Amy Alfonso - SWOT Analysis

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

Name: Amy Alfonso 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 by Not all teachers are A Technology Design Team Some teachers feel that
our students, teachers, and implementing technology rich was created. technology serves the purpose
administrators for the purposes lessons on a daily basis. of entertainment rather than
of productivity. Teachers are provided with learning opportunities.
Not all teachers are providing weekly opportunities to discuss
Technology use in regards to holistic learning opportunities and collaborate best practices. Some teachers lack the
student achievement of the that foster higher order thinking confidence to effectively
Georgia Learning Standards skills. Modeling of best practices can implement technology rich
(GPS) is utilized through be provided through practices.
approved programs and apps Not all teachers are providing Technology coaches provided
relating to the content lessons that connect to real through the district. Some teachers feel that
standards. An example of such world problem solving. technology creates more of an
programs and apps are issue especially since
Education Galaxy and oftentimes devices are not
Scholastic Reading/Math working properly.
Inventories. These resources
correlate with our learning
standards and assist with
driving instruction.
Summary of Results/Conclusions:
In reviewing our current reality in regards to ISTE’s Essential Conditions, it is apparently clear that although we are in a great starting
place, we have far to go to reach our goal. Since our current strengths are an underlying background knowledge of simple
productivity tool use and technology programs to support student learning, we are one step closer to achieving our goals as a school.
In identifying our weaknesses it is clear that our staff first needs some professional development in the area of developing a deeper
understanding of how to best implement our technology resources to create deeper learning experiences. Currently not all teachers are
providing lessons that are geared towards higher order thinking skills.
Recommendations from Gap Analysis:
In reviewing the results of our ISTE Diagnostic tool, it is clear that this is an area that needs to be developed. Student-centered
learning opportunities is an area that overall scored fairly low in comparison to the other areas of ISTE's essential conditions.
Research supports utilizing critical thinking based lessons with technology as a support to foster those ideas. ITSE’s Standard for
Teachers indicates that it is essential for educators to provide meaningful, constructivist student learning opportunities. Since there are
inconsistencies with this practice, teachers should pair up with a “Tech Buddy” to alleviate some of the teachers who lack the
confidence in implementing effective technology lessons. This approach provides numerous opportunities for collaboration on best
practices, which in turn results in creating more student centered learning experiences.
Data Sources:
ISTE Standards for Educators. (n.d.). Retrieved from https://www.iste.org/standards/for-educators
ISTE Lead and Transform Diagnostic Tool (See Appendix A)
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?
Currently there is a three-plan A clear technology plan is not A school technology vision will Some teachers are reluctant to
created for our district level present in the school’s be created that is separate from embrace the need for creating
that is specific to different areas improvement plan although our school’s improvement plan. and effectively implementing a
of development. there is mention of technology shared vision for our school.
to support student growth. All stakeholders will be
Our school’s technology plan is involved in creation of the
embedded in our school All stakeholders are not shared vision in some form.
improvement plan, but with currently involved in creating
limited mention. the shared vision for our Teachers will be held
school. accountable for implementing
Teachers agree that technology effective practices to support
is essential for improving All stakeholders are not aware our shared vision.
student engagement of our school’s shared vision.
opportunities and achievement. Evaluations and discussions
regarding the shared vision
implementation strategies will
be included yearly.
Although Cobb County School District provides an extensive three-year technology plan, Shallowford Falls Elementary School is
lacking a clear technology vision to support student achievement. Development of this vision will need to encompass all of our
stakeholders either through participation in a survey, or designated placement on a technology team. Currently, our school has a
Technology Team in place with various levels of stakeholders represented, but our parents and students are currently only represented
through survey results. After creation of our shared vision, teachers will need to be held accountable for effectively implementing
practices that support our vision. Yearly, our stakeholders will have an opportunity to evaluate and discuss our current strategies for
effectiveness.
