology, many teachers are
students daily. Teachers, all grade levels. There is not a Sessions can be maximized to hesitant to implement new
leaders, and students use consistent guideline or provide space for professional tools and strategies. In a
digital tools and resources for expectation for technology learning and development system, change can cause
productivity, collaboration, integration for teachers. related to student-centered resistance because of a lack of
engagement, and learning. trust or fear of failure.
communication. The county Based on the SAMR model, at Teachers may be hesitant
adopted platforms, such as times, teachers utilize the The local school technology because they are not aware of
Microsoft Office 365, Google technology tools as a direct team (media specialist, local how the change will impact or
Workspace for Education, and substitution or augmentation of school technology coordinator, influence their work.
Adobe Creative Cloud. learning. Due to this, and technology support
technology is not always used technician) can promote In addition, teachers are not
Technology allows teachers to to its full potential to support effective and meaningful usage given ample time to practice
deliver instruction, design learning. of technology tools and the tools without risks and
learning opportunities, and resources by providing high need a common space to
collect valuable data to inform Additionally, it is not globally quality training and reflect and share findings with
instructional decisions. Student used to bring positive change professional learning. The other teachers across the
technology usage is aligned to into the community. technology team can support school.
the Quality Plus Teaching educators and leaders in
Strategies of Gwinnett County integrating technology in It is imperative to provide

and aligns with research-based transformative ways. opportunities for teachers to
approaches. In Gwinnett practice the tools without any
County, my collaborative We can utilize the strategies risk and space to reflect and
learning team implements the and videos listed in the Quality share findings with other
Quality Plus Teaching Plus Teaching Strategies as teachers. This work promotes
Strategies framework to guide examples for integration. collaborative work
our teaching, planning, and environments and empowers
learning. Technology is The accessibility to student teachers. When we empower
embedded in every strategy computers accelerated the new teachers, we build a
and can propel the learning era for technology integration community of trust and
experience. Students use at my local school. Therefore, respect. This, in turn,
technology to communication, professional developments for motivates and encourages
create, collaborate, and the communities and families teachers to succeed and feel
critically think about topics. will support the growth of heard.
technology integration to
This work supports student support student-centered
engagement, personalized learning.
learning, and deep
understanding of the content. At Suwanee, our greatest
To personalized learning, professional development is
students engage in adaptive learning from one another.
assessments, such as iReady professional developments
Math and Amplify Reading. should be job embedded to
These tools are research based promote collaborative work
and support the Georgia environments and empower
Standards of Excellence. teacher leaders.
Adaptive assessments, like
iReady Math and amplify Technology facilitators and
reading, leverages technology leaders can recommend
to curate customized specific instructional uses and
experiences for all students to tools that are embedded in
growth and succeed. Students standards – based instruction.
receive immediate feedback,
receive data driven instruction, The data from technology tools
and provide teachers and used now can help develop a
administrators a measure of clear plan and vision for

growth. technology usage.
All common assessments and

district assessments are taken
using Gwinnett County’s
SchoolNet. Data is collected
and monitors student progress.
This resource allows teachers
and analyze data and align
technology usage to meet the
needs of diverse learners.
Summary of Results/Conclusions:
Technology is embedded into the fabric of Suwanee Elementary’s teaching and learning. Digital tools and resources are used by
teachers, leaders, and students for productivity, collaboration, engagement, and communication. Using various digital tools,
teachers can deliver instruction, construct learning opportunities, and collect useful data. Students are proficient with Google
Fundamentals for Education tools and interact with the tools daily to show evidence of learning. At Suwanee Elementary, however,
technology implementation differs from teacher to teacher and there is not a consistent initiative for technology usage. When
surveying teachers on how they use technology in the classroom, most teachers responded that they are using the tools to substitute
content with no functional change. For example, reading books with Epic Books, utilizing Google Forms to take an assessment
instead of paper, or creating a Google Slides to collaborate with peers within the classroom. Innovative teachers are more likely to
invest time in choosing tools that allow students to create new products, like using Book Creator. Based on the SAMR model, it is
necessary to transform instruction to ensure that students go beyond just consuming knowledge. Technology should be used to
transform instruction in the classroom. Although there is access to technology, many teachers are hesitant to implement new tools
and strategies to support student centered learning. Several teachers at my school are hesitant because they are not aware of how the
change will impact or influence their work. With the wave of new emerging technologies, teachers also discuss how pressures of
standardized testing and district assessments limit their team from exploring new tools. To alleviate this concern, professional
developments for the communities and families will support the growth of technology integration to support student-centered
learning. The technology team can promote effective and meaningful usage of technology tools and resources by providing high
quality training and professional learning.
Recommendations from Analysis:

As educators, it is important to cultivate learning environments that are active, engaged, and meaningful. ISTE states “student-
centered learning moves students from passive receivers of information to active participants in their own discovery process.” This
requires educators to fully understand the needs of all students. In the article, researcher Kimberly Overby shares that as students
engage online… they are forming “the opinions and knowledge they retrieve for themselves. This shows how important it is to
embrace the technology, welcoming it into the classroom, to guide and coach the students in learning the correct way of using on-
line technology: teaching them the reliable and safe procedures of networking and researching.” It is not always about how much
technology we have available in the local schools, but rather how effectively we train, use, and integrate the resources available. To
maximize growth, technology facilitators should provide high quality trainings to teachers and community members with curated
tools that are effective. Technology is only a tool and will not solve all issues of education, but technology can help teachers to
scaffold instruction and empower students. Teachers and leaders should engage in dialogue about technology usage and the action
plan for growth. Technology facilitators can coach teachers to effectively implement tools in engaging ways. To be an effective
technology coach, communication and trust must be at the frontline of all work. The partnership philosophy is an approach where
“coaches and teachers work as equals with the goal of making a powerful, positive difference in children’s lives” (Knight, 2018, p.
4). This work can help close the gaps and build strong relationships within the school. It is important to build this relationship with
teachers and families to support student achievement.
Supporting Sources:
• International Society for Technology in Education. (2022). ISTE standards for coaches. https://www.iste.org/standards/iste-
standards-for-coaches
• International Society for Technology in Education. (2022). ISTE standards for educators.
https://www.iste.org/standards/for-educators
• International Society for Technology in Education. (2022). ISTE standards for students. https://www.iste.org/standards/for-
students
• International Society for Technology in Education. (2022). Essential conditions.
https://id.iste.org/connected/standards/essential-conditions
• Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching.
Corwin Press: Thousand Oaks.
• Overby, Kimberly. (2011). Student-Centered learning. ESSAI: Vol. 9, Article 32. http://dc.cod.edu/essai/vol9/iss1/32
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
● Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the
vision?
● To what extent do teachers, administrators, parents, students, and other community members have a vision for how
technology can be used to enhance student learning? What do they believe about technology and what types of technology
uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these
ideal, preferred technology uses in the future aligned to research and best practice?
● To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrow’s workforce? For motivating digital-age learners?
● What strategies have been deployed to date to create a research-based shared vision?
● What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
The goal for technology usage There is not an official vision Since Suwanee PTA is a strong Members of the school and
at Suwanee Elementary School for technology usage at my supporter for education and stakeholders may have varying
is for technology to be used to local school. The technology learning, it is important to be opinions and perspectives of
enhance student access to plan is not listed or easily transparent about the shared technology integration in the
content, increase engagement, assessable to teachers for the vision that will be created. school. This can affect the
and integrate into the daily county. budget and vision for
structure of teaching and There is an opportunity to technology.
learning. Technology should As stated in local school develop a strong official plan
not be used as only a tool, but improvement plan, the teacher for the school that involves Other counties have designed
a resource for elevating high is exclusively responsible for teachers, administrators, technology enhanced shared
levels of learning (L. Nguyen, integrating instructional parents, students, and other visions. It is necessary to
personal communication, resources and technology. The community members. The assemble a dedicated
January 22, 2021). These goals do not specifically target technology team can lead the technology team with teachers,
intentions, along with student technology literacy and change for a development of a administrators, and technology
community support and parent skills. shared vision that will support specialists to develop a shared
involvement, are vital to the the development of diverse visions and design specific
progress made by the school to Many teachers do not know students. goals.
drive improvement. about the International Society
for Technology in Education The technology team can begin
The district has provided the standards to guide students implementing elements of the
local schools with Digital into the digital age. In addition, shared vision during specials
Instructional Considerations teachers do not know the to promote digital literacy and
and Support Resources for all TPACK framework. The citizenship into the curriculum.
content areas. This is intersections of the TPACK

accessible through the framework illustrate the There is an innovation lab
communications centers for relationship among funded by PTA provides a
elementary, middle, and high technology, pedagogy, and flexible learning space for
schools. This provides ideas content knowledge. Educators students. Teachers can use this
and philosophies that can must have knowledge of the lab to cultivate twenty-first
support a design of a shared content, technology, and how century skills, such as critical
vision. to integrate technology into thinking, creativity,
learning to maximize student collaboration, and
The Suwanee PTA is a strong success. These should be communication using
proponent of education and included in the official vision technology.
learning. The students and for technology use in the
staff at Suwanee have school.
benefited from
various classroom grants,
access to Chromebooks for all
classrooms, and books for our
new book vending machine.
This is possible through the
fundraisers and events hosted
by the Parent Teacher
Association. The community is
invested in the growth of
technology integration.
Suwanee earned a STEM grant

of more than $11,000, which
provided resources to enrich
science and technology
education. The grant also will
provide an opportunity for an
after-school camp. Educators
have a desire to support
students to be motivated
digital age learners.
The community and Parent Teacher Association is involved in supporting the goals for technology usage. However, this is an area
of need. There is not an official shared vision for technology usage at Suwanee Elementary School. As stated in the Local School
Improvement Plan, Suwanee includes technology in collaborative learning teams with teachers. “Through weekly planning
meetings and quarterly full-day planning meetings, teachers will analyze the AKS, develop clear learning targets, create common
formative assessments, and integrate instructional resources and technology. The plan only states that the teacher is exclusively
responsible for integrating instructional resources and technology. The goals do not specifically target student technology literacy
and skills. The district does provide resources, but it is necessary to communicate standards, goals, and vision to all educators,
community members, and students. There is an opportunity to develop a strong official plan for the school that involves teachers,
administrators, parents, students, and other community members. The technology team can lead the change for a development of a
shared vision that will support the development of diverse students. There are several counties that have designed technology plans
that are transparent and clear. The technology team can analyze these various visions to develop a shared vision that is specifically
catered to the school. Since it has not been created, the technology team can also survey and interview members of the school and
stakeholders to design a plan with varying perspective in mind.

