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

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
All teachers have
county laptops
Teachers use email for
communication
Grade level blog and
classroom blog for
communication with
parent
A number of school site
licenses for software to
support Common Core:
CoWriter, Write:
Outloud, Skills Tutor,
Fastt Math, Timeliner
Measurement of
Academic Progress is
available online to
educators
Academic portal
available to teachers;
information on
instructional strategies
available
Atomic learning;
provides lessons for
technology integration
Practice & drill
w/computer use vs
higher level thinking
skills w/technology
integration in lessons
Limited number of
computers in school
Must use laptop carts to
get lower ratio student
per device; must use
laptop carts;
bulky/heavy
Technology special is
every 6 days
Technology teacher
instructs based on
Picasso standards, not
ISTE
LoTi Level 2
Good amount of newer
technology; Promethean
boards, laptop carts,
student response
systems.
Computers have been
reimaged to Windows 7
recently
SPLOST will provide
replacement for half of
desktops and the other
half will be replaced
with mobile devices

Teachers are
accustomed to using
technology in
traditional ways versus
student driven
instruction
Additional planning
time is not given to
technology users who
need support and
mentoring; they may
abandon efforts
Teachers are not given
modeling, instruction &
follow-up regarding
what good educational
looks like in the
classroom
Teachers have different
technology visions for
this school, not aware of
all options available

Summary/Gap Analysis:

Technology is used often throughout the day at Hollydale, however, it is a teacher directed activity. With the advent of Common Core
Curriculum and a new principal this year, it seems the staff is overwhelmed and possibly resistant and inflexible to accepting the use
of technology in the building. The principal has eliminated a staff technology requirement; this may be an unspoken indicator of
leadership commitment to technology. Although there is quite a bit of new technology in the school because of the Title I status,
teachers do not seem to utilize it to foster student centered learning. This is evident with a LoTi Level 2 from a recent staff survey.
Possibly they lack a unified vision or simply have so much technology in the school, they do not know what it is, does, or how to
integrate it. Hollydale has done very poorly in the 5
th
grade Writing Assessment; having the lowest score of all 194 schools in the
district (2011-2012). 45% of 5
th
grade students scored at or above a Lexile 850 on 2011-2012 CRCT in reading. To begin to integrate
technology more successfully, a strong proactive leadership is pivotal.

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 see 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?
Technology Plan exists
for Cobb County
Technology Plan is
integrated into the
School Strategic Plan
for Hollydale
KSU students interning;
bringing best practices
of technology
integration
Staff given professional
Learning days with subs
for various instructional
areas
School doesnt have a
technology plan, but did
the previous year
Present principal
doesnt require teachers
to implement a
technology requirement
as the principal had last
year
Staff appears
overwhelmed with
Common Core
initiative, technology
implementation less
important this year
No follow up with
mentorship after
teachers have
professional learning
Teachers having a
technology skill can act
as a coach/mentor to
other teachers
Teachers using
Promethean boards
frequently
Math coaches are
targeted for grade levels
Writers workshop
available for teachers
Academic Coach on
staff; Title 1 funds
AT specialist based on
site; able to model use
of writing software on
server
TTIS available for Area
2
Integration of
Promethean boards for
teacher driven activities
New principal no longer
has a technology
requirement for teachers
Teachers have different
visions of technology.
Technology teacher
instructs to technology
standards on Picasso;
not as rigorous as ISTE
standards?
Academic Coach
retired; position will not
be replaced due to fiscal
issues
Without follow up
mentoring, teachers
may abandon what they
have learned
The Cobb County Technology Plan gives direction on how to accomplish its goals. However, Hollydales integrated plan is not as
specific. I dont feel the teachers have a shared vision of technology in the building even though they know it critical for student
achievement. The new principal no longer requires the staff to complete a technology requirement. Possibly this may be why teachers
do not see technology implementation as critical this year. Some teachers in the building are very savvy technology users while others
are not, and it seems that technology is used disproportionately in the school. Student interns have brought may fresh ideas and
conversations about best practices to the environment. The academic coach has been responsible to coordinate training for staff,
however, she retired and the position will not be filled. Staff has been given 3 release days for professional learning, however, without
mentoring and follow-up, teachers may abandon what theyve learned. An Assistive Technology Specialist is housed on site and is
available to model lessons for specialized writing software. This could be an asset for technology integration since the TTIS is not
based on site, nor is she so accessible.


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?

