Megan Endicott Swot 2017

ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Megan Endicott Semester: Fall 2017
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
Technology is used daily in Not all teachers are consistent Teachers are offered monthly Some teachers feel there are
classrooms to assess students with full integration of training on personalized or too many resources and are
for flexible grouping and technology in connection to student-centered learning unable to keep up with new
document mastery in learning. personalized learning. opportunities with recognized tools.
experts teachers in the
Technology is integrated into Not all teachers are using building. Some teachers feel there is not
station rotations in classrooms technology for higher order enough time to implement
to aid in guided instruction processing. Access to a student and teacher technology into their everyday
through intuitive software (i.e., tech team for modeling and job practice.
Red Bird, Ten Marks, iRead) Students are not often offered embedded coaching.
the opportunity to co-plan their Some students have a difficult
Technology is included in learning with teachers. District level professional time resolving technical
learning to provide student development and facilitated difficulties without assistance.
voice and choice in learning 75% of staff feel a lack of time personalized learning roll-out
and choice in demonstrating to plan lessons that integrate on disaggregating data from
learning. digital tools as a major or Students First Survey! Shows
minor barrier as relayed from our students rate engaged
the Students First! Survey. learning and positive learning
environment as high.
Summary of Results/Conclusions:
Dolvin Elementary scored high on the ISTE Lead and Transform Diagnostic Tool in technology integration in respect to fostering a
student-centered learning environment specifically in connection to the training that the staff has received from the district
personalized learning initiative. ISTE essential conditions labels student-centered learning as planning, teaching and assessment all
center on the needs and abilities of the students (Essential Conditions). Teachers in the school have successfully adopted a station
rotation model that places the focus on the student. The model includes a station intuitive software that move and instruct students
at a pace that is just right for them, a guided teacher-led small group based on flexible grouping provided by the data collected in
stations and diagnostic and formative checks. In addition, the popular choice boards offer students the ability to choose a pathway
that best suits their learning style and interest and opens opportunities for student choice in demonstrating their own learning. While
the area of student-centered learning rated high on the ISTE Lead and Transform Diagnostic Tool, the results from the school
Essential Conditions Survey shows a 50% split on teachers perception of successful implementation of personalized learning in the
schools. After interviewing teachers to identify strengths, weaknesses, threats, and opportunities, it was identified that teachers were
not all successfully implementation station rotations or effectively using the technology resources across the school. In the current
plan, assessments are included to drive instruction and group students, provide higher order thinking as well as opportunities for
students to take ownership in their learning through co-planning and reflection is not consistently occurring across grade levels,
especially math teachers. Dolvin Elementary offers a rich environment with multiple forms of professional development focused on
student-centered learning as well as a variety of people resources through the student and teacher technology teams, an instructional
technology coach, and a technology support personnel position. Several threats were identified from the Stakeholder Survey,
Students First! Survey, and interviews that state teachers felt that time was a factor in finding new ways to effectively implementing
technology as well as time within the class period to rotate through the needed small guided groups while incorporating technology,
especially in the math content area. Several teachers felt pressure from the threat of students not understanding the technology and
disrupt instruction to resolve simple technology errors.
Recommendations from Gap Analysis:

While many of the essential conditions, including Effective Instructional Uses of Technology Embedded in Standards-Based,
Student-Centered Learning, are indicated as meeting on the ISTE Lead and Transform Diagnostic Tool, this condition could
improve based on the identified weaknesses from the SWOT analysis. Through careful evaluation of collected data from interviews,
observations, and surveys, including administration, instructional technology coach, teachers, students, and parents all stakeholders
support the shift from the one-size-fits-all approach. Suprayogi lends toward the understanding that children have different
learning styles, motivation, ability, need, [and] interest (Suprayogi, Valcke, Godwin, 2017). Additionally, attention to diversity
of student learners listed by Suprayogi, Valcke, and Godwin (2017) as learner interests, learning styles, developmental level,
learning speed, abilities, cultural background, language level, attitudes, and regulation approaches are important when planning
and implementing a student-centered learning environment. Suprayogis research concluded that barriers for implementing
differentiated groupings were connected to lack of familiarity with tools and resources, lack of time, and lack of people resources.
This parallels the same weaknesses and barriers identified at Dolvin Elementary School. With proper professional development
featuring tracking and assessing students and best practices for forming flexible grouping, teachers will gain the knowledge on
resources and technology tools that can help with implementing differentiation practices. The Fulton County Personalized Learning
Team identifies this category under the Varied Strategies umbrella and subcategory, teaching in a variety of groupings, students
learn in many instructional settings as they learn new content instead of primarily receiving instruction in a whole-group setting.
Teachers will be working toward increasing their resources to include a variety of grouping from whole-group to flexible groupings
based on individual student achievement. To ensure teachers can gain knowledge on the resources and overcome the threat time,
teachers will be incorporating a Tech Tuesday in their grade level meetings where teachers share resources that enhance
personalized learning that includes a hands-on demonstration. In addition, the student tech team will be offering a short
demonstration on either their favorite technology tool for demonstrating learning or troubleshooting techniques to help overcome
the threat of student distractions from lack of technology troubleshooting knowledge. The Vanchise team will conduct a monthly
discussion at grade level to check for misconceptions and help with barriers in the moment before they become habitual. Last, the
student tech team will offer open Friday Help Desk sessions for teachers and students to guide them in discovering how their
devices and resources work. Once the threats and weaknesses are addressed regarding the digital tools and time to learn, teachers
will more easily be equipped to implement a personalized learning environment with seamless technology integration.
Data Sources:
Essential Conditions. (n.d.). Retrieved November 11, 2017, from https://www.iste.org/standards/essential-conditions
Essential Conditions Survey for Teachers (Results)
Fulton County Students First! Survey
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
Teacher Interviews
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the
vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how
technology can be used to enhance student learning? What do they believe about technology and what types of technology
uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these
ideal, preferred technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
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 integration is Not all teachers are aware of Parents and community Some teachers are not aware of
included in the school strategic the school technology vision members continuously fund their impact on the school
plan as developed by a group regarding short-term and long- technology-rich projects to vision and therefore, do not
of stakeholders including term goals. ensure the school consistently invest time in learning or
parents, teachers, has access to cutting edge participating in the process.
administrators, and community Limited strategies and technology.
members. benchmarks are tied into the Some parents do not read
technology vision. A committee of critical friends communication that comes
The technology plan is aligned will monitor the vision from the school to maintain an
with the district technology The school does not have a progress through TIM-O, TIM- active status in the planning
plan as listed in the strategic three-year technology plan. LP evaluations and embedded process.
plan. coaching for all teachers in the
building.
The technology vision is tied
to the personalized learning The data team will track and
initiative and embedded in best measure student achievement
practices for digital-aged for areas of growth and
learners with a focus on STEM barriers to support
and PBL. achievement.
Communication in various
forms, such as newsletters,
graphs, charts, inforgraphics,
etc will be constructed and sent
to all stakeholders.
ISTE identifies creating a shared vision where proactive leadership develops a shared vision for educational technology among all
stakeholders, including teachers and support staff, school and district administration, teacher educators, students, parents, and the
community (Essential Conditions). Dolvin Elementary School places a high value on technology integration in schools and has
fully embraced the school and district personalized learning initiative as clearly defined and laid out in the school vision and
mission statements. In the Student First Survey! conducted by the Fulton County Personalized Learning department in partnership
with the Data Program Specialists and contracted company Ed Elements, over 55% of the Dolvin Elementary School students said
they feel they have voice in enriching, modifying, or personalizing their instruction. A committee of teachers, parents, students,
and community stakeholders meet to plan and construct the school strategic plan that aligns with the district plan. However, the
technology plan is now embedded in the school strategic plan, much like the district since the requirement for E-Rate technology
funds have changed. Due to this change, the committee has constructed clear and measurable goals; however, are missing key
strategies and benchmarks. In addition, communication to all staff members and parents has proven to be a weakness based on the
Teacher Essential Conditions Survey. As the schools current five-year strategic plan draws to an end, several opportunities can be
explored to overcome these weaknesses and threats. Various forms of communication will be vital to ensure teachers and parents
are fully aware of the importance of technology integration.