I recommend designating the technology team to create a clearly defined vision for technology usage at Suwanee Elementary. The
team will gather input from all stakeholders. ISTE shares that “a shared vision becomes the paddle the organization uses to steer
toward the future. When a system is guided by a clearly defined vision and leaders actively collect, incorporate, and share input
from stakeholders at all levels, a community of understanding and collaboration develops to propel the organization forward in its
mission.” The most important aspect of a successful shared vision is buy-in. It is important to have leaders that are visionaries and
innovators. ISTE also shares several tips to develop a shared vision within a school system. “Put your vision statement front and
center.” This means that the shared vision for technology should be easily accessible, and all decisions should align with these
beliefs. I recommend placing the vision on the school website for all to access easily. “Develop a living, breathing strategic plan.” It
is necessary to involve all stakeholders and determine specifically design an action plan to meet the goals. Plans should include a
timeline and action steps. “Communicate conspicuously.” It is crucial to gather input from all stakeholders and build relationships
to understand one another’s goals and opinions. “Meet people where they are.” Schools can use preferred forms of media to deliver
information about the vision, such as newsletters, websites, or social media. “Show, don’t just tell.” Schools can show examples of
programs or initiatives that incorporate technology that align with the vision. Stakeholders are more invested when they can see the
change. “Keep the doors wide open.” Transparency is important. Schools can have family meetings or spaces for people to share
opinions, perspectives, and communicate. “Accept lowercase failures.” Schools can learn from small mistakes, reflect, and continue
to improve. “Get comfortable with calculated risks.” It is important to cultivate a community that allows for grace and growth after
mistakes.
Supporting Sources:
students
• Randles, J. (2015). 8 ways to establish shared vision. https://www.iste.org/explore/Lead-the-way/8-ways-to-establish-
shared-vision
• Taylor, M. (2022). 2021 – 2022 Local school plan for improvement for Suwanee Elementary 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?
● 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 district has a plan for the There is no plan to guide Leaders should consider the Teachers have not been trained
use of technology and digital technology usage in the school. needs of the teachers and on the standards for
resources. It is stated in the design a systematic plan that technology. There are
Gwinnett County’s The There is no outline for will align with school constraints on time.
Strategic Direction for 2020- implementing the strategic improvement plans.
2030. The goal is incorporate direction. It is written for a
emerging technologies to make
learning relevant and real and decade and lacks deadlines or Teachers should be included in
to equip students with skills to points of achievement. the technology initiatives for
navigate the digital world. the school. This plan should be
integrated into the local school
The plan shares that the Media improvement plan.
Specialists, the Local School
Technology Coordinator Teachers should write grants
(LSTC), and the Technology for technology that benefits
Support Technician (TST) are various grade levels to support
assigned to each school to help vertical alignment of standards.
them meet their goals by
providing support, resources, During collaborative learning
and trainings. Professional planning, teams should include
learning at the local and technology usage in the
district level provides classroom and ISTE standards
continuous improvement and as part of the planning process.
growth.
Teams should collect and
All students at Suwanee have analyze data relating to the
Chromebooks and reliable effectiveness of specific
internet connection. Each technology tools and resources.
classroom has a large charging
cart that allows for 30 laptops With input from teachers, the
to be charge at once. In next step is to provide an
addition, students have their action plan, identify personnel
own Microsoft Office 365, to support the action plan, list
Google Workspace for specific timelines, and update
Education, and Adobe all stakeholders with progress.
Creative Cloud account that is
provided by the district.
Teachers have access to a

Discovery, iLearn, and
Innovation Lab throughout the
school year.
For digital learning days, there

are plans set in place to
support student access to
hotspots, Chromebooks, and
content. This is available to all
students.
At this moment, there is not a technology plan for the school. The district has a plan for the use of technology and digital resources.
It is stated in the Gwinnett County’s The Strategic Direction for 2020-2030. The technology plan for the district was difficult to
locate and lacks actionable steps. The goal is incorporate emerging technologies to make learning relevant and real and to equip
students with skills to navigate the digital world. Many staff members did not know of the Strategic Direction of 2020-2030 aside
from administration. Suwanee Elementary School addresses the needs of diverse populations in the school by providing 1:1 access
to Chromebooks, reliable internet connection, as well as access to various tools and technologies to support student achievement
that are researched based. Teachers are issued new touchscreen laptops. Each classroom also has a large charging cart that allows
for 30 laptops to be charge at once. In addition, students have their own Microsoft Office 365, Google Workspace for Education,
and Adobe Creative Cloud account that is provided by the district. Students can also bring their own devices and connect to the
school internet. If internet is not reliable for families, they can check out a portable hotspot from the school. It is necessary to
involve teachers and community members in the planning for technology. Based on the written shared vision for Suwanee, the
technology team will design actionable steps to meet the goals of technology integration.

