Barron Swot Analysis

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

Name:
Jeff Barron
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
SMART Boards used
Minimal Professional
Provide professional
Pressure from the need
daily by all teachers
Development to support
development that
to increase scores on
technology-integration
supports technology
high stakes tests which
HP netbooks used in all
integration
promotes drill and
Technology not used for
classes weekly
practice rather than
55%
of
teachers
at
instructional activities
State Longitudinal Data
project-based learning
that develop higherHCHS report the need
System, SLDS,
The schoolorder thinking skills

for more technology
available and used by
related professional
improvement plan
Technology used
all teachers
development
contains no technology
primarily to facilitate
34 % of teachers at
integration component
whole group teacherHaralson County High
Limited state funding
centered instruction
School report there is a
for technology
high level of integration
integration and
of information and
infrastructure upgrades
communication
technology in classroom
instruction
All computer labs used
daily

Summary/Gap Analysis:
Haralson County High School has taken several significant steps toward increasing the use of information and communication
technology in its classrooms. The purchasing of classroom sets of netbooks, the installation of two new computer labs, and recent
Wi-Fi upgrades are all critical steps in technology integration. The low number of teachers at HCHS reporting a high level of
integration of information and communication technology in classroom instruction in spite of the technology being available
indicates a need for more professional development on how to design and implement technology enhanced instruction.
Data Sources:
Haralson County High School. (2014-2015). School Improvement Plan. Retrieved from
www.haralson.k12.ga.us/Downloads/School Improvement Plan 2014-15.pdf
Barron, J. (2015). Technology survey. Retrieved from
https://docs.google.com/forms/d/1OB7tQk5oQBPEWg4yCjvdILwiNmtXVAR0BBoZEJEEttg/viewanalytics
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 use of Technology
There is no technology
School schedule
Some members of the
has increased
component in the school
includes time for
faculty are technology
communication between
improvement plan
professional
resistant
the school and parents,
development
There is no official
High teacher and
teachers, and
Local technology
vision for technology
administration turnover
community members
use in the school
industries are available
Limited school funding
(PowerSchool,
for support
There is very limited
Under staffed IT
electronic newsletter,
A high percentage of
technology professional
department
and Remind)
development offered
teachers at the HCHS
School is located in a
Computer based credit
indicate they desire to
High teacher turnover
rural area with a high
recovery program has
have more technology
rate
population of low
been implemented
professional
socioeconomic families
School administrators
development
support the integration
Teachers on staff that
of technology in class
can provide in house
room instruction
School Wi-Fi is robust
development
and reliable
IT department is in the
beginning states of
developing a 1:1
program using Chrome
Books

Haralson County High School has leadership that supports the integration of more technology. The school has the necessary
equipment and infrastructure to support more technology use in the classroom. Unfortunately, the school lacks leadership in
developing a shared vision for technology. The administration must use the resources available, hardware and personnel, to work
collaboratively with all stakeholders to develop a strategic technology plan.
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?
Strengths
Weaknesses
Opportunities
Threats
Building Leadership
There is currently no
New Superintendent
High teacher and
team in place (team is
systematic technology
who supports the
administration turnover
made up of the school
plan
integration of
Limited school funding
department heads)
technology
There is no shared
Under staffed IT
Small school system
Partnership with local
vision for school
department
which helps
effectiveness and
technical college
School is located in a
communication with
student learning through
Community support for
rural area with a high
and support from the IT
the infusion of
school improvement
population of low
department
information and
School schedule
socioeconomic families
communication
Strong leadership that
includes time for a
Workload of current
technology and digital
supports technology
technology committee
members of the
learning resources
integration-Haralson

County High School

has on staff an Assistant
Principal that has an
Ed.D in school
improvement
Technology committee
in place
to meet to develop a
technology plan
Haralson County High School has a technology committee in place but that committee is made up of a limited number of faculty
members. These faculty members already have heavy workloads due to other duties and responsibilities. In order to develop a
systematic plan aligned with a shared vision, the technology committee needs to be refreshed and expanded. The new committee
needs to take advantage of the IT department, school improvement leaders, and the community support available to clarify a shared
vision and collaboratively develop a technology plan aligned with the shared vision for school effectiveness and student learning
through the infusion of ICT and digital learning resources.
Data Sources:
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
Collaborative planning
Maintenance of the
IT department is in the
daily among teacher

internet firewall and
beginning states of
groups.
filter
developing a 1:1
program using Chrome
Professional Learning
Lack of ongoing
Books, which students
once per semester.