Dolvin Elementary School has a clear set school mission and vision statement that aligns with the district strategic plan and
carefully lays out a focus on technology integration and support for academic achievement, weaknesses indicate that due to the lack
of a three-year technology plan, specific details including strategies and benchmarks are missing. Without this key information,
stakeholders involved with the school do not know short-term and long-term goals. To overcome these barriers, a detailed three-
year action plan will be created to provide strategies and benchmarks that clearly define the short-term and long-term goals. To
begin the process, a critical friend collaborative group will be formed. Critical friend groups help people involved with schools to
work collaborative in democratic, reflective communities. The training focused on building the trust needed to engage in direct,
honest, and productive conversations with colleagues about the complex art of teaching (Bambino, 2002). Often the word, critical,
is received with a negative connotation; therefore, building trust through protocols is necessary to create a structure where
opportunities are generated for colleagues to challenge their own practice as well as those of their peers. The work is critical
because it challenges educators to improve their teaching practice and to bring about the changes that schools need, but the process
is neither negative nor threatening (Bambino, 2002). As suggested by the Educational Leadership Journal article, Through the
Lends of a Critical Friend, by Costa and Kallick (1993), specific protocols in place. When these protocols carefully laid out to
structure the meeting and expectations in place for critical friends, an action plan will be created and implemented based on data
from a needs assessment survey, teacher observation tools, such as the Technology Integration Matrix (TIM), Essential Conditions
Survey, Fulton County Students First! Survey, and the ISTE Lead and Transform Diagnostic Tool. These elements combined will
be used to create and measure SMART goals. In order to effectively implement the plan, critical friends will continue to meet. At
each meeting, attendees will analyze progress based on data points in the team meetings and participate in a reflection on teacher
progress. Once the action plan is created, infographics, letters, and charts will be sent out to all stakeholders to inform them of the
shared vision of the school that include short- and long-term goals. Faculty will be provided with additional pieces of
communication that clearly state the strategies and benchmarks to guide instruction. Critical friends will team up with the school
Vanchise Teacher Technology Team to discuss progress on coaching sessions and increases on the Technology Matrix observation
forms.
Data Sources:
Teacher Interviews
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion
of ICT and digital learning resources.
Guiding Questions:
Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into
SIP?)
What should be done to strengthen planning?
In what ways does your school address the needs of diverse populations in the school or district to include how race,
gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12
students access to school and beyond-school access to high-speed Internet, modern computing devices, software,
knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy
acquisition.
A teacher technology team, There is currently no plan in A detailed action plan can be Some teachers are unaware of
Vanchise, member is available place for socio-economically included in the three-year assistive technologies for
per teacher to coach teachers disadvantaged students technology plan to include ELLS and students with
through the planning process. regarding technology access to short-term and long-term special needs.
resources and internet at home. goals.
Teachers meet bi-weekly in Some teachers are unaware of
collaborative grade level Some teachers feel they are not Teachers will be offered a the ISTE student and teacher
meetings to plan instruction comfortable with professional duty day with standards.
and monthly to disaggregate accommodating diverse ESOL, EIP, and SPED
data to inform instructional learners and their needs. teachers to focus on ensuring Some teachers feel there is not
needs. student academic needs are enough time in their schedule
met.
Teachers are trained yearly and 57% of teachers feel a lack of to learn and plan for the
collaborate as needed with time in classroom to use digital Internet service and / or technology.
ESOL, EIP, and SPED tools as a minor barrier. technology resources could be
teachers on student technology (Students First! Survey) offered to families with low
needs. socio-economic needs.
Only 49% of teachers use
In 11 out of 12 classrooms, formative assessment data to A detailed action plan will be
teachers implemented provide differentiated content included in the three-year
instructional planning and activities to individual technology plan to include
strategies to offer students daily, and 23% strategies, benchmarks, and a
differentiated activities, small weekly. timeline for technology
group instruction, planning.
differentiated content, adaptive In 7 out of 12 rooms visited on
digital content, and 1:1 the Students First! learning
instruction or conferencing. walk, teachers implemented
instructional planning
strategies to group students
based on performance or
achieve a specific learning
goal.
Dolvin Elementary School provides ample opportunities for collaboration through grade level meetings, data meetings with
administration, conferencing opportunities with the Vanchise Teacher Tech Team, and trainings offered to inform planning with
English to Speakers of Other Languages (ESOL), Early Intervention Program (EIP), and Special Education teachers regularly. ISTE
defines implementation planning as all stakeholders follow a systematic plan aligned with a shared vision for school effectiveness
and student learning through the infusion of information and communication technology (ICT) and digital learning resources
(Essential Conditions). The collaborative efforts are depicted in the Student First! Survey Learning walks administered by the
Personalized Learning Team, Administrators, the Ed Elements Team, and District Program Specialist Personnel. In almost all
classrooms, teachers demonstrated differentiated activities, content, and instruction. In addition, adaptive software was properly
planned and executed in lesson planning. In 7 out of 12 classrooms, teachers show a disconnect in planning strategies based on
performance or achievement. This parallels the ISTE Essential Conditions Survey with a spread of teachers identifying a lack of
comfort in using technology to accommodate diverse learners and their instructional needs. An identified weakness as documented
in the district Student First! Survey, states that 57% of teachers feel a major to minor barrier in instructional planning is due to the
lack of time in the classroom to use the digital tools. A concerning threat for proper technology planning includes the lack of
teachers knowledge of consistent new offerings of technology as well as time to plan and implement technology standards in
lesson plans. In separate interview with teachers in the building, several couldnt fully grasp the importance or relevance as to
why we have separate technology standards. While there are several opportunities to address the digital divide between gender;
perhaps the biggest concerning weakness is the school is currently missing a plan to bridge the gap between socio-economically
disadvantaged students.