According to ISTE, “an effective implementation plan addresses every aspect of the program, from infrastructure to professional
development, and includes an ongoing process for measuring the program’s effectiveness and making necessary adjustments.”
Goals that are measurable and impactful should be included in the implementation plan for technology. It should also designate
individual individuals who will keep stakeholders informed about developments and design necessary profession learning to aid
growth. It is critical to obtain buy-in from all stakeholders to hasten the plan's implementation. Students, teachers, leaders, and the
community must all be involved to support the goals set forth in both the SIP and the Technology Plan. To support this expansion,
complete transparency is required. Technology integration frameworks and models can be used to achieve the objectives.
Supporting Sources:
students
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
● To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning?
● To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
● What tools are needed and why?
● To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
● Do students/parents/community need/have beyond school access to support the shared vision for learning?
Teachers and students have The SIP does not state Leaders can survey or provide Although there is access to
access to computers and information about the needs of opportunity for families and technology, many teachers are
charging carts in every diverse populations regarding students to share their hesitant to implement new
classroom. Teachers have digital technology equity for concerns, comments, and tools and strategies.
reliable work laptops that are low SES, gender groups, and difficulties with technology
touchscreen and connect assistive technology for capabilities. This helps leaders Continued research is
wirelessly to every classroom learners with disabilities. It is get a clear and accurate necessary to keep up to date
in the building. There are necessary to explicitly state understanding of the equity with new emerging
projectors and printers in each and indicate the intentions in that exists at the local school. technologies in the field.
room. Each grade level has at the plan.
least one Promethean The technology team can Teacher preparation programs
Smartboard. There are Although there is a translator devise solutions to their should prepare educators to
additional computer labs for available to the school, it is concerns by including learning use technology to transform
teachers to reserve throughout important to provide all sessions for families, learning in meaningful
the school year. resources and information in a opportunities for diverse manners.
variety of languages. populations to interact with
Students can also bring their Teachers and administration technology (clubs or events),
own device and connect to the should be aware and create professional learning for
school wireless internet efforts to minimize the gender teachers to use assistive
connection after completing a and social divide with technology to support learners
form. technology. with disabilities, and more.
Sparking conversations will
Teachers have access to open the floor to engaging
training and instructional conversations that may enact
resources through the change in the school and
communication centers for community.
elementary, middle, and high.
The county adopted digital The media center can be
tools and resources for available after school on
productivity, collaboration, specific days for students to
engagement, and access devices or technology
communication. Teachers, equipment.
administrators, and students
can access platforms, such as Teachers can begin programs
Microsoft Office 365, Google to support and close the gap in
Workspace for Education, and gender divide, like Girls in
Adobe Creative Cloud. We STEM, Girls Who Code, or
also adopted tools such as STEM like a Girl.
Classworks, Okapi, Nearpod,
Hands on Standards, Reading The media specialist can
Sternhouse, McGraw Hill design a monthly newsletter
Mathematics, Gizmos Explore that shares a curated list of
Learning, STEMScopes - high-quality tools and
Accelerate Learning, resources for families and
Gallopade Social Studies, and teachers to support student
Capstone Social Studies. learning.
Teachers utilized software and

programs to support
personalized learning such as
iReady Math and Amplify
Reading.
Extensions, instructional
materials, and tools for diverse
learners can be added to their
Chrome browser to provide
equitable access to the content
and learning. Assistive
technology is available to
students who need it. This is
indicated in the Individualized
Learning Plans. Teachers
working with diverse learners
are trained to use the
technology.
For digital learning days,

families can check out
Chromebooks or portable
wireless hotspots if needed.
Based on the ISTE essential conditions, teachers and students have access to robust and reliable access to current and emerging
technologies and digital resources. Currently, teachers have access to training and instructional resources (asynchronous and
synchronous) through Communication Centers (available for elementary, middle, and high) that allow for culturally responsive
teaching. Students use software and programs to support personalized learning, like iReady Math and Amplify Reading. Diverse
learners have access to printed texts, instructional materials, and tools to aid learning. There are tools and resources online that will
help all students be successful in the learning process. Currently, there is not a deficit for devices. All students have access to
computers and internet. It is important to note that there are various forms of digital equity. Knowledge is key. It is important for
stakeholders to invest time in continued research to be up to date. I believe that educators and administration should be aware and
create efforts to minimize the gender and social divide with technology. Communication is key for a healthy and impactful
relationship. Technology leaders can survey or provide opportunity for families and students to share their concerns, comments, and
difficulties with technology capabilities.

