Carolina

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

Name: Carolina Parker 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
Teachers and students use No all technology activities Teachers are participating in The device to student ratio is
technology every day. used by teachers and students the host model program in 1:2 or sometimes 1:4
provide opportunities to use which they have the depending on the classroom.
Technology is used to teach higher order thinking skills. opportunity to model lessons
the standards. for other teachers in the team. Teachers tend to structure the
The nature of the technology utilization of technology for
Teacher and student eClass activities is not always A technology committee and a centers or small group
pages (Gwinnett County online conducive to the creation of technology innovator team are activities, which limits student
learning system) are used products or publishing (sharing in place at the school to assist access.
widely during the day. with the community) teachers.
Teachers find it difficult to
make time for technology.
Summary of Results/Conclusions:
The way technology is used at Minor Elementary is a relative weak area based on the ISTE Essential conditions analysis. This is
mostly because the technology activities students engage in do not require the students to engage in higher order thinking. However,
it is worth mentioning that teachers and students are engaged in some way with technology every day. The number of devices
available in the classroom also make it difficult for teachers to create activities that require students to problem solve or to create
and share products with others. According to Price and Roth (2011), “teachers are coming into the profession with little or no prior
awareness of the project based and student centered, collaborative teaching methods” (p.7). In order for teachers to improve the way
they use technology, they need to receive appropriate preparation that will not only require time, but also material and human
resources.
Recommendations from Gap Analysis:
One of the best ways to improve the way technology is used at Minor Elementary is to provide the teachers with technology staff
development opportunities in which they can learn research based strategies for technology instruction. According to Price and
Roth (2011) “many teachers are coming into the profession with little or no prior awareness of the project-based and students
centered collaborative methods” (p.7). It is important that schools spend the time helping teachers become well prepared in current
trends in education before they are expected to implement them in their classrooms. Funding needs to be increased for technology
purchases. If teachers have more devices available, they will be more willing to use technology in innovative ways. A team of
technology innovators needs to be created in order to assist teachers with technology usage. Teachers’ progress on technology
integration needs to be monitored by administration, and feedback on best practices needs to be given in a timely fashion.
Data Sources:
ISTE Essential Conditions. (2017). Retrieved November 7, 2017, from https://www.iste.org/standards/essential-conditions
Lead and Transform Diagnostic tool (2017). Retrieved November 7, 2017, from http://www.iste.org/standards/lead-
transform/diagnostic-tool
Price J.K, & Roth M. (2011) Preparing Pre-Service Teachers: Strategies for Successful Technology Integration to Improve
Teaching and Learning 2011 International Conference on Information Technology Based Higher Education and Training (ITHET)
doi:10.1109/ITHETT.2011.6018680
Responses from the Essential Conditions Survey. Created by Carolina Parker
Responses from Adopter Level Survey. Created by Carolina Parker
Cerchezan, O. Personal Communication. March 2017
Serrato, C. Personal Communication, March 2017
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
tomorrow’s 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?
Minor Elementary has a clear The vision and mission do not The technology goal needs to Parent involvement is limited
vision and mission statement. specifically address be more specific in order for at the school.
technology. teachers to understand how to
A technology goal has been reach it. Parents do not know how or
created. Teachers, parents, students, why to advocate for their
and other stakeholders did not All members of the school, students.
Technology guidelines are in give input for the technology including parents need to have
place. goal. the opportunity to participate
in the creation of the
Teachers are not one hundred technology goal.
percent clear on what or how
to achieve the technology goal.
This is definitely a weak area for Minor Elementary based on the ISTE Essential conditions analysis. In order to improve the way
technology is used at Minor Elementary, the school needs to have specific and clear technology goals and ways to measure it. The
creation of technology guidelines helps teachers visualize what students are expected to do in regards to technology based on their
grade level. However, these guidelines tend take into consideration the mechanical use of technology and are not connected in any
way to the ISTE student and teacher standards.
Having a technology goal is a great first step in creating a vision and mission centered on technology. The ISTE Essential
Conditions suggests, “effective technology implementation requires a clear vision of where the organization is headed and what it
will take to get there” (https://www.iste.org/standards/essential-conditions/shared-vision). One effective way to achieve the
technology goal is to break it down into short-term goals in order to help teachers have better guidance and understanding on how
to achieve it. The school should also have a plan for the technology initiatives they want to implement. That is, the school should
gradually move toward more digitally based education as the staff becomes more proficient and comfortable with technology usage.
Another important aspect of a sound shared vision is to ensure that all stakeholders take part in its creation in order to create a sense
of ownership and accountability.
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?
• 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.
The SIP plan at Minor eClass pages are not widely Create a more specific Teachers do not always know
Elementary is based on the used. technology plan in order to the best ways to integrate
most immediate areas of needs help teachers plan for technology to support the
improvement, which are math The students do not always technology. standards.
and language arts. All staff have access to technology at
development is based on the home, which makes it difficult The technology committee can Teachers do not have enough
SIP. for teachers to plan for find ways in which to purchase time to plan for technology
technology. more devices. integration.
Teachers are encouraged to
create learning modules on There are no formal Parents should be given
eClass (Gwinnett County opportunities for technology workshops on the importance
online learning system) to planning. Planning for of technology.
address the instructional needs technology integration is up to
of the students. teacher discretion.
A weekly eClass challenge