In reviewing the current situation with Shallowford Falls Elementary School’s technology plan, it is clear that a shared vision will
need to be created and implemented separate from our school’s improvement plan. In accordance with our Diagnostic Tool results,
this area of development, although not our lowest scoring area, is lacking and will need to be improved. Since there is already a
Technology Team in place, it would be beneficial for there to be a representation of parents and student stakeholders to assist in
incorporating best practices. ISTE's Essential Conditions refers to a shared vision as one that highlights where an organization wants
to go and how they plan to get there. Incorporating a representation of all of our stakeholders allows for this to be carried out to its
fullest. For teachers who may be reluctant to realize the importance of a clear vision, an instructional coach may be needed to help
gain a better understand as to how this group of teachers can be best transformed. During coaching sessions, this group will be able to
have open discussions as to where technology can best be utilized. The instructional coach can assist with providing clear and concise
professional development for this group of late adopters. Once a shared vision has been created it will be essential for all stakeholders
to fully understand its pieces and the best way to implement practices that support this vision. Administration will need to hold staff
accountable for implementation of the shared vision practices as well as offer opportunities for parent and student stakeholders to
receive opportunities to fully understand best implementation practices.
Data Sources:
ISTE Essential Conditions. (n.d.). Retrieved from https://www.iste.org/standards/essential-conditions
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,
socioeconomic, 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 district has a defined A separate technology plan is A more separate and detailed Some teachers are lacking the
technology plan. needed to support the school’s technology plan will need to be knowledge needed to fully
shared vision. developed to incorporate short understand the need for
Our school has an embedded and long term achievable goals. enriched technology plan
technology plan within our Currently there is not a plan in implementation.
school’s improvement plan. place to address socio- Our current Technology Team
economic status of our families will play a crucial role in the Some teachers are not aware of
A Technology Team has been in regard to online access at development of our technology the technology standards that
established with its second year home. plan with more frequent and are currently in place.
of implementation. consistent meetings.
A technology coach position is Frequent and consistent
not present at our school; A plan will be developed to meetings can be a challenge
currently our Media Specialist address the needs of our socio- with limited time to conduct
serves a very limited part of economic families who are in these meetings within our
this role. need of online access. school day.
The district has identified a clear technology plan to be implemented fully within the next three years. This current plan is divided
into sections that focus on technology strategies, technical support/access, and effective implementation strategies. The Technology
team that was created in our school serves the purpose of troubleshooting technology issues within our school related to technical
support/access and effective strategies. It is evident that our school is in need of a clear, separate technology plan to allow for our
Technology Team to refocus their efforts more productively. Since our Media Specialist currently serves as our technology coach,
this role serves a very limited purpose at our school. Addressing issue with limited or no home access for our socio-economic
population will need to be addressed as well as providing knowledge to all teachers of what our current technology standards are.
Although our district has a developed technology plan our school is in need of one. Since our Technology Team needs a more
purposeful position, they should be utilized to develop short and long term goals to address the technology needs within our school.
Time should be set aside to allow for adequate and consistent meeting time to occur to allow for our Technology Team to fully
develop this needed plan. In lacking a designated technology coach, the Technology Team will need to address this by listing the
duties and then delegating the responsibilities among the members. This will provide for a more concrete avenue to fully provide “go
to” for all staff members when needing assistance. The Technology Team will also include in the technology how to address issue
with accesses for our socio-economic population in alignment with our district technology goals. Lastly, the Technology Team will
create an effective professional development for best practices for implementing our technology plan as well as ensuring that all staff
members are knowledgeable of the current technology standards.
Data Sources:
Technology Needs Survey Results (candidate created, see Appendix B)
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?
Each classroom is equipped Devices are school-based and A member from the Although there is accessible
with 3 desktops, 4 iPads, and 1 do not leave the building with Technology Team will form a technology within each
teacher laptop. students. Student Tech Team. classroom, some teachers still
do not utilize this technology.