Dolvin Elementary School has a strong vision and mission statement that is places a high emphasis on technology integration and it
aligned with the school and district strategic plan. To strengthen the shared vision and planning for technology, a detailed three-year
action plan will be created as recommended for the Shared Vision Gap Analysis. The end goal at Dolvin is that teachers seamlessly
integrate technology as an enhancement to promote student creation and demonstrate student learning as a replacement for skill and
drill procedures. Dolvins strategic plan includes three areas of focus, (1) building student character, leadership, and confidence, (2)
critical thinking across all content areas, and (3) increasing student ownership of learning. To accomplish these goals, teachers are
incorporating STEM and Project Based Learning (PBL) opportunities, the 7 Mindsets program, and the 7 Personalized Learning
Principles as identified by the district. A professional learning plan will be included in the action plan to ensure teachers and
students are properly implementing new strategies. While the technology plan needs some defining regarding short-term and long-
term goals, the larger area for concern lies in the weaknesses around differentiated learning. The Personalized Learning Walk
spotlighted an area of weakness for planning strategies to group students based on performance or achievement data which could be
connected to Student First! Survey results of a lack of time to plan classroom use of digital tools as well as the ability to discern
which tools to incorporate. Completing and setting up an action plan with strategies and benchmarks as well as embedded
professional development will aid in strengthening some of these areas of weaknesses. Additionally, stakeholders will have a better
grasp on the relevance of technology standards through the communication piece included in the shared vision and action plan. As
noted above, the most concerning weakness is the differentiated instruction among students and providing for socio-economically
disadvantaged students. One of the focus principles in personalized learning is mastery-based assessments. This is defined by the
Fulton County School Personalized Learning Team as promoting student progress through curriculum by showing mastery on
assessments guided by proficiency and competency (Master-based assessments). In effort to appropriately measure individual
student achievement, formative assessments are vital to inform instruction and develop flexible groups. Fostering an environment
that is mastery-based rather than the outdated psychometric approach measures individual student growth throughout the school
year with a focus on the mastery of course objectives, rather than a comparison of student achievement with a normative sample
(Zimmerman & Dibenedetto, 2008). Through consistent feedback, formative checks, and tracking individual student growth,
students will begin to take ownership of their learning as included in our school vision. In the teacher Essential Conditions Survey,
some teachers feel they are not comfortable with accommodating diverse learners and their needs. Out of 852 students, 75 students
at Dolvin Elementary school are listed as having a disability. While Dolvin Elementary offers a wide range of teacher people
resources and adaptive digital resources, ensuring teachers are equipped with properly grouping students and equipping them with
digital tools that best suit their needs. One major barrier could be identified by Courduff, Szapkiw, and Wendt (2016) who
documented that special education teachers felt stress, workload, and lack of appropriate teaching training in addition to little
understanding of how teachers acquire proficiency and overcome barriers in integrating assistive technology. In addition, 100 out
of 852 students are identified as English Language Learners. Ensuring that we are reaching out to students who need special
services will be important. One way to overcome these barriers is to bring in professionals in the field to meet with and work with
classroom and specialists. In addition, find ways to offer flexibility in scheduling to promote peer observations for learning
opportunities. If possible, teachers should be offered professional duty days to observe other professionals in the district at least
twice a year to impact student learning. A common discussion point for struggling teachers is the want or need to view other
teachers in the same field or with the same learning environment to make change.
Data Sources:
Teacher Interviews
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning?
To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
What tools are needed and why?
To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
Do students/parents/community need/have beyond school access to support the shared vision for learning?
All teachers and administration Devices are not distributed 1:1 Female teachers can serve as Technology could be broken if
have access to a laptop and are not taken home. role models and lead distributed as a loan to
computer and an iPad. All technology competitions for students at home.
classrooms are outfitted with girls.
an Epson Whiteboard Some students may not have Open technology hours will be Funding for opening the
projector. access to the internet or enacted in the computer labs computer lab before school
technology resources at home. before and after school for hours.
Students have adequate access accessibility as needed.
to technology through shared Digital resources vary upon Funding for supporting a
iPad devices, additional usage from classroom to Additional laptops will be mobile hotspot for families
desktop or laptop computers in classroom based on teacher offered for checkout for without internet.
the classrooms, computer and skill level and preference students who need access for
mobile labs, laptop and iPad causing equity issue. (Students longer or larger projects. Females are less inclined to
mobile carts, maker space carts First! Survey) participate in technology and /
per grade level, and BOYT in Offer a mobile hotspot for or robotics than males.
3rd-5th grade. families in need of internet.
Students and teachers all have

access to Google Apps for
Education and an e-mail
address.
Various adaptive software and