motivates students to access
eClass at home or at school in
order to complete it.
Minor Elementary scored very low on technology planning based on the ISTE Essential conditions analysis. Unfortunately, the
current focus of the school is to improve test scores in the area of language arts and math. The staff development that the teachers
are involved in at this time does not include technology integration. In regards to eClass, the school is still struggling with its usage
from both teachers and students, and the lack of instructional planning time for technology is the main cause of this problem. If
teachers had time to plan for technology, they will definitely increase their levels of technology integration.
Minor Elementary needs to include the technology goal into the schools’ SIP. If the technology goal is included in the SIP, teachers
are more likely to receive formal staff development in technology. According to the ISTE Essential Conditions, “the
implementation planning process provides a critical opportunity for schools and districts to evaluate their long-term and short-term
objectives for technology and standards integration” (https://www.iste.org/standards/essential-conditions/implementation-planning).
Receiving technology related staff development will help understand the importance of technology, and it will help the teachers
learn how to create activities that trigger the use of higher order thinking skills. Another way to improve technology integration is to
allocate technology time during the school day for the students who do not have computer/internet access at home. This will help
students have as much access to technology as possible.
Data Sources:
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?
The bandwidth at Minor No 1:1 devices for all students. Use funding available for Teachers are not using
Elementary, and of Gwinnett technology related purchases. technology on a regular basis.
County, is adequate for the use Students do not always have
of technology. internet access or devices at Parents will receive orientation Students and parents cannot
home. on how to access the internet access internet or computers to
The staff has access to an from the public library system. complete work outside of
immense amount of resources school hours.
that the county has provided. Create before or after
These resources include technology clubs that can be Female and low-income
eClass, online research library, gender specific as a way to students are not always aware
online textbooks, online increase female participation. or encouraged to use
communication centers that are technology in appropriate
devoted to every subject. Allow time for the students to ways.
access technology at school in
Each regular education order to complete assignments.
classroom has six laptops, five
tablets, a projector, a camera,
and a teacher laptop.
Minor Elementary scored a meets in this essential condition based on the ISTE Essential conditions analysis. The main reason why
this was a meets area is because the school truly uses the devices it has to its full potential. In addition, Gwinnett County truly
provides teachers with all the tools they need to help students learn and grow. However, the home situation of each individual
student is not taken into consideration in this analysis. Additionally, the students are not always engaged in high quality technology-
based activities, which also needs to be taken into consideration when analyzing equitable access. For example, students are often
engaged in technology to play games or to access social media, and these activities are not always conducive for learning.
One of the most important things Minor Elementary can do to reduce the digital divide is to ensure that all activities meet the needs
of all students. That is, teachers must ensure that all students; especially those with learning disabilities, minorities, and
linguistically diverse students have access to content in appropriate ways. According to Gorski (2015), the digital divide is a “set of
problems that cannot be fixed by introducing more computers or more, or faster, Internet access into an inherently inequitable
system” (p.37). This means that teachers need to take the time to understand how students learn, and they should adjust their
teaching methods accordingly. Moreover, Gorsky (2015) also addresses the importance of encouraging female students and other
diverse learners such as special education students “to recognize the educational and professional potential of computer and Internet
technologies” (p.40). This can only happen with a shift in the way we use technology, which means the activities, must connect
learning to real-life situations. One strategy that can be implemented to ensure equitable access is the acquisition of assistive
technology for those students who cannot communicate verbally. In addition, the maintenance of the equipment is equally important
in order to make sure the students who use it are fully benefiting from it. One of the best strategies for ELLs and students with
disabilities is the use of audiovisual resources. Technology simulations and other Web 2.0 tools can definitely help diverse learners.
Data Sources:
Gorski, P. (2005). Education equity and the digital divide. AACE Journal, 13(1), 3-45.
ESSENTIAL CONDITION FIVE: Skilled Personnel
ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
• To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
• What do they currently know and are able to do?
• What are knowledge and skills do they need to acquire?
(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for
professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists,
and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may
choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher
proficiencies.)
Teachers are knowledgeable Teachers do not always feel Technology integration will Teachers believe technology
on the importance of comfortable trying new become part of weekly usage is time consuming.
technology integration. applications or websites. collaboration/planning
meetings. Teachers think technology is
Teachers are able to create Time is an issue for teachers, important, but they do not
activities and assessments especially when it comes to believe it should necessarily be
using technology that help creating technology-based Teachers will be asked to try part of every lesson.
students learn the standards. lessons. one new technology resource
every month/ Teachers are reluctant to
Teachers are using technology Teachers are not always technology usage because they
in some capacity every day in current with technology trends, Teachers will receive support do not want to deal with
their classrooms. or they do not know how to from the technology committee technical problems.
use them in their classroom. or innovators.
Minor scored at the beginning stage in the ISTE Essential conditions analysis for this area. Even though teachers are knowledgeable
in technology, their skills are not always used effectively. The reason why this happens is that the teachers have very little
opportunities to formally and purposely plan for technology. On the survey, many teachers expressed the fact that they are
unwilling to use technology because they do not have time to create and customize activities. Teachers also report that they cannot
always deal with technical problems such as troubleshooting, and waiting for assistance is always a concern in regards to time
management.