Hollydale does not have
an integrated
technology plan, but it
is mentioned in the
Strategic School Plan.
Cobb County has a
technology plan
model examples of
exemplary technology
integration to the staff
Administration needs to
focus on exemplary
in the building

Technology is indirectly
mentioned as a
weakness in the SSP
No support given to
staff for follow up after
training and
professional learning
Model examples of
Administration needs to
focus on what good
in the building
Model examples of

Staff largely unfamiliar
with district plan.
Without strong
leadership, students
wont benefit from use
of technology to
enhance analytic and
critical thinking skills
Staff feel unsupported
and overwhelmed in
their effort to integrate
technology without
support; likely to
abandon it or sabotage

Cobb County has a strong Technology Plan; Hollydales Technology Plan is fully integrated into the School Strategic Plan.
Technology is mentioned as a weakness and budget allocations of 3 days per staff member are made for professional development.
However, there are no indications that this is followed with any additional support or mentoring to assure that these techniques are
actually implemented in the classroom. To strengthen the Technology Plan, details of how it should be implemented in the School
Strategic Plan should be detailed by a school wide committee, allowing for a shared vision. Planning for this should be a committee
decision so that all parties involved have ownership and input in the decision making process. The technology leader, principal, should
be an integral part of this plan.

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?
Many computers
available; approx. 90
desktops, 58 teacher
laptops, 2 laptop carts
with 15 netbooks each
(30 total), iPad cart
(10 iPads + 4), 1
technology lab 25
desktops, media ctr.
19, desktops. SRSs for
each classroom
All classroom
teachers have laptops
CCSD offers VPN,
allowing teachers to
access to all their
school directories
while at home
CCSD front page
provides Cobb Virtual
Library, a robust and
safe resource for
teachers and students;
with many references,
images, and audio for
download
Although reimaged,
and operating on
Windows 7, many
computers are over 5
years old, and very
slow and
temperamental
Not enough computers
for whole class
activity, must bring in
laptop cart-time
consuming
Technology is used in
disproportionately
around the building
Title I school, many
students dont have
internet at home;
more accustomed to
mobile computing

Technology Support
Specialist shared with
a school that is 1 mile
away. If something
breaks, response time
is quick.
Since the server was
recently replaced, the
internet speed is very
quick, with few
interruptions
Many school wide site
licenses for various
software products to
support curriculum
With passage of
SPLOST, desktops will
be replaced and it will
make classroom
computing much
faster and easier
Lack of vision among
staff regarding tools
available in the
building and their full
potential.
Many students do not
have internet access at
home since this is a
Title I school.
Many items in the
school are
underutilized; staff is
not knowledgeable of
hardware and
software available
All classrooms have
LCD projectors with
Promethean boards
School server replaced
7 months ago
Wireless service
throughout the
building with guest
access
Technology is available at many locations throughout the school by way of desktops, laptops, netbooks, iPads, and SRSs. Classrooms
are equipped with Promethean boards and LCD projectors and infrastructure supports wireless capabilities, as well as a guest network
for BYOD, throughout the school. All teachers have laptops and VPN makes school directories accessible to teachers at home.
Although computers have been reimaged w/new operating system, theyre still at least 4 years old and working slowly. Although there
are a number of school wide site licenses with products that could benefit students, teachers seem to lack a shared vision about these
products. There are many hardware items available throughout the school, but some are aging and will soon need to be replaced.
When they are in service now, they are slow and not fully functional, even though these devices are operating on the newest operating
system. Sometimes, teachers wont integrate technology into whole group activities because its difficult; desktops are old, slow, and
its cumbersome to bring in laptop carts in the class for one on one computing. Staff development needs to make staff aware of school
site licenses and what these products can offer to student body. Teachers have many software resources available to them, but theyre
underutilized.

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.

Technology Trainer
Integration Specialist

Teacher driven
clalssroom technology

Teachers need to see
good examples of

Fiscal shortfalls could
eliminate professional
available
Technology Support
Specialist available
Assistive Technology
Blended learning online
to support staff learning
Professional
Development classes at
offered by the county
Atomic Learning-many
tutorials on different
software titles and
lessons
Academic Portal-
Blackboard lessons
Teachers communicate
through classroom blogs
integration
LoTi Level 2
TTIS covers 25 schools,
not always available for
training
AT covers 21 schools,
not always available for
training
Teachers overwhelmed
with increased demands
and accountability
Blogs not consistently
updated
strategies
When instructional
strategies are modeled,
and teachers become
comfortable, they will
begin to integrate
technology into lessons
Wealth of online and
blended resources
Leadership should
observe school with high
LoTi level, for ideas of
how to integrate ideas at
Hollydale
development
Some teachers are
resistant to technology
integration, despite the
amount of support given
Teachers should be
given support at all
experience levels
Without follow-up
training, educators can
become saboteurs or
abandon what they have
learn
Poor home-school
communication when
blog is not updated
regularly
Teachers are capable of using hardware and software in the school for basic productivity functions, classroom blogs, and teacher
directed activities. However, they need to be able to use technology to engage in student centered activities that use analysis,
synthesis, and evaluation. At this time, teachers seem overwhelmed and less willing to attempt technology integration, but possibly
will at some point in the future as they become more comfortable with it. When they become more willing to use it, there are a variety
of technology specialists who can help with staff development. This includes the school staff; more skilled, experienced teachers,
willing to coach teachers with less experience in a certain area who can assist with trainings.