The goal is to promote incremental progress and change toward providing all students and educators with reliable connectivity and
access to emerging technology and digital resources. Teachers and PTA can continue to seek innovative opportunities, such as
grants & funding, to provide effective resources and training to diverse student populations and educators. We can collaborate with
community members and stakeholders to support initiatives to support the school's technology plan. Since we already have 1:1
devices, it is necessary to promote effective and meaningful usage of technology tools and resources. ISTE shares that “when
planning for technology implementation, it’s imperative to consider not only the number of technology devices you need but also
how you can leverage available digital resources to meet learning and teaching goals.” Leaders can advocate and integrate digital
literacy and digital citizenship into the curriculum. Digital equity is also about integrate culturally responsive teaching framework
into classroom instruction to develop voice (Beerer, 2017). Technology specialists can provide high quality training and
professional learning for educators that are job embedded to support educators and leaders to integrate technology in transformative
and engaging ways. UNICEF shares that “gender inequality in the physical world is replicated in the digital world. There is a large
gap in women and girls’ digital adoption and use compared to men and boys.” There are opportunities to close the gender gap in
digital equity. Teachers or support staff can begin after school programs to empower young girls to pursue technology like Girls
Who Code. Flyers can be shared to administration and families for buy-in. Monthly communication can be shared to the community
or families to inform them of information of engaging, standards-based, student-centered learning tools. Tyers-Chowdhury and
Binder state that “digital literacy training can give parents more positive perceptions of digital technology and the internet. It can
help them understand how they can support girls to stay safe online, rather than view the internet as a dangerous place.” This can
also support the digital divide in girls and all diverse students. If we equipped the community with knowledge and reasoning, they
will be more likely to support the initiatives.
Supporting Sources:
• National Academy of Engineering. (n.d.). Engineer girl. https://www.engineergirl.org/
• Girls Who Code. (n.d). Start a club. https://girlswhocode.com/get-involved/start-a-club
students
• Tyers-Chowdhury, A & Binde, G. What we know about the gender digital divide for girls: A literature review
https://www.unicef.org/eap/media/8311/file/What%20we%20know%20about%20the%20gender%20digital%20divide%20f
or%20girls:%20A%20literature%20review.pdf
ESSENTIAL CONDITION FIVE: Skilled Personnel
ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
● To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
● What do they currently know and are able to do?
● What are knowledge and skills do they need to acquire?
(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for
professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists,
and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may
choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher
proficiencies.)

All teachers at Suwanee use Teachers are overwhelmed Technology leaders can teach Teachers are hesitant to
technology daily to deliver with new technologies. If a educators about the ISTE implement new strategies and
instruction, design learning new program or tool is standards and how it is new technologies with fidelity.
opportunities, and collect integrated, it is important to embedded in every lesson.
valuable data to inform discuss how to roll out the Teachers should be given
instructional decisions. technology into phases to Teachers can embed digital grace to make mistakes with
Teachers are proficient with support educators. literacy and citizenship into the new tools and express
Google Fundamentals for daily instruction. thoughts honestly.
Education. Teachers can locate When teacher create their
materials and resources on the goals for the year, technology Technology can be pushed out
communication centers to is not a focus. I believe that to teams that are innovative
collaboratively plan. Teachers this needs to be integrated in and willing to teach others.
use technology to design the school improvement plan They can spread the word to
learning opportunities that are and teacher’s professional other teams and support the
collaborative and support goals as well. growth of technology. This
critical thinking. also allows teachers to see the
tool in action and the successes
The technology team, lead of the implementation.
innovator, and several teacher
leaders in the school provide The technology team can
trainings for emerging support administration with
technologies. These meetings skills to support the change

aid teachers to effectively theory.
leverage devices, tools, and
resources to support student
centered learning. Technology
specialists at Suwanee are
flexible and adaptable. They
support educators with any
concerns or interests in
emerging technologies.
Teachers curate a variety of

resources for students to
access content and learning.
Many teachers share new
knowledge and ideas of tools
with one another.
Collaborative learning teams
are reflective and share how
they use the tools in their
classrooms. Teachers also
apply the design principles to
create learning environments
that are innovative.
Technology specialists are

innovative in their approaches
to fund and provide resources
to diverse student populations.
At Suwanee, all instructors use technology on a regular basis to teach, create learning opportunities, and collect data. Assessment
data is crucial to determine strengths and areas of growth for all students. To be skilled, educators must be equipped with the
knowledge, skills, and dispositions to design and implement lessons that are student centered. This means that teachers understand
the fundamentals of design. Teachers use technology to provide collaborative learning experiences that encourage critical thinking
and communication using Google Fundamentals for Education. The characteristics that my school excels in is “educators dedicate
time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve
problems.” We meet each week during Collaborative Learning Planning to design and analyze learning experiences. There are
several teachers that are proficient or exemplary with technology usage. These examples can serve as references for teachers in
action. The skilled personnel serve as guides and facilitators of technology. Another way is that technology can be pushed out to
teams that are innovative and willing to teach others. They can spread the word to other teams and support the growth of
technology. This also allows teachers to see the tool in action and the successes of the implementation. Teachers voiced that they
are more likely to engage in tasks with peers than mandatory tools provided by administration. Collaborative technology leadership
teams can help teachers empower other teachers in the building to reach higher levels of success with technology. During planning
days, it is important to carve out time to allow teachers to learn, engage, implement, and explore tools. Skilled personnel can also
push out initiatives in phases to limit anxiety and hesitation with technology tools. Furthermore, sessions should not be “one and
done” sessions. Teachers should be given time and then space to reflect with skilled facilitators. Measurable actions can help aid the
discussions after the initial professional learning.