technology related
will
be
able
take
home
professional
2 new computer labs.
for use outside of
development
Robust and reliable
school, which could
Aging classroom sets
network and Wi-Fi
have a positive impact
HP student netbooks
internet access in main
on low socioeconomic
(5yrs old)
building, CTAE, and
status students
School has no
math academy
Partnership with local

systematic plan aligned
Effective IT department
technical college
with a shared vision for
School administrators
Local technology
school effectiveness and
support the integration
industries are available
student learning through
of technology in class
for support
the infusion of ICT and
room instruction
School has tradition of
digital learning
Teachers receiving new
resources
winning girls athletic
laptops fall 2015
teams. Pride in girls
Aging main building
Haralson County High
athletics can be used to
(becoming difficult to
Schools CTAE
encourage community
retrofit for hardware up
program (specifically
to support girls interest
grades)
the Robotics and
in technology pursuits
Haralson County has a
Engineering classes)
very high population of
have equitable numbers
families that are of low
of male and female
socioeconomic status,
students
which effects students
ability to access
technology aware from
school.
Threats
Possible funding
shortage to follow
through with 1:1
Chrome Book initiative
Possible funding
shortage to maintain
infrastructure (servers,
network, and Wi-Fi)

Haralson County High School has many strengths in this area. The network and Wi-Fi are robust and the IT department is
continuously maintaining and upgrading equipment. The improvement HCHS needs in this area is an upgrade to the netbooks the
students currently use. The IT department is currently working on a proposal to replace the netbooks with new Chrome Books but the
details including the time line have not been shared. This lack of distribution of information by the central office and IT department
needs to be corrected. All teachers and other stakeholders need to have access to information in order to plan instruction better. This
would enable administrators and teachers to deliver and use more current and emerging technologies and digital resources.
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.
Strengths
Weaknesses
Opportunities
Threats
As indicated by a
As indicated by a
There is time in the
Some members of the
technology survey,
technology survey,
schedule for afterschool
faculty are resistant to
HCHS teachers have
information and
using technology tools

School has teachers
who are willing to learn
how to integrate
information and
communication
technologies in their
classrooms
limited knowledge of
web 2.0 classroom
applications
No professional
learning has taken place
on the topic of
information and
communication
technology
communication
learning opportunities
Some teachers at HCHS
are skilled in in the use
of ICT and could
provide mentorship to
others that are interested
in improving their use
of technology in their
classroom
that allow students to

collaborate
Some teachers at
HCHS see the time and
skill needed to facilitate
project based learning
as a barrier
Limited IT funding for
additional personnel
Haralson County High School has many teachers that are willing to learn more about how to use information and communication
technologies in their classroom. Unfortunately, over the past several years there has been very little technology related professional
development. With many teachers willing to embrace technology and the IT department moving forward with a 1:1 Chrome Book
initiative, the use of information and communication technology in HCHSs classrooms should grow provided that proper ongoing
professional development is implemented.
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?
Strengths
Weaknesses
Opportunities
Threats
Collaborative planning
Haralson County
Conducting a
Lack of funding for
daily among teacher
Schools are on a 4 day
technology needs
professional
groups.
school week, which
assessment will help
development
may limit dedicated
inform decision makers
School schedule
Time pressure on
time to practice and
about professional
includes time for
teachers due to other
share ideas
learning needs.
professional
instructional initiatives
HCHS has no shared
Offer stipends to
development
technology vision or
teachers who participate
As indicated by a
technology plan
in summer professional
technology survey,
development
opportunities
School has teachers
Send members of
who are willing to learn
how to integrate
information and
to GaETC
communication
technologies in their
classrooms
Administration supports
ongoing professional
development
Haralson County
Schools IT staff leader
is very knowledgeable
concerning technology
integration
55% of teachers at
HCHS report the need
for more technology
related professional
development

Haralson County High School has great opportunities to implement technology-related professional development. The subject area
teachers have common planning. The school schedule has built in professional development time that is not being utilized. There are
many teachers that are interested in learning more about how to integrate technology effectively in their classrooms. HCHS just needs
to take advantage of these opportunities. The gap between the opportunities and the implementation is a result of not having a
collaboratively developed shared vision and technology plan.
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?
Strengths
Weaknesses
Opportunities
Threats
Haralson County
Per the Technology
Provide information and
Lack of funding for IT
Schools IT staff leader
Director, the Haralson
communication
staff expansion
is very knowledgeable
County Schools IT
Aging main building
concerning technology
department is
development for IT staff
integration
understaffed
Solicit technology help
The IT technician
Support staff are not
from local industry

assigned to HCHS is
quick to respond to
technical issues
68 % of teachers feel IT
technical support is
readily available and
helpful to all teachers
and students
available or are not able

to help with
instructional issues
when teachers try to use
technology in the
classroom
Haralson County High School has a very competent IT staff. The support staff are quick to reply to assistance calls and very
successful in resolving most issues quickly. Due to the ever increasing amount of computers, servers, routers, software and software
updates there is a need for additional IT staff. HCHS could also benefit from the IT staff having a better understanding of technology
related instructional issues that teachers face.
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?