In order for this essential condition to improve at Minor Elementary, it is important for all staff to get on board with technology.
That is, the success of technology integration should not be a teacher responsibility, but a team effort. According to Ruggiero &
Mong (2015) “professional support needed for effective technology integration can include administrative, peer, and technological
support” (p.163). This means that administrators need to do more than just expect their teachers to use technology. They need to
believe technology is needed in order to improve the teaching and learning process, and they should make it a priority to not only
support their teachers, but also to make sure technology is used effectively at the school. For example, administrators can become
advocates of technology by increasing the technology fund, and they should create positions such as technology coach to help
teachers receive appropriate preparation on technology integration. The school should also educate parents in the appropriate use of
technology in order to increase its use at home.
Data Sources:
Ruggiero, D. d., & Mong, C. c. (2015) The Teacher Technology Integration Experience: Practice and Reflection in the Classroom.
Journal of Information Technology Education, 14 161-178
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?
Gwinnett county provides Teachers are not encouraged to Technology committee or Teachers do not want to miss
countless opportunities for attend technology conferences. teacher innovators will school for staff development.
staff development at both, the redeliver staff development to
district and the school level. Staff development the faculty.
opportunities are for content Teachers do not have time to
Teachers receive one hour of areas only. Teacher planning days will be attend staff development
staff development every week. used to engage in technology sessions.
This staff development integration planning.
addresses math and language
arts.
Gwinnett county offers a

