SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name: John W. Phillips, III

ITEC 7410, Semester: Summer, 2015

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
Online Textbooks have been
purchased for students and
teacher access.
3 desktop computers are
available to students in each
classroom.

Recent survey results indicate

that less than 50% of our
students have internet access at
home.
Students have limited access to
technology during instruction.

New laptop carts and iPad carts

are being purchased for use
during instruction by students.
Weekly collaboration between
the literacy coach and grade
levels to discuss new ways to
integrate technology.

Lack of funding for technology

initiatives.
Insufficient hardware and
bandwidth to meet the students
needs.

Summary/Gap Analysis:
Teachers have minimal access to technology to offer students. Laptop/iPad carts have to be shared with the entire school, and few old
desktops are available to students in the classroom. Online copies of the textbooks are available online, however due to minimal
internet access, many students cannot access these resources. The administration is slowly gathering more technology, however not at
a rate that is beneficial to the students. To improve our efforts, weekly PLC meetings should be created for the purpose of professional
development and technology standards training.
Data Sources:
Surveys, Observations, Conferencing

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing
tomorrows workforce? For motivating digital-age learners?
What strategies have been deployed to date to create a research-based shared vision?
What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
Strengths
Weaknesses
Opportunities
Threats
The implementation of a
district-wide ITS position
provides opportunities for
teachers to request assistance
from ITS at anytime.
The implementation of a
statewide online resource toolkit for teachers organized by
topic/unit.
Teachers receive technology
training periodically from inhouse technology leaders once
per semester.

There is no clear or written

The leadership team has the
technology plan in place for my ability to incorporate a shared
district.
technology vision into the
school vision and mission.
The school leadership does not
see the need for a 1:1 in the
classroom.

Some administrators do not see

the need for more technology,
and therefore can stop or hinder
the advancement of a shared
technology plan.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
Summary/Gap Analysis:
A district-wide technology vision has not been created for the purposes of integrating technology into the classroom. Unfortunately,
with the elimination of the school ITS position, guidance and leadership in technology integration will be stifled in the schools. To
combat this obstacle, administrators should create a technology leadership team that is dedicated to and purposed with providing
professional learning opportunities to teachers in order to learn about the ISTE standards and options of how to integrate them into
their curricula. Unfortunately, school administrators do not see a need for 1:1 technology or technology use in the classroom. This will
present drawbacks in creating new technology opportunities for students and teachers.
Data Sources:
District Website, School Website, Student/Parent Surveys, PLC

ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of
ICT and digital learning resources.
Guiding Questions:
Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?)
What should be done to strengthen planning?
Strengths
Weaknesses
Opportunities
Threats
Gainesville City has a
dedicated technology
department that facilitates all
hardware and wireless needs.

Summary/Gap Analysis:

The new superintendent took

away the policy of having one
ITS in each school and now has
one for the system that has to
be shared.

One shared ITS gives the

opportunity for a shared vision
for technology in every school.

Lack of time and funding could

prevent a technology vision
from being developed.

District and school-level

technology plans can be
developed to increase students
achievement.

The district leadership may not

provide opportunities to meet
and discuss a technology
vision.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
Neither the School Improvement Plan nor the district/school vision has an adequate vision for technology. The district does have a
well-outlined and staffed technology team that deals with hardware and wireless issues. However, these professionals are not trained
in using the technology to meet the needs of the students and incorporate standards. There is one district ITS, however teacher have to
set up appointments to meet with him. If teachers need help throughout the day, they are either without help or have to pull another
teacher out of his/her classroom. In the future, the new ITS should meet with school administrators to develop a district wide
technology vision and arrange routine professional development opportunities to meet with school staff.
Data Sources:
Goal 1 Meetings, Faculty Meetings, Surveys, PLC
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?
Do students/parents/community need/have beyond school access to support the vision for learning?
Strengths
Weaknesses
Opportunities
Threats
Online access to textbooks is
available to students and
parents.

Most students cannot access

online resources at home due to
lack of home internet access.

The school administration is

slowly purchasing new laptop
and iPad carts for classroom
use.

Teachers can be accessed easily

through email communication.

The computers available to

students in the classroom are
outdated and cannot keep up to
the demands of a fast-paced
classroom environment.

Lack of funding.
The two labs can be opened up
after hours for tutoring help and Lack of teacher awareness.
online access.

Students have limited access to

computers in the classroom.
There are two computer labs

Community partners can donate

funds to help low SES students

Lack of support may make

opening up the computer labs
after-hours impossible.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
that be checked out by teachers
for class use.

that have home internet access.

Summary/Gap Analysis:
Our school has purchased textbooks that come with online copies available to teachers and students, however due to our
overwhelming free and reduced lunch population, most of our students do not have access to these resources from home. In order to
help alleviate this issue, the school could agree to open its computer labs for student and parent use after-hours. Community partners
can also be asked to help participate in ways to make internet more readily available for our students. In order to provide the best
service to our low SES and gender groups, we should also consider replacing the technology present in the classroom. The hardware
available in the classroom presently, is outdated and not conducive to classroom use.
Data Sources:
Surveys, PTA, PLC

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, administrators, and
parents communicate via email.

Many teachers are happy with

traditional (less technology)
teaching methods.