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?

Academic Coach
through
Title I funds
Academic Portal-
Blackboard lessons
Atomic Learning-many
tutorials on different
software titles and
lessons
Technology Support
Assistive Technology
Professional
Development classes
offered by the county
Writing Workshop
Technology
Professional
development; 3 days
with a sub

Academic coach retired,
position will not be
filled
Training done often
done after school; some
pay for babysitters
Teachers do not have an
opportunity for follow
up because training is
done after school
Trainings are not well
attended, often have to
cancel because of this
Trainings should
incorporate shadowing
a teacher possessing
integration skills
Training done during
school day does not
have follow up or
mentoring component
to assure integration of
strategies

More skilled,
experienced teachers,
coach teachers with
less experience in a
certain area
CCSD offers self
development through
PLU classes
Coaching model allows
new teacher leaders to
develop
Leadership should
observe school with
high LoTi level, for
ideas of how to
integrate ideas at
Hollydale

Teachers need on-going
support of newly
learned strategies
Without support,
teachers abandon
strategies or become
saboteurs
Smaller budgets may
shrink amount of
professional
development

A number of professional learning opportunities occur at Hollydale on a regular basis at least 3 times a month. Release time isnt
given for training; instead teachers staying after school at least 7 times a month for professional learning. In the past, training sessions
have been an overview to give a basic understanding of the technology without significant implementation strategies, or follow-up
training. Many offsite trainings during off school hours are poorly attended and can frequently be cancelled. This type of training
doesnt seem to have any real benefit. If there is to be a change in teacher behavior, leadership must help establish and share a
common technology vision with all stakeholders.

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?
Technology Support
Specialist is responsible
for 2 schools; Hollydale
and a school 1 mile away
Promethean boards,
ipads, and netbooks are
relatively new
Technology Support
Specialist has been in
present position for
multiple years, very
familiar with his schools
and the equipment
School desktops are 5
years old or more but
have been reimaged
with Windows 7
Desktops run slowly;
especially with multiple
applications
Staff does not have the
ability to run updates for
programs that are
already installed-can
cause program to not
run properly
The approval process for
software is lengthy
Skype is not approved
by CCSD for students to
call into a county school
TTIS has 25 schools and
Technology Support
Specialists history with
his work environment
allows him to be very
responsive repair times
Help desk has installed a
new work order system
Work order system
sends a report when job
is done
The school server was
replaced earlier this year
Desktops are old and
will need systematic
replacement
Security has become
more of a threat with
BYOD
CCSD infrastructure and
security will need
adequate support and
upgrading
it is difficult to schedule
training with her
schedule
Some software
installations can take up
to 8 weeks after a work
order is written
The equipment is well maintained by the Technology Support Specialist, even though in many instances, it is over 5 years old, prone
to break downs and slow. The server was replaced this year, and operates without interruptions even though a new BYOD network
was installed this year. Security has become more of an issue with BYOD and may need to be upgraded in the future. The Help Desk
upgraded its system recently, making it timelier. However, special education installations can be lengthy, 3-5 weeks. These students
dont have access to needed software in a timely way.

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?

Teachers are aware
technology standards
are embedded in GPS
Students complete skill
competencies at each
grade level as specified
on Picasso
Media Specialist has
done staff inservice on
curriculum resources
available in the building
Principle is aware that
the Technology teacher
follows Picasso
technology
competencies, not ISTE
Most teachers are not
aware that these
different standards exist,
or that there is a
difference between them
Parents are not aware of
a technology
competency at each
grade level
Students have this
special every 6 days
Make teachers aware of
the differences between
Picasso and ISTE
technology standards
Technology skills should
be assessed on a daily
basis, not just when
students have specials
Technology literacy is
assessed by the
technology teacher
Technology literacy does
not seem to be given the
credibility or
instructional resources
it deserves to make an
impact on students
impacting higher order
thinking skills
The new principal has
removed the staff
standard previously
required
Teachers are aware of technology embedded standards, but are not aware of how they are specifically achieved. The educators
perceive technology as an important skill to foster, but seem very willing to have someone else oversee it. Teachers are not aware if
the technology teacher is following Picasso standards or ISTE standards, and the level of rigor involved. They dont appear aware that
the Technology teacher has competencies that she fulfills for each grade level.

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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