special software has been
purchased to extend or
remediate the diverse learning
of all students.
ISTE lists equitable access as all students, teachers, staff, and school leaders have robust and reliable connectivity and access to
current and emerging technologies and digital resource (Essential Conditions). There is a plethora of technology options available
for all students at Dolvin Elementary School. In addition, teachers and student have access to both school and home use of a wide
variety of software applications to track, measure, assess, supplement, and enhance classroom learning. All teachers, regardless of
content area, are offered an iPad, interactive whiteboard for instruction, and access to data tracking assessment tools for their
classrooms and students. An identified weakness is that not all students have their own device daily and they are not offered the
opportunity to take these devices home. If students were asked to complete digital assignments at home, there is a risk of software
compatibility issues and connectivity issues. In addition, a major weakness affecting student equity access to a technology-rich
learning environment lies in the variance of digital resource usage from classroom to classroom based on teacher skill level and
preference as identified by the Students First! Survey. The concerns or threats with offering equitable access to students at home is
the fear of loss, broken, or stolen technology. In addition, funding for hotspot connections or personnel to man open lab hours are a
concern.

Addressing the issue of ensuring equity among all students begins with including a set plan of action in the action plan with budget
plans and long-term goals. As discussed by Head of Schools at Paul Cuffee Schools, Michael Obel-Omia (Day, 2013) part of the
decision-making process should include a long-range plan with consideration for budgetary concerns. In addition, he warns of
finding the perfect blend between digital or virtual and the real world. Ample professional understanding will need to be included in
the action plan. Involving parents with an explanation of the digital divide and how it can affect their children will hopefully
encourage them to overcome obstacles while understanding the importance of these resources in education. In addition, including a
loaner agreement form for checking out equipment and possibly mobile hotspots will need to be included in the action plan.
Accessibility is not the only barrier creating the digital gap, but knowledge of how to properly use the device as well as proper
implementation for teachers. As identified in the Students First! Survey, a digital divide is occurring between tech savvy teachers
and those with less knowledge. The concept of digital divide has moved from a divide between classrooms that had technology
devices and an infrastructure to those who did not, to a more socioeconomic division between those that have savvy tech
professionals and the high-speed connections that can support Wi-Fi-dependent tables or laptops (Day, 2013). As documented by
the TIM and Teacher Keys Effectiveness System (TKES) Dolvin Elementary has a mixture of teachers that are tech savvy at
assessing, providing instruction, incorporating the school maker carts and offering a chance for students to demonstrate mastery
through technology tools, while other teachers do not feel comfortable with the technology which causes a divide among teachers
and students. Offering ample professional development and people resource support for the teachers will be beneficial. This could
be in the form of embedded professional development through modeling and peer coaching, onsite training sessions by their peers,
or student peer coaching and/ or modeling. Parents are a key player in assisting in bridging the digital gap. Involving stakeholders in
decision making processes, ensuring teachers are providing ample communication, and offering parent, teacher, and student
training.
Studies (Warnecke, 2017) show that there is a technology gap between genders forming an inequality. Warnecke (2017) explains
that there are three forms of gender inequalities: unequal access to knowledge, training and employment, particularly decent work,
unequal opportunities for self-discovery, social and professional relationship-building; and unequal understanding of legal rights
and modes for civic participation. To follow-up, Warneckes research finds that knowledge, access, and effective utilization of
technology can help in bridging the gap. At Dolvin Elementary both girls and boys are encouraged to learn and experiment with
technology-rich learning, coding, and robotics. To continue to minimize the gender gap, Dolvin Elementary School has several
female mentors and leaders in technology modeling a passion and knowledge for technology. A student technology team is in place
with equal boys and girls. The tech team may begin coaching and training their peers in open office hour time to aid in training on
troubleshooting. In addition, an all-girl team can be established to compete in the Wonder Workshop Innovation Squad competition
to establish and reach critical thinking goals.
Data Sources:
Teacher Interviews
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.)
A group of 10 technology 57% of teachers feel there is a The skilled administrative The threat of time for pairing
leaders and innovators have lack of time to learn digital staff can continue to model and collaborating with staff to
been identified per grade level tools is a minor barrier, while uses of technology in daily ensure proper support is
including specialists and 21 % feel it is a major barrier practice while offering tips and always a barrier.
administration to serve as as depicted on the Students suggestions for increased
members of the teacher Frist! Survey. technology from walk throughs Finding ways to combine and
technology team. and formative TKES analyze digital and analog data
38% of teachers feel that it is evaluations. is overwhelming and
Dolvin ES has an difficult to monitor what discouraging for teachers.
administrative assistant in students are doing on Technology leaders can
which a percentage of her job computers (Student First! increase displaying
Survey) instructional uses and
is to serve as a instructional strategies for technology
technology coach. 81% of teachers feel they are integration on the teacher
overloaded with navigating website.
There is a school technology student digital data (Students
specialist dedicated to First! Survey) Disaggregating digital student
providing hardware, software, data could be included in grade
network, and connectivity level monthly data talks.
support.
Teachers can observe strong
All surveyed teachers feel teachers with classroom and
comfortable taking risks device management and
regarding technology procedures.
integration.
The ISTE Essential Conditions labels skilled personnel as educators, support staff, and other leaders are skilled in the selection and
effective use of appropriate ICT resources (Essential Conditions). Dolvin Elementary School has three district level members of
the Fulton County Vanguard Team and 7 school technology leaders, dedicated to transform classroom environments through
technology integration and personalized learning serving as the school Vanchise team. This team offers job embedded
professional development through peer coaching and offers support for teachers as needed. Dolvin ES has a flexible position titled
Administrative Assistant (AA) who is used partially as an instructional technology coach. The AA is available for modeling,
coaching, co-planning, feedback with feedback for teacher growth conversations. A Technology Support position is available to
help with infrastructure, network, software, and hardware. While these educators are listed at the top of understanding technology
integration, there are about 81% who feel they are overwhelmed with navigating digital data. Many teachers felt time was a huge
factor in understanding digital tools. And even still, there is a small percentage of teachers who still have problems with monitoring
student behavior on computers and technology resources. Teachers did state that they felt comfortable with taking risks in their
classrooms to try new things.

