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SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Neal Austin Smith ITEC 7410, Semester: Summer 2014

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

ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
QCCs)?
To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices? (See Creighton Chapters 5, 7)
Strengths Weaknesses Opportunities Threats
- Teachers use e-mail for
daily communication
amongst themselves as
well as with parents and
administrators.
- Teachers utilize the
social learning site
Edmodo to
communicate with
students and their
parents and other
educators.
- Teachers are equipped
with SMARTBoards in
all classrooms and
SMART software on
their laptops.
- Many teachers use
SMARTBoards for
daily lessons.
- Many teachers utilze
- Many teachers use the
SMARTBoards in their
classrooms as
extensions of traditional
dry erase boards.
- Teachers are equipped
with iRespond student
response systems, but
many do not use them
unless required to do so
for county-level testing.
- While students are
allowed to use their
own devices through the
BYOD policy, many
teachers have them
utilize their devices
only as calculators or
for taking notes.
- Many teachers use the
resources in the
- As a BYOD school,
students are allowed to
use devices. Staff can
be trained in methods of
implementing BYOD
lessons that require
higher order thinking
skills.
- Staff requires additional
training to understand
the best practices
required to best
implement BYOD.
- Staff members have
travelled to the
International Society for
Technology in
Education conference to
learn techniques and
processes for better use
of BYOD.
- Some teachers do not
believe that the use of
technology in the
classroom is useful (A.
Bristow, Personal
Communication, June
19, 2014).
- Many students do not
have devices that can be
used in class.
- Time and funding for
professional
development and
training is short due to
budget restraints
(Bristow).
one of the three
computer labs at the
school to allow students
the opportunity to work
on computers.
- Many teachers utilize
multi-media and
hypermedia software
and websites for
students to create
projects and products.
- Teachers utilize
USATestPrep and
Georgia Online
Assessment System for
drill and practice to
prepare for tests.
- Many teachers use
YouTube or other
online videos and
screencasting to
implement a flipped
classroom model.
- Simpson is a BYOD
school, and many
students possess
devices, which they are
allowed to use in class.
- Simpson possesses a
Stratasys Uprint 3D
printer coupled with
Solidworks 3D
Computer Aided Design
software, and students
learn about 3D printing
through an Engineering
computer labs for
simple word processing
tasks as opposed to
HOTS tasks.
- Staff members travelled
to the Advanced
Placement conference
in order to learn
methods for embedding
technology into higher
order thinking skills
lessons and activities.
- Information from both
conferences will be
redelivered.
and technology class.
- Simpson possesses a set
of 10 Lego Mindstorms
EV3 robotics kits, and
students work with the
kits to learn basic
robotics and computer
coding.

Summary/Gap Analysis:
Teachers and students at Simpson Middle School have access to a variety of technology tools within the school, and many teachers
use those tools in class on a day to day basis. However, many teachers do not use the technology at their disposal to increase the rigor
in their lessons or to allow students to access higher order thinking skills tasks. Many teachers seem to be unaware of the proper vision
for using BYOD and technology in the classroom. Rather, many times, teachers use technology as a substitute for low-tech methods or
for less than it is capable of providing. Due to budget and time restraints, professional development opportunities for teachers to learn
more about how to embed and implement technology in lessons are not readily available.

Data Sources:

ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing
tomorrows workforce? For motivating digital-age learners?
What strategies have been deployed to date to create a research-based shared vision?
What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
- The administration at
the school shares a
technology use vision
with the districts
vision.
- The schools
technology use vision is
part of the school
strategic plan.
- Many teachers believe
that the use of
technology in the
classroom and for the
completion of higher
order thinking skills
tasks is vital in
preparing students for
college and careers.
- Many teachers and
administrators believe
that the use of
technology can be an
important tool for
helping students reach
state content-area
standards.
- Administrators and
some teachers see a
clear connection
between the use of
technology in the
classroom and
preparation of students
- Some teachers do not
share the belief that
technology can be used
to increase rigor and
understanding of state
content-area standards.
- Many teachers still
believe that technology
and content should be
taught separately.
- Many teachers are
unaware of best
practices for embedding
technology in content in
order to reach
standards.
- Much time was devoted
to learning new
technologies and
software at the
beginning of the last
school year, so there
was little time for
professional
development on
technology
implementation.
- There will be less time
devoted to learning new
technologies this school
year, so more time can
be used to teach
strategies for
technology
implementation.
- New professional
development
opportunities regarding
the Levels of
Technology Integration,
models for integration
of technology and
engaged learning
through technology can
be created and planned.
- Inclusion of resistant
teachers in creating the
school strategic plan for
the new school year and
creating the
professional
development schedule
may help to change the
philosophies of other
resistant teachers.
- Many teachers may not
be able to change their
perspectives on the use
of technology.
- Spreading a philosophy
by coercion, or by the
suggestion of coercion
has been proven to be
an ineffective solution.
for college and careers.
- Some teachers
understand that the use
of technology in the
classroom can help
them increase the rigor
of their lessons and help
their students reach
state standards.
-
The technology use policy and vision of the administration at the school and of many of the teachers are closely related to that of the
district and state, but some teachers on the staff do not share that philosophy. Many teachers believe that the use and implementation
of technology in the classroom can lead to a use of higher order thinking skills and better learning outcomes and better acquisition of
standards material, but others do not share that same vision.