In order for teachers to see technology initiatives as valuable experiences, it is important to determine the goal. If the goal is student
engagement, technology facilitators should be equipped with the skills and knowledge to model and share effective tools to support
this growth. Technology leaders should also be flexible in their approaches to support a wide range of educators towards meeting
their intended goals. ISTE shares that “At face value, this means knowing how to use digital tools to both increase productivity and
enhance learning. It also implies the need to keep those skills up to date. Leaders can cultivate a skilled staff by modeling
technology use themselves, providing access to resources that help keep skills current, and implementing hiring practices and
policies that reflect the significance of technology skills.” This work is important because if teachers feel empowered with support,
they can support growth towards the shared vision of technology. I would recommend distributing the power within the school. As
teachers gain more knowledge and experience, they can volunteer to support other educators. This helps exponentially grow the
impact of technology at the school level.
Supporting Sources:
students
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?
Teachers attend collaborative Technology integration for the During collaborative learning There is limited time to
learning planning on Tuesdays whole school should be in and planning, teachers can give provide high quality trainings.
after school. phases and consistent. feedback on the tools and
Trainings should include technologies. This should be Professional learning sessions
Leaders from each grade level sessions to show educators available on a digital platform can be drawn out and lack the
share thoughts about growth how to use the tool and then so that all teachers can share ideas of adult learning
and technology how to guide students to use opinions and celebrate (andragogy). Learning should
implementation during the tools. Additional follow up victories. be job-embedded and
leadership meetings. This sessions should be impactful.
allows for vertical alignment. implemented to support Professional learning
growth. Data is necessary to opportunities should be
Gwinnett County supports measure effectiveness of the revamped to support
teacher growth in knowledge tools. This is currently not andragogy. Teachers should be
and skills with literacy, math, present. able to customize their learning
science, and social studies paths and choose professional
professional learning. The development opportunities that
sessions are virtual and are tailored to their needs.
recorded to provide access to
all educators.
Teachers at the school can lead

professional learning
opportunities.
Technology training sessions

exist in teams, one-to-one,
asynchronous, and
synchronous. This flexibility
allows all educators to access
the professional learning.
To support new teachers to

Suwanee, we have a mentor
program that matches teachers
from different grade levels to
provide an additional level of
support.
“Y’all Come” sessions are

catered to meet the needs of
individual teachers. Each
month, administration sends
out a survey for teachers to
request professional learning
opportunities and offer
professional development to
colleagues. The sessions are
led by teacher leaders in the
school and are optional. Some
examples sessions that have
been offered are “Increase
Engagement and Collaboration
with FlipGrid, Maximize
Learning on Google
Classroom, Mastering
Screencasting, Level Up Your
NearPods, How to Analyze

ClassWorks Data.” These
professional development
sessions support andragogy
because teachers can
customize their learning paths
and choose professional
development opportunities that
are tailored to their needs.
Many of the professional

developments have been
centered around technology to
support teachers during
concurrent teaching. Within
the past month, the school has
provided support for updated
technology for teachers. To
ease and alleviate the
implementation of new
technology devices,
technology coaches provided a
Google Sites with lots of
resources and video support
for teachers and staff members
to refer to at our convenience.
The most impactful form of professional learning provided is effective Collaborative Learning Teams (CLT). CLTs consist of grade
level teachers who meet consistently to plan, engage, impact, and lift instructional change. This work is job-embedded,
collaborative, and occurs each week. All educators at Suwanee actively participate in CLT to align instruction, learning, and
assessment to the academic knowledge and skills. Suwanee’s initiative is to focus on a backwards design approach in planning. This
work emphasizes planning backwards to design learning experiences that will support student success in learning goals. At
Suwanee, our greatest professional development is learning from one another. Administration emphasizes the importance of
professional development that it is job embedded because it promotes collaborative work environments and empowers teachers.
Additional professional learning opportunities are created to meet the current demands of teachers in the classroom. The principal
conducts a survey of teachers to establish the areas of greatest impact. Although sessions are timely, the sessions are lengthy, and
trainings often lack a follow-up session. Sessions should support educators in utilizing the tool and strategy, as well as how to guide
students in using the technology. To foster growth, further follow-up sessions should be implemented and documented. To assess
the effectiveness of the tools, data is required. This can be determined by student engagement, student achievement scores, or
teacher observations. At the moment, this does not exist at the school level. To address this, teachers might provide constant
progress updates throughout collaborative learning time. Teachers can provide feedback during collaborative learning and planning.