Teachers have access to a

variety of integrated technology Teachers do not have access to
via the media center.
an in-house ITS for guidance

Weekly or monthly meeting can Teachers resistance to new

be helped to inform teachers of technology.
new technology practices in the
classroom.
Lack of planning time for
professional development.
Ongoing professional

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
Teachers know how to use the
ELMOs available to them.
Teachers know how to access
online materials and standards
from GeorgiaStandards.org
Summary/Gap Analysis:

and help.
Teachers are not routinely
informed of new technologies
that can be used in the
classroom.

development can be
implemented to reinforce
existing technology and its use
in the classroom.

Administration may not support

the implementation of new
technologies in the classroom.

Many of the veteran teachers at New Holland Knowledge Academy are used to the traditional form of teaching without the use of
technology in the curriculum. With the advancements in technology, flow of information, and advantages of a Web2.0 infused
classroom, teachers should be educated on how to properly use these tools to engage students in the classroom. The majority of
teachers do not integrate technology into the curriculum at this point. In the future, an assessment of teacher proficiencies should be
conducted to isolate the needs of the staff.
Data Sources:
Surveys, Observations

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?
Strengths
Weaknesses
Opportunities
Threats
At the beginning of each school No routine technology
year, the faculty is briefed on
professional development is in

More professional development

opportunities for faculty.

Lack of time for professional

development.

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
what technologies are available
to them.

place.
In the future, teachers can be
Teachers lack the planning time made aware of ISTE standards
necessary for more professional and how to implement them
development.
into their own curriculum.

Lack of interest from teachers

and/or administrators.
Lack of funding for outside
support.

Teacher technology leaders can

informally train teachers by
modeling technology
integration.
Summary/Gap Analysis:
Ongoing professional learning in regards to technology has not been a focus at New Holland in the past. Teachers are not concerned
with integrated ISTE standards into the curriculum, as many are overwhelmed with content standard mastery. Teachers should be
offered materials and information that educates them on the ISTE standards and effective ways of how to integrate them into the
curriculum. Teacher leaders should be elected and supported by the administration in order to gain teacher support and recognition.
These teacher leaders can provide formal and informal training on how to use ISTE standards to engage students and master content
standards.
Data Sources:
Surveys

ESSENTIAL CONDITION SEVEN: Technical Support

ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
To what extent is available equipment operable and reliable for instruction?
Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current down
time averages acceptable?
Is tech support knowledgeable? What training might they need?
In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology
in the classroom?
Strengths
Weaknesses
Opportunities
Threats

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?
All students have two computer
labs open for use during school
hours.
Students have access to 3
desktop computers in each
classroom.

Students in grades k-3 have

significantly less access to
technology than older grade
students.
Older grade levels have to
share one cart apiece.

Teachers have access to check

out iPad and Laptop carts for
student use.

Many of the laptops on the

carts are already outdated and
ineffective in the classroom.

Every school has a dedicated

technology specialist who can
assist with hardware issues.
Summary/Gap Analysis:

The school ITS position was

eliminated by the new
superintendent.

Training for new and existing

teachers can be created to guide
technology integration.
Teacher leaders can be asked to
assist teachers with technology
integration.
Administrators can facilitate
opportunities for teachers to
participate in technology
professional development.

District administrators are

taking away ITS positions.
Teachers are not encouraged to
take leadership roles and
engage other teachers in
professional development.
Lack of funding and teacher
push-back.

There is a dedicated technical support specialist in each building. In order to be seen by that individual, a request has to be submitted
online. This person has the responsibilities of overseeing all hardware and wireless connections for the building. The technology
teacher routinely helps the technician complete all of the inquiries. The hardware present is mostly outdated and needs to be replaced
in order for teachers to be able to use technology effectively in the classroom. There is presently no support staff available to teachers
for help within the realm of technology integration. For the future, the administration needs to decided to either reinstate the ITS
position or educate and motive teacher leaders to help others in the school. Because of the position removal, a void has been created
and Im unsure of how it will be filled.
Data Sources:
Surveys, PLC, Goal 1 Meetings

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.
Guiding Questions:

SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S)
Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction
and not teach technology as a separate subject?
To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/QCCs as appropriate?
How is student technology literacy assessed?
Strengths
Weaknesses
Opportunities
Threats

The technology teacher is

aware of and uses the ITSE
standards while incorporating
content standards.
Digital media aligned with
math and reading curricula are
available to teachers and
students.

Teachers are not aware of and

do not teach technology
standards within the curricula.
There is not a teacher leader
that guides technology
integration into curricula.

The technology teacher can

step up to becoming a teacher
leader that helps teachers
integrate technology standards
into their own classrooms.

Teacher resistance
Lack of planning time

Lack of administrative
leadership in the area of
PLCs can meet weekly to align technology
content and technology
standards for grade-level
implementation.

Summary/Gap Analysis:
The NETS-S and ISTE standards are not ever talked about in any faculty meetings or PLC meetings. Understandably, the focus of
these meetings is usually content oriented. However, in the 21st century, educators cannot overlook technology anymore. The use of
technology integration engages students, motivates them to participate, and opens up a world of information and collaboration that
students would not otherwise be exposed to. Teachers should be led by teacher leaders or ITS professionals in diving into technology
standards and proactively integrating them into content curricula. Teacher push-back and lack of administrative support needs to be
addressed before changes can be made.
Data Sources:
Surveys, PLC