Data Sources:

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?
- The school has a
technology vision as a
part of the overall
school strategic plan.
- All teachers are invited
to be a part of the
- Many teachers choose
not to be a part of the
school strategic plan
committee.
- Few parents or
community members
- After the summer
conferences, teachers
and administrators
should have a more
thorough understanding
of the best practices for
- Teachers do not want to
go to any meetings that
are not required, so
many do not attend
committee meetings.
committee.
- The school strategic
plan and the embedded
technology vision are
aligned to the district
strategic plan, which is
subsequently aligned to
the state mission and
vision (Bristow).
- Parents and community
members have access to
the school strategic plan
should they request it
(Bristow).
- A task force made up of
parents, teachers, and
community members
was formed when the
school developed its
BYOD policy.

request copies of the
school strategic plan.
- The technology vision
within the school
strategic plan is vague
(Simpson school
strategic plan).
- The BYOD and
technology committees
focused more on the
rules and policies for
the use of electronics
and technology than on
how to use them for
instruction.
-
using technology, which
can be incorporated into
the school strategic
plan.
- In the planning
meetings for the school
strategic plan for the
new school year, more
details can be included
regarding the use of
technology.

- Many parents and
community members
are more concerned
with test scores than
with the use of
technology in the
classroom.
- Some teachers may still
be set in their ways
about using technology
to meet content area
standards.
The school strategic plan at Simpson Middle School contains the schools vision for technology usage. The school also has a
technology use policy and a BYOD policy. All teachers at the school are invited to be included in the formation of the school strategic
plan. Community members were also included in the planning and formation of the technology use policy and the BYOD policy.
However, not all teachers who could have been involved in creating the vision and school strategic plan were involved, and the
technology use policy and BYOD policy are concerned more with policies and rules for the use of technology than for how to
implement it to enhance the curriculum.

Data Sources:


ESSENTIAL CONDITION FOUR: Equitable Access

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to
support engaging, standards-based, student-centered learning?
To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
What tools are needed and why?
Do students/parents/community need/have beyond school access to support the vision for learning?
- Teachers are assigned
district-issued laptops
for use in the classroom
and at home.
- Many, but not all,
classrooms are
equipped with one or
more desktop
computers for use by
students.
- The school has three
computer labs with 30
computers in each.
- The school has three
netbook carts with 24
netbook computers in
each one, and six more
carts with 16 netbook
computers in each one.
- The school recently
purchased an iPad cart
with 30 iPads to be
checked out for use in
- Wi-fi access is
sometimes limited or
restricted based on high
traffic times.
- Technology resources
are not always available
to all who need to use
them based on high
demand.
- The process for
reserving technology
resources (labs and
carts) has changed
several times in the past
two school years, and
many members of the
staff are unaware of the
process or refuse to use
it.
- Many netbooks
available for student use
are not in fully
operational condition,
- The school recently
purchased iPads by
utilizing a grant from
the PTSA. Those iPads
will increase the
opportunities that
teachers have to engage
students through
technology.
- The school is pursuing
another grant that will
allow for the purchase
of new desktop
computers and other
technology supplies
(robotics and
electronics kits) that can
be used in other content
areas.
- A new, and more
consistent, system for
checking out materials
can be designed and
- Teachers who still
refuse to follow the
policy for reserving
technology resources.
- Teachers who use
technology more often
than their fair share or
who reserve resources
but do not use them.
- Current technology
resources will continue
to deteriorate.
- Some teachers have
desktop computers in
their classrooms that are
rarely used and could be
better used in other
locations.
the classrooms.
- Wi-Fi access is
available throughout the
school for use on
district-owned
computers, and a
separate network is
available for use of
student-owned devices
through BYOD.
- All classrooms, and
most common areas and
computer labs are
equipped with
SMARTBoards.
- The school has an
engineering and
technology lab
equipped with 32
desktop computers, a
3D printer and 10 Lego
Mindstorms EV3
robotics kits.
- The media center is
open for an hour before
school daily for students
to have access to
computers.
- Most students have
access to computers and
internet connections at
home or away from
school (Bristow).