Each classroom has a Some families do not have Females in our building will be
whiteboard projector. access to internet services at encouraged to join the Student Funding is not available to staff
home. Tech Team. the Computer Lab before and
Several learning enhancement after school hours.
programs (ex. Education Teacher/student coaching
Galaxy, Read 180, System 44, opportunities will be developed Student Tech Team will be
Learning A to Z, etc.) have within the Student Tech Team. viewed as a “play around with
been purchased either through technology” team.
district level funds or local Computer Lab can be utilized
school funds. before and after school hours to Even though teachers have
provide internet access for the access to the Computer Lab,
Schoolwide access to computer socio-economic population. some teacher still do not utilize
lab as well as a Technology this opportunity.
Lab rotation built in the 3rd grade and primary grades
Specials schedule. should have a plan in place for Although 3rd grade is offered
utilizing BYOD opportunities. BYOD opportunities, there are
Computer Lab time can be not utilized other than for
utilized on any day of the week reward purposes.
by any teacher.
Our 4th and 5th Graders
participate in the BYOD
program.
1 student laptop cart for school
1 iPad cart for school

According to the ITSE Diagnostic Tool we are currently meeting the needs for equitable access, but in reviewing the survey results
from our stakeholders there is a different view. Although our classrooms have desktops, and other technology related devices, most
classrooms have a student population of 23 or more students. This limits the amount of use each student receives with regards to
access to devices. To alleviate this, the district allowed for BYOD opportunities for all schools. Our school currently allows our upper
level students to utilize this opportunity, but our younger level students are not provided with this access. Our devices are school-
based and therefore do not allow students to take them home. Our Specials schedule allows for a Technology Lab rotation, where
students are taught our technology standards, but this class time is rarely integrated with other subject areas. Computer Lab access is
also available for all classes, but there is a schedule where teachers can sign up and many teachers do not feel that they can take time
from their instructional day to utilize the lab. Read 180 and System 44 have been purchased through the district to assist students with
Early Intervention Program (EIP) services, and Education Galaxy has been purchased for the entire school to enhance student learning
through skill work. This program is also incorporated into our STEM initiative where participants compete in the math section
monthly.
Equitable access is a technology issue that plagues education on several different levels. According to ISTE's Essential Conditions,
equitable access means more than just providing access to technology. It also means providing teachers who are knowledgeable in
enhancing learning through effective technology implementation. While some teachers in our school are masters at “using what they
have” to achieve their technology learning goals, many teachers are not fully utilizing the accessible technology within their reach
because they view technology in terms of number of devices. Here is where it is vital for the Technology Team to work with this
group of teachers to provide strategies for moving past the “number of device” thinking. This can be done during teacher interviews,
and small group discussions to gain a better understanding of the needs of this group of teachers. In providing professional
development opportunities for this group, the Technology Team can alleviate misconceptions and ultimately ensure that all students
within our population are receiving technology implementation that supports achievement. Creating a Student Tech Team also
provides a bridge from the teachers to the students. As a way to foster student creativity, the Student Tech Team can provide needed
troubleshooting guidance to teachers and other students. Encouraging females to be apart of this team will be crucial in fostering the
needed for female focused technology leadership. This will also alleviate some of the gender gap that has formed with the technology
field in hopes to encourage our female population to achieve a technology leader based career. Since there is currently no funding
available to staff the Computer Lab before and after school hours, the Technology Team can first ask for volunteers to rotate 2-3 days
per week and then eventually incorporate the Student Tech Team leaders to assist with staffing the lab. This would allow for our
socio-economic population to have access to the internet before and after school hours. Although this is a minor fix to a major
problem, there currently is not a plan in place to provide any other assistance to this population.
Data Sources:
ESSENTIAL CONDITION FIVE: Skilled Personnel
ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
● To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
● What do they currently know and are able to do?
● What are knowledge and skills do they need to acquire?