Dolvin Elementary has a valuable group of skilled personnel at all levels available to help when needed. As the Vanchise Teacher
Technology team is located on each grade level, teachers can reach out for support when and if needed; however, there is an evident
divide in the skills among the teachers. One of the areas of weakness was knowing which tools to use to analyze and evaluate data.
To overcome this weakness, the curriculum support teacher leading the monthly data talks can request for teachers to bring in their
digital data to disaggregate as a team. During these meetings the team may discuss which tools worked best and begin co-planning
assessment tools to mainstream data reports as teachers dive into materials. Classroom management is an additional frustration for
some teachers. Allowing the teachers to observe a classroom teacher that is skilled with device management in their classroom
would prove beneficial in student learning. And finally, administration can include notes with tips and tricks for technology
planning and implementation as they are the leaders in technology and the vision for the school when they are conducting their
teacher walk through and formative evaluations.
Data Sources:
Teacher Interviews
ESSENTIAL CONDITION SIX: Ongoing Professional Learning
ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.
Guiding Questions:
What professional learning opportunities are available to educators? Are they well-attended? Why or why not?
Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see
Skilled Personnel)
Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)?
Do educators have both formal and informal opportunities to learn?
Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate
topic?
How must professional learning improve/change in order to achieve the shared vision?
A teacher technology team, Teachers do not have time A student App Showcase or Teachers feel overwhelmed
Vanchise, and student built into their schedule for technology showcase after and unable to attend additional
technology team is available effective, sustained job- school is open to parents. after school professional
via Google form to model, co- embedded coaching. development.
plan, teach, or demonstrate An Appy Hour with teachers
best practices, technology 43% of teachers in the during the workday is Teachers feel uncomfortable
integration, personalized Students First! Survey list that presented via the student with learning more technology
learning. they havent received enough technology leaders. and discerning when and what
professional development on to use.
digital tools as a minor barrier.
A student tech team is Monthly blended afterschool Teachers do not feel
available for peer and / or professional development is comfortable to reach out and
teacher tutoring through a offered on student-centered, use the resources through the
sign-up process. personalized learning Google signup form.
environments, as well as
The administrative assistant technology resources or tools Funding for professional
also serves as instructional for seamless integration. development is limited.
technology coach and is
available plan, model, or co- RFF Days (Request for
teach. Flexibility Professional
Learning Days) can focus on
Monthly faculty meetings / bringing in professionals for
admin model technology use training.
and spotlight new technology
to support best practices.
Professional Development opportunities are consistently offered at Dolvin Elementary School through after school professional
development opportunities, monthly faculty meetings, grade level planning sessions, but also through requested job embedded
professional development. With a teacher and student technology support team, teachers and students throughout the building have
the opportunity for additional help with learning technology tools and integration. The Google Request Sheet, offers teachers the
opportunity to select a colleague from the Vanchise or student/s from the student tech team to offer help through either a coaching
session, co-planning, modeling, co-taught, or guided instruction. Yet, even with these built in sustained model of professional
development, 43% of teachers say a common barrier is they havent received enough professional development on digital tool
integration. While additional opportunities of hosting a blended professional development model based on needs, a threat analysis
states that teachers feel overwhelmed with the multitude of digital tools and discerning which to use as well as the time needed to
complete professional development. Through interviews, newer teachers felt uncomfortable requesting help from teachers.