or processes take longer
than they should, so
class time is wasted.
- Robotics kits in the
technology and
engineering classroom
are earmarked for use in
that class only, and
other content areas are
not allowed to use them
per district policy.
implemented.
Instruction on the new
system can be
conduscted at the
beginning of the school
year.
- Teachers can implement
procedures for the use
of the netbooks that
maximize computing
power and work around
issues. Such procedures
could include logging
on to computers at the
beginning of the day or
restricting the use of
streaming music or
video services while
students work.
Simpson Middle School is equipped with a relatively large amount of technology resources. At times, there seem to not be enough
resources for all teachers who would like to use then. While there is a policy in place for reserving technology resources such as
computer labs and carts, the implementation of the policy is inconsistent, and some teachers choose not to follow the procedures
outlines in the policy. Additionally, some of the technology resources available are becoming obsolete and are not working properly.

Data Sources:

ESSENTIAL CONDITION FIVE: Skilled Personnel

ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
What do they currently know and are able to do?
What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional
learning. The essential conditions focus on personnel, which includes administrators, staff, technology specialists, and teachers.
However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address
the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.
- Teachers and support
staff in the school are
knowledgeable and
proficient in the use of
word processors, e-
mail, spreadsheets, and
presentation software.
- Most teachers are
proficient in the use of
the internet to conduct
- Teachers show some
weakness in the use of
SMART software to
create interactive
presentations that
leverage the full
capabilities of the
SMARTBoard.
- Teachers know the
basics of their
- Beginning of the year
professional learning
training on the use of
iPads.
- With no new software
to implement this
school year, more time
can be devoted to the
use of existing software
and systems.
- Some teachers are
unaware of the features
of their computers that
can be used and are
resistant to learning.
- If new software is
implemented from the
district level, resources
will need to be re-
allocated to learn about
research.
- Most teachers are
proficient with the use
of the SMARTBoard
within their classrooms.

computers, but there are
many functions that
they do not understand
or choose not to utilize.
- Many teachers are
unfamiliar with the use
of iPads and how to
leverage their
capabilities in the
classroom.
it.
Most teachers have a good basic understanding of the technology that they have at their disposal. However, many are unaware of the
capabilities that the resources possess that could allow them to increase the rigor in their classroom and better engage their students in
the lessons. The recent acquisition of iPads for use among the students at the school provides an opportunity for teachers to further
their knowledge and to better engage students through the use of mobile technology.

Data Sources:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.
Guiding Questions:
What professional learning opportunities are available to educators? Are they well-attended? Why or why not?
Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see
Skilled Personnel)
Do professional learning opportunities reflect the national standards for professional learning (NSDC)?
Do educators have both formal and informal opportunities to learn?
Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate
topic?
How must professional learning improve/change in order to achieve the shared vision?
- The goals of the
professional learning plan
for the school are matched
with the goals of the school
strategic plan.
- The professional
development team at the
school conduct interviews
and surveys to determine
the professional learning
needs of the staff.
- Professional learning is
offered in a variety of ways
(in faculty meetings,
morning drop-in sessions,
and flipped classroom
model lessons).
- The professional learning
team conducts surveys
following professional
learning opportunities to
gauge effectiveness of
trainings.
- Professional learning
opportunities are offered in
a variety of areas in which
needs have been
established.
opportunities are delivered
using research-based best
practices.
- Professional development
opportunities follow many
of the national standards
(http://www.sedl.org/pubs/s
- Most professional
learning is voluntary,
and many teachers
choose not to attend or
participate.
- Mandatory
opportunities are
shorter and usually
based on best practices
without technology
integration.
concerning technology
is conducted in
isolation from other
best practices learning.
opportunities are not
developed with
national standards in
mind.
- Current professional
learning opportunities
are not completely
aligned to the skills
that staff need to
acquire.
- A grant is being
submitted that will
provide for two
additional days of
professional
development for the
staff during which
technology integration
will be a topic.
- At the beginning of
the next school year,
less time will be
devoted to
about new software
and more time can be
devoted to technology
integration.
- The schools
acquisition of a class
set of iPads will offer
a new dimension in
technology
integration, and
professional
development will be
offered in order to best
utilize the new
resource.
- The professional
learning team will take
into account the
national professional
learning standards in
planning professional
learning opportunities.
- Too many
technological and
classroom initiatives
may take away time
from professional
learning on technology
integration.
- Teachers may still be
hesitant to attend
professional
development
opportunities that are
optional.
- Teachers may not
implement the
strategies for
technology integration
that are presented in
opportunities.
edl-letter/v19n01/nsdc-
standards-tools.html).