Strengths
There are members of
the faculty that are
aware of the technology
standards
The media specialist is
familiar with the
teacher and student
technology standards
The administration is
very supportive of
technology integration
62% of teachers
surveyed responded
they think that the use
of information and
communication
technology in classroom
instruction has a
positive impact on
student learning
Weaknesses
There are very few faculty
that are aware of teacher or
student technology
standards
As indicated by a
technology survey,
students are not using
information and
communication technology
(web 2.0) in their classes
on a regular basis
Technology standards are
not aligned to content
standards
Student technology
literacy is not currently
assessed
Opportunities
Implement a 21st
century skills
assessment for
students and teachers
Add an instructional
technology support
position to assist
teachers with
developing
technology enhanced
instruction
Threats
The use of information
and communication
technology is hampered
by school cell phone
use policy
Technology is viewed
as a stand alone subject
instead of being
integrated across the
curriculum
There is not
collaboratively
developed technology
shared vision or plan
Haralson County High Schools teachers are supportive of increasing the use of technology in their classrooms but have not had
adequate technology guidance. Among the faculty there is very little knowledge of the teacher or student technology standards. As a
result, the technology standards are not implemented or aligned in anyway to content standards being taught. While teachers are not
aware of the technology standards, many did indicate when surveyed that they think the use of information and communication
technology in classroom instruction has a positive impact on student learning. This can be improved through the development of a
technology-shared vision, a technology plan and implementation of information and communication technology professional
development.
Data Sources:

Appendix
Haralson County High School Technology Survey
Summary-33 responses
1. My school has a fully developed shared vision for technology integration.
Strongly Disagree: 1
6.5%
19.4%
15
48.4%
6.5%
Strongly Agrree: 5
19.4%
2. At my school stakeholders at every level have been involved in the development of a shared vision for technology integration.
9.7%

2
29%
11
35.5%
9.7%
Strongly Agrree: 5
16.1%
3. There is a high level of integration of information and communication technology in classroom instruction at my school.
6.9%
24.1%
10
34.5%
24.1%
Strongly Agrree: 5
10.3%
4. My school receives consistent and adequate funding that facilitates the integration of information and communication technology in
classroom instruction.
20.7%
20.7%
10
34.5%
20.7%
Strongly Agrree: 5
3.4%
5. At my school everyone, students, teachers, staff and school leaders have access to the instructional technology available.
6.9%
24.1%
20.7%

4
10
34.5%
Strongly Agrree: 5
13.8%
6. Teachers and administrators at my school are skilled in the selection and effective use of information and communication
technology.
3.3%
23.3%
30%
10
33.3%
Strongly Agrree: 5
10%
3.4%
10.3%
31%
10
34.5%
Strongly Agrree: 5
20.7%
7. At my school there is a need for more technology related professional learning.
8. At my school IT technical support is readily available and helpful to all teachers and students.
10%
23.3%
23.3%
26.7%
Strongly Agrree: 5
16.7%

9. My school leaders encourage and support teachers efforts to use more information and communication technology (web 2.0) in
their classrooms.
0%
20.7%
10
34.5%
27.6%
Strongly Agrree: 5
17.2%
10. At my school, students use information and communication technology (web 2.0) in their classes on a regular basis.
16.7%
20%
13
43.3%
13.3%
Strongly Agrree: 5
6.7%
11. I think that the use of information and communication technology (web 2.0) in classroom instruction has a positive impact on
student learning.
0%
0%
11
37.9%
31%
Strongly Agrree: 5
31%

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

ITEC 7410, Semester: Summer 2015

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

The schoolorder thinking skills

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION TWO: Shared Vision

SWOT Analysis Template for Technology Planning Needs Assessment

tomorrows workforce? For motivating digital-age learners?

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION THREE: Planning for Technology

SWOT Analysis Template for Technology Planning Needs Assessment

County High School

SWOT Analysis Template for Technology Planning Needs Assessment

What tools are needed and why?

daily among teacher

once per semester.

Partnership with local

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION FIVE: Skilled Personnel

SWOT Analysis Template for Technology Planning Needs Assessment

that allow students to

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

ESSENTIAL CONDITION SEVEN: Technical Support

SWOT Analysis Template for Technology Planning Needs Assessment

available or are not able

ESSENTIAL CONDITION EIGHT: Curriculum Framework

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment

7. At my school there is a need for more technology related professional learning.

SWOT Analysis Template for Technology Planning Needs Assessment

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