technology conference every
year.
Teacher innovators attend

technology staff development
once a month.
Minor Elementary scored very low in the ISTE Essential conditions analysis. This is mainly due to the fact that Minor elementary
has not formally planned staff development for technology integration. The amount of teachers interested in pursuing out of campus
staff development is also limited. Currently, the staff development the teachers are participating in is on language arts and math, and
does not formally include technology integration. Both teachers who were interviewed expressed the fact that implementing
technology required too much time, and that they are not willing to invest time outside of school to pursue training opportunities.
In order for Minor Elementary to improve on this condition, it is imperative to increase technology usage buy-in from all
stakeholders. Moreover, the staff development that teachers receive must be current and relevant to the needs of the students.
According to Ruggiero and Mong (2015) “authentic and current professional development for teachers should use blended learning,
collaborative learning, and engage in challenges of the current context” (p.175). That is, it is important to prepare teachers the same
way we want them to teach the students. By doing this, teachers will learn to value the importance of creating activities that address
21st century learning skills. It is also important for the school to secure a technology coach who is devoted to implement staff
development to teachers. A good way to increase teacher buy-in would be to receive already made resources that they can
immediately use in their classroom. Even though this task can become time consuming for a technology coach, it can definitely
benefit the school overall.
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?
A technology committee is in A part-time technology A teacher from each grade There are technology issues
place. support technician helps level or department will serve that teachers cannot solve by
teachers on a need basis as the technology innovator. themselves.
Classrooms have technology through a ticket system.
equipment in their classrooms. Technology committee and
Ticket system does not allow teacher innovators will assist Ticket system does not provide
The local school coordinator teachers to get assistance in a with technical problems when immediate assistance of
assists with technology on a timely fashion. needed. feedback.
need basis.
No technology coach
Teachers believe technical
problems are time consuming
which causes them not to want
to use technology.
Technical support scored at the approaching level on the ISTE Essential conditions analysis. This is mainly because the school only
has two staff members devoted to technology support out which one of them is only part-time. Teachers also reported that
submitting tickets for troubleshooting or technical assistance is burdensome and that it is easier to avoid using technology
altogether. Many teachers also reported the fact that they can successfully identify at least five people who can assist them in
technology matters, but they did not report whether they have asked for help at any given time.
Minor Elementary needs to improve this condition by ensuring that teachers are appropriately supported when using technology.
According to Inan and Lowther, overall support as well as technical support and professional development affect teachers’
perceptions of technology (2010). That is, in order for teachers to embrace technology they need to feel supported. This support can
take many forms. To start, it is important that teachers receive preparation on how to use technology. This preparation needs to
include troubleshooting and technical support. Teachers need to know how to fix technical problems in order to feel more assertive
when using technology. A technology coach is also needed in order to help the teachers create higher-level technology activities.
Lastly, it is important the school’s administration identifies a robust number of teachers who can act as immediate supporters in
order to increase the technology usage capacity of the school. If the teachers have a number of staff members devoted to provide
technology assistance, they will be more willing to implement technology in their classroom.
Data Sources:
Inan, F. A., & Lowther, D. L. (2010). Laptops in the K-12 Classrooms: Exploring Factors Impacting Instructional Use. Computers
& Education, 55937-944. Doi:10.1016/j.compedu.2010.04.004
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?
Technology skill guidelines for Teachers, parents, and students Teachers will receive Parents are not always aware
each grade level are clearly are not aware of the existence orientation on the ISTE of the importance of
outlined. of the ISTE standards, or they standards for both teachers and technology.
do not know how to integrate students.
Gwinnett County provides a them. Teachers do not always know
large amount of technology Embed technology standards how to integrate the
resources for teachers. into regular standards as a way technology standards in their
to help teachers know how to lessons.
integrate them in their lessons.
Minor Elementary scored low in the area of curriculum framework on the ISTE Essential conditions analysis. This is definitely an
area of concern since the staff does not know how to successfully use the resources provided by Gwinnett County to address the
ISTE teacher and student standards. Moreover, a large number of teachers appears unaware of the existence of the ISTE standards.
It is evident that even though teachers and students are constantly engaged in technology, they are not always engaged in higher
order thinking activities.
In order for technology to be successfully integrated, it is imperative that teachers and students engage in the use of the ISTE
standards. According to Smith and Mader (2017) “once we understand that content and ISTE standards are complementary, we will
begin to see how technology can most appropriately support and transform student learning activities” (p.1) That is, the ISTE
standards need to be embedded into the content standards in order to make sense of how to appropriately integrate technology.
Instead of overwhelming the teachers with a different set of standards to learn, it will be useful to provide them with examples of
activities that will align both the content and the ISTE standards. One of the ways in which the technology coach can assist with this
is to take one content area per grade level each quarter and come up with a list of activities that use technology and address the
ISTE standards. By the end of the year, all content areas would have gone through this process, and teachers will have a myriad of
activities that successfully address each ISTE standard.
Data Sources:
Smith, B. & Mader, J. B. (2017). Align Your Curriculum with the ISTE Standards. Science Teacher, 84(5), 8
References
Gorski, P. (2005). Education equity and the digital divide. AACE Journal, 13(1), 3-45.
Inan, F. A., & Lowther, D. L. (2010). Laptops in the K-12 Classrooms: Exploring Factors Impacting Instructional Use. Computers &
Education, 55937-944. Doi:10.1016/j.compedu.2010.04.004
Price J.K, & Roth M. (2011) Preparing Pre-Service Teachers: Strategies for Successful Technology Integration to Improve Teaching
and Learning 2011 International Conference on Information Technology Based Higher Education and Training (ITHET)
doi:10.1109/ITHETT.2011.6018680
Smith, B. & Mader, J. B. (2017). Align Your Curriculum with the ISTE Standards. Science Teacher, 84(5), 8
Appendices
Appendix A:
ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs
Assessment
Appendix B:
Essential Conditions Survey
1. The creation of specific long and short-term technology goals can help me assess my level of
technology integration.
Strongly disagree Disagree Neutral Agree
Strongly Agree
2. The amount of technology devices in my classroom is adequate for successful technology integration.