The professional development committee at Simpson Middle School plans and executes the program of professional learning at the
school with goals for the program based on the goals of the school strategic plan. Planning is accomplished by utilizing a survey and
interviews with staff to discover the needs of the staff at large. Professional development opportunities are designed to close identified
gaps, and are offered in a variety of formats. While many opportunities are aligned to the national professional development standards,
they are not designed with the standards in mind. Much of the professional development programming concerned with technology
resources is based on learning new technologies and is offered in isolation, and these opportunities are usually optional and are less
plentiful than other opportunities. Finally, many professional learning opportunities in both technology and traditional teaching
methods are optional, and some staff members choose not to partake in them.

Data Sources:

ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
To what extent is available equipment operable and reliable for instruction?
Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current down
time averages acceptable?
Is tech support knowledgeable? What training might they need?
In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology
in the classroom?
- Teacher laptops and
SMART Products are
fully operational.
- A relatively large
number of netbooks are
available, and they are
- Equipment is beginning
to age and approach
obsolescence, so
technical support often
has more work than
they can handle.
- Many teachers are becoming
more proficient in the use of
technology and the
implementation of technology
in the classroom, and they will
be more and more capable of
- One of the two technical
support positions is slated to be
eliminated for the upcoming
school year.
- As equipment continues to
age, maintenance will outstrip
in good working order
for the most part.
- Technical support is
available within an
acceptable amount of
time.
- Available technical
support is highly
knowledgeable about
the use and repair of the
equipment available to
teachers.
- Two different part time
technical support
employees are on
campus on a daily basis.
- Both technical support
employees are
knowledgeable in the
use of technology in the
classroom.
- When equipment is
broken or malfunctions,
technical support is
quick to repair or
replace it.

- Internet bandwidth is
often not capable of
supporting the
instructional needs of
all teachers and classes.
assisting others with
technology concerns.

the manpower for continued
repairs.
- As district polices for the
technical support specialist
evolve, some tasks become
more difficult due to
bureaucracy.
Simpson Middle School is fortunate to have highly responsive technical support and technology integration support. We have a
district-assigned technical support specialist who splits time between our school and one other nearby school and is very responsive to
the technology needs of both schools. We also have a part time technology support person funded by our PTSA foundation. This
support person spends half the day as the media center clerk and the other half as technical support. Between the two resources,
teachers at Simpson Middle School are offered a high degree of technical support and advice with integrating technology into the
classroom. Even still, technology breakdowns do occur, and resources are not always up and running. Additionally, the PTSA has
decided to halt the funding of the second part-time technology support position leaving the school with only one half-time technology
support specialist.

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? (QCCs/NET-S)
Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction
and not teach technology as a separate subject?
To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/QCCs as appropriate?
How is student technology literacy assessed?
- Some teachers are
aware of the student
technology standards
and work to include
them in their lessons.
- Some teachers teach
and address technology
literacy.
- Many teachers use
technology for drill,
practice, document
creation, and student
presentations.

- Most teachers do not
align technology
standards with content
standards except in the
language arts classes.
- Many teachers assume
that students will have
technology skills
needed to complete
assigned tasks, but
students do not always
have those skills. In
those instances, the
teachers usually do not
teach the necessary
skills.
- No technology class
currently exists to teach
- New professional
learning opportunities
are available to teach
the skills that teachers
need to integrate
technology into lessons.
- Professional learning in
the alignment of
with content standards
can help teachers
understand the need to
integrate technology
into their classroom.
- A connections class is
being formed in which
basic technology skills
will be taught to sixth
- A perceived or real lack
of class time for
teachers to teach
technology skills that
will be necessary for
students to succeed in
class and in the college
and career world.
- Many teachers and still
unfamiliar with the
alignment of the
and the content
standards.

students technology
skills in isolation, and
most teachers do not
teach technology skills
with content.
grade students.
Many teachers at Simpson Middle School use technology in their classrooms, and many plan and execute lessons in which students
use technology to create products. However, in many instances, teachers assume that students possess the necessary skills to complete
those tasks prior to assignment of the class project. In these instances, teachers do not often teach the skills needed. Additionally, there
is not dedicated technology class that teaches such technology skills as the use of word processors and the conventions of electronic
presentations.

Data Sources:

Interview Questions Used in Personal Interview with Andy Bristow:
- What will be the School Strategic Plans focus/foci for the coming year?
- What budgetary developments do you expect when E-SPLOST IV comes into effect?
- Can some portion of the SPLOST funding be used for professional development? If so, how much?
- What outside sources for funding are possible/approved for the school?
- Are any additional funding sources possible or in the planning stages for the near future?
- How much time in the school year is available for ongoing professional learning regarding the implementation/embedding of
technology into classroom instruction?
- What would you like to see the professional learning for the school focused on?
- What considerations are there in terms of approved vendors based on county/district policies?
- With changes to the CRCT and standardized testing in the future, what needs do you foresee for students and teachers?

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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