Malcolm Knowles stated that we cannot use the same strategies used to teach children as adults. Knowles shares that there are four
assumptions with adult learning, “emphasizes self-directedness, building on background knowledge of learning, assuming new
roles, and applicability of the new knowledge.” Adult learners want to problem solve and apply learning immediately. Professional
learnings should be on-going, meaningful, and timely. Knight states that “instructional coaching should be rewarding, worthwhile,
enjoyable, and save teachers’ time.” Technology leaders can design professional learning that meet the needs of adult learnings. To
do this work, ISTE shares that educator should have continual access to “diverse professional learning opportunities that are based
on needs and realities of the school.” Incentive structures can encourage teachers to engage and invest in the learning. The session
of learning is not enough to guide educators to use the technology. Leaders should be readily available to guide, support, and follow
up on the progress. Coaching sessions may also support the growth of technology integration. Jim Knight shares that “the purpose
of coaching is to foster improvement. Therefore, if done well, coaching can be incredibly important since improvement stands at the
heart of so much that matters in life. When we choose to learn and get better... we open ourselves to a better life of healthier
relationships, greater successes, deeper feelings of competence, and more vitality and growth.” This relationship between the
technology coach and teacher can create the greatest impact for professional learnings.
Supporting Sources:
students
• Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching.
Corwin Press: Thousand Oaks.
• Knowles, M. (n.d). Andragogy and pedagogy. https://web.njit.edu/~ronkowit/presentations/pages/andragogy.htm
ESSENTIAL CONDITION SEVEN: Technical Support
ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
● To what extent is available equipment operable and reliable for instruction?
● Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down
time” averages acceptable?
● Is tech support knowledgeable? What training might they need?
● In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use
technology in the classroom?
All classrooms have devices, Some laptops need to be Time should be carved out in If devices are damaged, it
wireless internet connection, updated to support the latest the technology team’s schedule required more funding to
wireless projectors, and a software. There is a computer to intentionally research and update and repair.
computer charging cart. lab with outdated computers. collaborate. It would be helpful
for the technology team to If the technology team carries
The media specialist, In specific situations, some connect with others in the a large workload or is pulled in
technology specialist tickets take longer to address. cluster to collaborate. various manners, it prevents
coordinator, and technology If both technology facilitators them providing consistent
technician are always on are pulled for other tasks, it The technology support team assistance for teachers and
campus and readily available may take longer for issues to can lead sessions to aid students.
to support teachers and be resolved. teachers in troubleshooting
students. The technician common issues.
focuses on hardware, while the
specialists focus on software Many teachers in fourth grade
and tools. All members are are pursuing a M.Ed in
knowledgeable and responsive. Instructional Technology.
They should be placed on a
Technology tickets are team as additional points of
resolved within the week. contact to support and aid
teachers.
The computer labs have
devices that teachers can
reserve. The innovation lab is
equipped with flexible learning

space and technologies to
support student learning.
At Suwanee, the technical support is present and supportive. The media specialist, technology specialist coordinator, and
technology technician are on campus daily and readily available to support teachers and students. The technician focuses on
hardware, while the specialists focus on software and tools. All members are knowledgeable and responsive. All classrooms have
functioning devices, wireless internet connection, wireless projectors, and a computer charging cart. All concerns are addressed
within the day and complicated issues are managed and updated by the technology team. To continue staying up to date with new
advancements and updates, time should be carved out in the technology team’s schedule to intentionally research and collaborate. It
would be helpful for the technology team to connect with others in the cluster to collaborate. For this to occur, teacher leaders or
students should be trained to troubleshoot classroom level issues. This allows flexibility in the technology team’s schedule to
innovate and pour back into the teachers and students. Many teachers in fourth grade are pursuing a M.Ed in Instructional
Technology. They should be placed on a support team as additional points of contact to support and aid teachers.

ISTE states that “developing a system for providing multiple types of support is a key component of any technology integration
plan.” I would recommend providing digital guides for simple troubleshooting problems to support teachers. This work would
empower teacher and students to problem solve. The media specialist teaches a specials class, and it could be beneficial to teach
students how to troubleshoot simple scenarios in the classroom to alleviate the ticket load of the technology team. Students will also
gain skills necessary to be a digital learner in this process. This opens time in the technology team’s schedule to connect with others
in the cluster to collaborate. Knowledgeable teachers can be additional points of contact to support and aid fellow teachers in
troubleshooting.
Supporting Sources:
students
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?
Technology is incorporated Few educators, students, and The technology team should Parents are concerned with
into instruction and aligns with parents are aware of the plan and create a curriculum digital safety and the amount
Quality Plus Teaching student technology standards. framework to support content of time on devices.
Strategies. The technology standards across grade levels.
strategy is woven into and Technology literacy is not The ISTE standards can be Administration often
between all of the strategies of assessed. embedded into the lesson prioritizes content standards
the framework because it plans. Technology leaders can over technology literacy
“enhances instructional Technology literacy and show teachers concrete standards.
effectiveness through citizenship relies heavily on examples of each standard and
increased student engagement, the media specialist. Teachers how to effectively implement
differentiation of instruction should be trained to support the knowledge and skills.
and learning, and/or giving growth in this area.
students ownership of their Digital resources from the
own learning.” county can maximize
instruction and can supplement
There are digital curriculum learning in the classroom.
resources available on the
communication centers for the
district for teachers. Families
have access to digital
resources that are aligned to
instruction through the district
portal.
The curriculum framework incorporates technology into every strategy. "The Quality-Plus Teaching Strategies, originally
developed by Gwinnett County Public Schools educators identify the evidence-based pedagogical strategies supported by the
district for use in every classroom. Quality-Plus Teaching Strategies are strategies that lead to optimal student learning.” The use of
strategies supports high levels of student achievement, especially those with the most challenging populations of students. Teachers
are not actively linking work to student technology standards, even though technology is used daily. The media specialist is strongly
reliant to teach technology literacy and citizenship. Teachers should be educated on how to encourage progress in this area. To help
with this, teachers should include technology into their class plans rather than treating it as an afterthought. The technology team
should plan and create a curriculum framework to support content standards across grade levels. The ISTE standards can be
embedded into the lesson plans. Technology leaders can show teachers concrete examples of each standard and how to effectively
implement the knowledge and skills.