Strongly Agree
3. I can successfully create instructional modules and activities on eClass that address the needs of all
my students.

Strongly Agree
4. I need more staff development on technology integration in order to use eClass more frequently in my
classroom.

Strongly Agree
5. I am aware of the teacher and student technology standards and I know how to incorporate them in
my daily instruction.

Strongly Agree
6. I consider myself well prepared on creating student centered activities that successfully integrate
technology.

Strongly Agree
7. When I have technology issues, I get help in a timely fashion

Strongly Agree
Assessment
8. My students have difficulty behaving and completing tasks when using technology.

Strongly Agree
9. I know my current level of proficiency when it comes to technology integration, and I know how to
improve it based on the technology standards.

Strongly Agree
10. I can identify at least 5 people in the building that can assist me when I have technology problems.
Strongly disagree Disagree Neutral Agree Strongly

Agree
Assessment
Appendix C: See page below.

11/12/2017 Adopter Level Survey
Adopter Level Survey

* Required
1. What subject would you benefit from using technology the most? *
2. When introduced to new technology for the students in the classroom, how do you implement
the usage of that technology? *
Mark only one oval.
Give to the students and see how they work independently.

Collab with students by being the teacher and the student
Become an expert before introducing to the students.
Allow outside party to implement new technology.
3. How many new technology tools have you incorporated into your instruction over the past
year? *
Mark only one oval.
6 or more
4-5
2-3
0-1
4. Please share some examples of technology tools you have used in your classroom, if any.
https://docs.google.com/forms/d/1YvA3J66J3WDkjSYvlSY7EQn7xxP7P8vSTM8y5neaDns/edit 1/3
5. When integrating technology in the classroom, do you feel you are keeping up or falling
behind? *
Mark only one oval.
Keeping Up
Falling Behind
Other:
6. Do you think technology is a necessary component of effective instruction? *

Mark only one oval.
Technology is essential to effective instruction and I use it regularly

Technology is important, but I don't have to have it in all my lessons
Technology is not as important as the other parts of my lesson, I can take it or leave it
Technology is not a necessary component of effective instruction, I do not use it often
7. When you are given a new technology resource, you would most likely *
Mark only one oval.
Immediately incorporate it in your lesson!-- you love adventure!

Try it by yourself before sharing it with the students-- you do not like glitches!
You will not try it out unless you have heard others have been successful with it
Research the resource rate of success before even thinking about it!
8. How do you feel about trying out new technology in general? *

Mark only one oval.
I want to try it now! I have to have the latest.

Sure! I like new technology, especially if it's useful.
I'll have to do some research before trying it.
I'm skeptical but I'll see how it stands the test of time.
I don't really want to be bothered.
9. After learning a new teaching strategy/idea for your classroom, how readily do you begin
using that strategy? *
Mark only one oval.
Right away - can't wait to try something new

I want to see if others are successful before I try something new
I already have too much on my plate. No thanks!
Other:
10. What type of staff development would best help you to implement technology in your
classroom? Select as many that apply.
Check all that apply.
One-on-one coaching with the Technology Coach

Small group workshops with Technology Coach
Tech Coach or colleague models the use of technology tools in the classroom
Self Study
Other:
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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,

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

A weekly eClass challenge

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Gwinnett county offers a

Teacher innovators attend

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Cerchezan, O. Personal Communication. March 2017

ISTE Essential Conditions. (2017). Retrieved November 7, 2017, from https://www.iste.org/standards/essential-conditions

Serrato, C. Personal Communication, March 2017

Essential Conditions Survey

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree

7. When I have technology issues, I get help in a timely fashion

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree

Strongly disagree Disagree Neutral Agree Strongly

Appendix C: See page below.

Adopter Level Survey

Give to the students and see how they work independently.

6. Do you think technology is a necessary component of effective instruction? *

Technology is essential to effective instruction and I use it regularly

Immediately incorporate it in your lesson!-- you love adventure!

8. How do you feel about trying out new technology in general? *

I want to try it now! I have to have the latest.

Right away - can't wait to try something new

One-on-one coaching with the Technology Coach

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