(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional
learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers.
However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address
the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.)
88% of the teachers surveyed 88% of the teachers surveyed During staff development Some teachers do not believe
say that they utilize laptops and say that they do not feel sessions, administration should technology integration is vital
desktop computers in their supported when technology model using appropriate to student achievement.
classroom. issues arise in our school. integrated technology
techniques. Some teachers believe that
88% of teachers surveyed feel 75% of the teachers surveyed students are in school to learn
comfortable with using Office report that their students never During team meeting, rather than lead their own
365. have opportunities to Technology Team members learning opportunities.
collaborate with students should continue to model
63% of the teachers surveyed outside of our school. effective technology uses.
feel that lessons and student
learning are enhanced by Many teachers continuously Student Tech Team can assist
integrated technology. state that integrating Technology Team with
technology practices is gathering ideas for more
Of the teachers surveyed 50% “jumping on the bandwagon” student centered learning
of their students are provided of a “fad” that will disappear. opportunities.
with real-life student directed
opportunities. Many teachers have stated that
integrating new web tools
The Media Specialist is skilled requires needed time that is not
in troubleshooting minor issues available.
with technology.
The district provides a

technology specialist for each
school, who is available for
training purposes.
All teachers utilize technology
for classroom management
skills, such as attendance, word
processing, online resources,
accessing shared space, etc.
In understanding that all teachers in our building utilize technology practices in daily classroom task, provides insight that we are
working towards our ultimate goal of providing more student driven learning opportunities. Technology use in the classroom is
occurring on a more frequent basis, but we still have a ways to go since only 63% of our teachers surveyed are using technology in
their classrooms. There were 8 teachers who took part in the Technology Needs Assessment Survey and they ranged from various job
positions and grade levels. Having only 50% of the teachers developing student driven learning opportunities is an area where we
need to grow considerably. Other area that needs to show some growth is the area of student collaboration with student outside of our
school. Currently 75% of the teachers surveyed say that student never have this opportunity. When teacher interviews were
conducted, much of the reason is due to safety measures rather than not understanding how to best incorporate this idea. Introducing
new web tools seem to be an area where many teachers are reluctant to incorporate. Since many web tools require time to explore,
time is a large factor as to why many of this group of teachers feels this way.
Administrators at Shallowford Falls Elementary School need to consistently demonstrate their own effective technology practices
beyond just basic new user introduction. When reluctant teacher see that administration, who has been in the education field for the
same amount of time and are considered “older staff,” they are more willing to attempt new practices in their own classrooms. If
teachers are to be accountable for sound technology practices in their classrooms, administrators need to be held to that same standard.
Currently neither administrator of the two attend any Technology Team meetings. According to ISTE’s standards for administrators,
educational administrators are to be continuously modeling and effectively implementing sound technology practices to foster their
own and others learning. Modeling this to the staff at our school will certainly be beneficial in implementing change among reluctant
teachers. Since many members of the Technology Team are already very comfortable with technology implementation, they can
assist with training other staff to become comfortable as well. Members of the Technology Team can create interactive professional
development sessions that coincide with needs of the staff. In doing this, other staff members will gain a new level of comfortability
in their own practices and then may be willing to branch out to others who may be more reluctant to changes. Addressing student
driven learning opportunities is something that the Student Tech Team can assist with. In working with the Technology Team, the
Student Tech Team can help with developing a bank of ideas for real-world problem solving opportunities. Next, the Student Tech
Team can model how best to incorporate these opportunities in a classroom setting. Teachers are more will to try new practices when
they see how effectively they are currently working. This would also help with generating more student motivation to focus on the
task to complete rather than behavior issues to arise. Seeing this motivation firsthand will also have a strong effect on reluctant
teachers who view students as the piece of school that needs to be taught rather than a piece of the school that can help drive
instruction. With an “older staff” this concept is very difficult to grasp. Providing real-school situations where it is occurring can be
very concrete for teachers who are not comfortable with such a large change.