ISTE recommends that “technology standards should inform and support the curriculum framework. For example, the Common
Core State Standards include technology proficiencies in the array of knowledge and skills students are expected to build. In this
way, technology use becomes part of the learning objective itself rather than simply a means of achieving it.” The technology team
should develop and create a curricular template to support content requirements across grade levels prior to the start of the school
year. ISTE standards can be included into lesson plans seamlessly. It should not be another task, but rather an extension. Teachers
can be shown tangible examples of each criterion as well as how to apply the knowledge and abilities effectively by technology
leaders. Teachers and staff members should inform the community and family about the ISTE standards for students during
curriculum night. “A curriculum framework bridges the gap between overall curriculum goals and the use of technology for
learning and teaching.” The technology team can assist in the development of this framework by providing resources and materials.
Supporting Sources:
students
References
National Academy of Engineering. (n.d.). Engineer girl. https://www.engineergirl.org/
Girls Who Code. (n.d). Start a club. https://girlswhocode.com/get-involved/start-a-club
Gwinnett County Public Schools. (2020). Strategic direction.

https://www.gcpsk12.org/cms/lib/GA02204486/Centricity/Domain/12274/Strategic-Direction-2020-2030_FEB_28_20.eq.pdf
International Society for Technology in Education. (2022). ISTE standards for coaches. https://www.iste.org/standards/iste-standards-
for-coaches
International Society for Technology in Education. (2022). ISTE standards for educators. https://www.iste.org/standards/for-educators
International Society for Technology in Education. (2022). ISTE standards for students. https://www.iste.org/standards/for-students
International Society for Technology in Education. (2022). Essential conditions. https://id.iste.org/connected/standards/essential-

conditions
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press:
Thousand Oaks.
Knowles, M. (n.d). Andragogy and pedagogy. https://web.njit.edu/~ronkowit/presentations/pages/andragogy.htm
Randles, J. (2015). 8 ways to establish shared vision. https://www.iste.org/explore/Lead-the-way/8-ways-to-establish-shared-vision
Taylor, M. (2022). 2021 – 2022 Local school plan for improvement for Suwanee Elementary School
Tyers-Chowdhury, A & Binde, G. What we know about the gender digital divide for girls: A literature review
https://www.unicef.org/eap/media/8311/file/What%20we%20know%20about%20the%20gender%20digital%20divide%20for%20girl
s:%20A%20literature%20review.pdf
Overby, Kimberly. (2011). Student-Centered learning. ESSAI: Vol. 9, Article 32. http://dc.cod.edu/essai/vol9/iss1/32

Nguyen Lucie Swot Analysis

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ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

Name: Lucie Nguyen Semester: Spring 2022

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

Strengths Weaknesses Opportunities Threats

Strategies of Gwinnett County integrating technology in It is imperative to provide

administrators a measure of clear plan and vision for

All common assessments and

Recommendations from Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

content areas. This is intersections of the TPACK

Suwanee earned a STEM grant

Recommendations from Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

Teachers have access to a

For digital learning days, there

Recommendations from Analysis:

Teachers utilized software and

For digital learning days,

Recommendations from Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Strengths Weaknesses Opportunities Threats

technologies. These meetings skills to support the change

Teachers curate a variety of

Technology specialists are

Recommendations from Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Teachers at the school can lead

Technology training sessions

To support new teachers to

“Y’all Come” sessions are

NearPods, How to Analyze

Many of the professional

Recommendations from Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

equipped with flexible learning

Recommendations from Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Analysis:

National Academy of Engineering. (n.d.). Engineer girl. https://www.engineergirl.org/

Girls Who Code. (n.d). Start a club. https://girlswhocode.com/get-involved/start-a-club

Gwinnett County Public Schools. (2020). Strategic direction.

International Society for Technology in Education. (2022). Essential conditions. https://id.iste.org/connected/standards/essential-

Knowles, M. (n.d). Andragogy and pedagogy. https://web.njit.edu/~ronkowit/presentations/pages/andragogy.htm

Randles, J. (2015). 8 ways to establish shared vision. https://www.iste.org/explore/Lead-the-way/8-ways-to-establish-shared-vision

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