Franke and Kazemi (2001) state that job-embedded professional development that is conducted in a classroom environment allows
teachers to apply emerging practices and increase the likelihood of continued use of reform-based practices (Capraro, Capraro,
Scheurich, Morgan, Huggins, & Han, 2016). In addition, they state that much research has shown that intensive, sustained, job-
embedded professional development focused on teaching content is more likely to improve teacher knowledge, classroom
instruction, and student achievement. These types of programs develop teachers vision for reform, deepen their content knowledge,
and promote understanding of student thinking (Capraro et. al). Dolvin Elementary School is fortunate to be able to offer a variety
of professional learning opportunities to support the staff. Currently, the administration professional learning plan includes peer
observations with administration to point out key strategies or best practices, book studies with small teams, new teacher mentors
and coaches for all teachers. In addition, the inclusion of district Vanguard members and a branch of the Vanguard we call the
Vanchise, aid in job-embedded professional development. The Vanchise members are selected by grade level and serve as coaches
to aid in implementing technology and personalized learning best practices in the classroom. They observe, conduct TIM
observations, and help teachers in the building. In addition, the Curriculum Support Teacher also coaches teachers in the building as
needed. These support systems are offered both as individual and collaborative basis based on need. Dolvin has also brought in
specialists, such as Tony Vincent, to connect technology and project-based learning in the classroom. To strengthen an identified
area of weakness from teachers of feeling overwhelmed in navigating digital data, the Dolvin Elementary Vanchise will host
monthly professional development sessions called, Splash Pad PD focusing on tech tools and best practices on data collected
offered in a blended learning style. The school is granted Request for Flexibility (RFF) days from the School Governance Council
to add a day to offer professional development to support specific Professional Learning Goals. More professionals offering hands-
on interactive learning to promote engaged listening will be suggested. And last, the school can get the parents involved as they are
the valuable in making decisions and offering funding for the schools. Hosting evening events where students teach, model, or train
technology tools is a wonderful opportunity for bridging the gap.
Data Sources:
Teacher Interviews
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?
Dolvin Elementary School has Response time to equipment A dedicated page on the Teachers do not feel they have
a dedicated Technology that needs repair or technology website can be just-in-time help when
Support Specialist to maintain replacement from county level created to offer quick technical issues arise.
the hardware, software, takes time. troubleshooting tips and or
network and infrastructure. tricks for common problems Teachers are discouraged to
Students have technical by either student or teacher request help using the district
Wireless connectivity across difficulties that they cannot tech team members. e-ticket setup.
the building. resolve without assistance:
38% listed a major barrier, Tech team members have open
Teacher tech team and student while 55% listed as a minor office hours to train
tech team available to help barrier. classroom experts or
with minor technology issues. ambassadors on common
troubleshooting.
The support provided by the district and the school are shown to be efficient to maintain a functioning school environment. The
technology support specialist offers timely assistance for building needs as they arise. The district has offered technology resources
to support student learning and has included a robust infrastructure that includes wireless access points throughout the building. The
student and teacher tech team are available upon request to help with basic technology troubleshooting and are located throughout
the building. The identified weaknesses are in response to the response time to equipment repairs or replacements at the district
level. And surprisingly enough, over 80% of teachers reported in the survey results from the Students First! Survey, student
technical difficulties with technology as a barrier because they are unable to solve the problems without assistance. Additionally, in
the ISTE Essential Conditions Survey, teachers felt they were not given prompt just-in-time help when technical issues arise. While
in interviews teachers feel discouraged to request help through what they say is an extra step in the e-ticket reporting system.