Data Sources:
ISTE Standards for Administrators. (n.d.). Retrieved from https://www.iste.org/standards/for-administrators
Technology Need Assessment Survey (candidate created, see Appendix B)
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?
Staff is required to participate Professional development Encourage more teachers to Some teachers view
in a certain number of opportunities outside of the “showcase” technology best professional development in
professional development hours district are very limited. practices for other staff regards to technology as a
per school year. members. “waste of time.”
Funding for attending the
Some of those hours are GaETC conference is limited, The Technology Team will Some teachers view technology
technology focused. which restricts the number of create a shared space where practices as a hassle rather than
teachers attending. teachers can access strategies, an enhancement of learning.
A Technology Team has been programs, ideas, etc. for
established to facilitate There are limited opportunities effective technology use. When attending professional
professional development for cross-grade level development sessions, some
opportunities. collaboration on technology Encourage grade-level teachers attend with a close
The district provides webinars, best practices and uses. representatives to attend the mind and do not embrace
blogs, podcasts, twitter chats, GaETC conference and newly learned strategies.
and skype sessions for up to redeliver new learning.
date technology best practices.
Allow for more cross-grade
Some teachers are given level collaboration during
opportunities at attend the scheduled early release and
GaETC conference in the fall. inservice days.
Several teachers provide

professional development
sessions within our school as
well as at district level
conferences.
One of the absolute most fulfilling learning opportunities for educators is the GaETC conference that is held in the fall season. This 3-
day event allows for collaboration among teachers across grade-levels, districts, student populations, and technology comfortability
level. This set-up allows for tremendous growth among educators in regards to supporting ISTE’s standards and student
achievement. Our district currently offers “Webinar Wednesdays,” which highlights a specific strategy that fosters student learning.
Within the Instructional Technology department there is a wide range of resources available from parent consent forms to step by step
guides. These resources can prove to be extremely beneficial to effectively implementing technology into instruction. The resources
available can outweigh the discouraging fact that outside professional development opportunities are limited across the state.
In reviewing the results from ISTE’s Diagnostic Tool, it shows that we are approaching meeting this standard, which correlates to the
results of the Technology Needs Survey. Many stakeholders stated that they strongly disagreed that they have adequate time to
collaborate and evaluate classroom technology uses. According to ISTE’s standards for educators, teachers need to collaborate local
and globally to ensure best practices are being utilized and to share ideas already in process. Locally, many of our teachers embrace to
opportunity to “showcase” their implementation strategies, but many teachers do not utilize the strategy or share their own ideas.
Creating a shared space for some of these strategies to be housed creates opportunities for teachers access them when needed. Since
time is a large deterrent from technology use, this space provides for access when time is available. Allowing for a grade-level
representative to attend the GaETC conference and redeliver learned practices is a solution to funding issues within our school.
Utilizing early release and in-service days would allow for more cross grade-level collaboration to occur. During regular school hours
it is impossible to schedule different grade levels to meet, therefore utilizing this time would allow for this to occur more frequently.
Providing reluctant teachers to discuss which areas of professional development they would like to explore would diminish the “waste
of time” mentality some teachers express. Professional learning opportunities should be relevant to the teacher’s work therefore
making it meaningful. We focus our differentiation practices on our students, but also need to implement these strategies for our
teachers with regards to technology implementation. Many time offered professional development is too basic for some teachers and
too advanced for others. In understanding this, professional development practices should not be “one for all.” The Technology Team
can provide leveled development opportunities in order to better reach all teachers.
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?
All classrooms have been Technology support is divided The Technology Team can Some teachers feel that
equipped with a faster internet among a group of schools expand to include more technical issues are very
and a WIFi hub has been where their is one technician members in the building. difficult to be resolved, so they
installed in each classroom. per 5 schools. are reluctant to incorporate
The Technology Team could technology rich lessons.