While Dolvin Elementary School meets the standard for technical support on the ISTE Lead and Transform Diagnostic Tool, the
Students First! Survey and Essential Conditions survey show some minor, yet important areas of weakness. Currently, Dolvin
Elementary school utilizes the in-house technology specialists for support with infrastructure, hardware, device repairs and
replacements, and basic software tasks. The Instructional Technology Coach and Vanchise team help with instructional strategies
and device management solutions. To address teachers concerns with troubleshooting problems with basic technology, the student
tech team will train a classroom representative or ambassador during open office hours. The teacher and student technology team
can offer tutorials embedded online on the Dolvin EdTech website. These included elements will aid in more prompt technology
help for classroom teachers. In addition, these trainings and videos will aid in having the students take control over their own
learning and begin to problem solve. The districts requirement for teachers to enter all technology requests through an email ticket
system feels like an extra step to teachers as discussed in interviews. To ensure a timely response, teachers will need to copy the
technology support specialist on the email to ensure she is aware of the request in a timely manner to offer assistance.
Data Sources:
Teacher Interviews
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students)
Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day
instruction and not teach technology as a separate subject?
To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/CCS as appropriate?
How is student technology literacy assessed?
Dolvin Elementary School Other than vendor reports of Coaching opportunities tied to Teachers feel overwhelmed
ensures all teachers complete usage from the Students First! TIM observations can make with new district initiatives
Common Sense Media Digital Survey and student teachers more aware of the and do not want to add more
Citizenship courses through achievement data, there is not standards tied to curriculum. work of researching
Nearpod and become certified means for measuring student technology standards.
educators. technology literacy. A team of Vanchise members
(teacher technology leaders)
All students complete digital Teachers do not include ISTE and critical friends peer group Teachers are worried about
citizenship courses with their Standards in their lesson plans can come together to identify, being measured on
teachers. and are unaware of standards. define, and align standards to performance with inclusion of
current curriculum as a technology standards.
All teachers are observed and Parents are unaware of resource for teachers.
technology integration tied to technology standards. Parents do not understand
the ISTE standards are Special training can be offered technology standards;
measured and tracked in TIM (face-to-face and / or blended) therefore, do not place an
observations. to offer aid in grasping and emphasis on the importance in
implementing technology education.
In 11 out of 12 classrooms standards.
observed varied strategies
incorporating common Communication can go home
technology practices were with parents about technology
observed during the Students standards.
First! Learning Walk through.
A parent informational night
Teachers and students have can be held for parents to
ready access to content-rich understand technology
technology programs to standards and the impact on
enhance learning and support student learning.
curriculum.
In the ISTE Lead and Transform Diagnostic Tool, Curriculum Framework is the one category that our school shows as approaching
rather than meeting standards like the other elements. The identified strength at Dolvin Elementary is the digital citizenship
education put into place by Common Sense Media through their partnership with Nearpod. All teachers and students must complete
the district identified lesson plans and apply for their Digital Citizenship Certification. Another strength identified and measured
using the Technology Integration Matrix is measuring and coaching teachers toward success in technology integration through
coaching meetings, observations, and lesson plan analysis. Teachers are working toward seamless technology integration with a
focus on personalized learning by setting goals to move up at least one place on the matrix. Evidence of these practices are evident
in the Students First! Survey Learning walk with 11 out of 12 classrooms observed showed varied strategies incorporating common
technology practices. While these elements are strong, there is no way other than the survey data to effectively collect data of digital
literacy. In addition, teachers have a great knowledge of what a transformational classroom should look like; however, they are
unaware of the specific ISTE technology standards and do not include them in their lesson plans. Parents too, are unaware of
technology standards and their importance to student learning in todays classroom.
In 2016, ISTE came out with its newly refined technology standards for students, teachers, and coaching; however, many teachers,
students, and parents are unaware of the existence of any technology standards. While many teachers are incorporating technology
integration on daily, regular basis, there are a few who are uncertain. Pairing up with a Vanchise member to co-plan to aid in
including the technology standards would be beneficial. Offering materials on the website for teachers, parents, and student to view
in case they need a quick reference should be included. Communication should be sent home with parents to inform them of the
technology standards and the impact they have on student learning. The Vanchise members should include curriculum discussions
tied to technology standards in their coaching logs and find ways to increase technology integration to support a transformational
learning environment. Evidence success will be shown on the TIM as moving up at least one space to the right. Vanchise members
will conduct an observation at least three times a year while holding consistent conferences. And finally, the administration will
offer support and ensure teachers that they will not be measured on technology if they are working on something amazing, but
happens to flop.
Data Sources:
Teacher Interviews
References
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Appendices
Appendix A:
Appendix B: Essential Conditions Survey and Results
Survey
Results
Appendix C: Fulton County Students First! Survey

Results

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ITEC 7410/EDL 7105 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,

Recommendations from Gap Analysis:

ESSENTIAL CONDITION TWO: Shared Vision

Recommendations from Gap Analysis:

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

Students and teachers all have

Various adaptive software and

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Bambino, D. (2002). Critical friends. Educational leadership, 59(6), 25-27.

Essential Conditions. (n.d.). Retrieved November 11, 2017, from https://www.iste.org/standards/essential-conditions

Mastery-based Assessment. (n.d.). Retrieved October 13, 2017, form http://fultonpl.weebly.com/mastery-based-assessment.html

classroom. Teaching &Teacher Education, 67291-301. Doi:10.1016/j.tate.2017.06.020

Francis Ltd), 51(2), 305-314. doi:10.1080/00213624.2017.1320508

high-stakes testing. Psychology In The Schools, 45(3), 206-216.

Appendix C: Fulton County Students First! Survey

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