A Technology Team has been When a technology issue arises, receive troubleshooting training
established. a ticket must be placed in order in order to assist of staff Some teachers feel that when
for assistance to be assigned. members on their hallways. incorporating technology rich
lessons, connectivity issues
Many of the devices available The Student Tech Team could interfere with student
in our school need upgrading. also receive training to support participation.
the classroom teacher when
issues arise in the classroom.
In reviewing the results from the ISTE Diagnostic tool, technical support was an area that was aligned with the approaching standards.
Although we have come far, there is still a long road ahead. The establishment of the Technology Team has been vital to assisting
with some of the minor issues that arise, but the team does not have the training needed to assist with the more complicated issues.
Currently, when issues arise, staff must put in a ticket with the help desk and then wait until the issue is resolved. If the issue requires
a technician, then the district representative will try to resolve it within 48 hours. If the issue is equipment based, then it either needs
to be outsourced to another company or the needed equipment needs to be located. The current district technology technician is
spread among five schools in our area, which in turn gives her limited time for each issue to be addressed. Recently all classrooms
were upgraded with faster internet and equipped with a WiFi hub, but many teachers report that there are still several connectivity
issues. Although our school is equipped with a laptop and iPad cart, many of the devices need to be upgraded and do not function
properly.
The creation of the Technology Team provides several opportunities for some of the technology issues to be resolved. Since
according to ISTE’s Essential Conditions says that developing a system of multiple types of support is crucial to any technology
implementation plan, this team will need to become an essential part of our school. With limited availability of district level
technicians, the Technology Team will need to be trained to assist with some of the troubleshooting issues. Allowing for this will
alleviate the threat of some teachers struggling with technical support experiences feel more comfortable with incorporating
technology rich lessons. The results from our Technology Needs Assessment Survey showed that many teachers are not feeling
supported when technical issues arise. This can certainly be frustrating when you are trying to incorporate a technology rich lessons
and many of the students are unable to have access. The Technology Team will also be responsible for providing troubleshooting
training to the Student Tech Team, which will also allow for quicker assistance when issues arise. The students on the team can assist
the classroom teacher with the technology issues, which in turns frees up more teaching time for the other students.
Data Sources:
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
● To what extent are educators, students, and parents aware of student technology standards? (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?
The ISTE standards are aligned Students, parents, teachers, and The Technology Team will Some teachers will be reluctant
with some of our state administrators are not fully provide training for students, to be held responsible for
technology standards and are aware of the ISTE standards. parents, teachers, and another set of standards.
often referenced in the district administrators on the ISTE
level technology plan. Currently technology is standards. Some parents view technology
assessed each marking period in school as a “playtime” rather
Teachers are provided with a on the report card, but not all Teachers will be held than a way to provide holistic
variety of digital resources to the standards are not correlated accountable for incorporating student driven learning
assist with incorporating with ISTE. the ISTE standards for teachers experiences.
technology into daily lessons. into their lessons.
The Technology Lab teacher
will collaborate with grade-
level teams with regards to
technology standards that are
addressed and how to better
integrate them into daily
lessons.
Having knowledge of the ISTE standards is vital to any technology plan becoming successful. Understanding what is expected of
each area and all personnel responsible gives a clear path to what we all want to achieve in our school. Our district currently
references these standards within the Instructional Technology department, but they are not all a part of technology assessment on the
report card. Many of our students, teachers, parents, and administrators do not have the knowledge of the ISTE standards related to
their particular role. This can be concerning when attempting to implement a technology plan, since many would not be familiar with
the needed knowledge. Currently our teachers are provided with many digital resources ranging from specific equipment to access to
online programs to assist with technology rich integration.
Since we do not currently have a Technology Coach, the Technology Team will need to take on that role in our building. According
to ISTE’s Essential Conditions, the curriculum framework for incorporating technology standards need to be weaved through the
existing curriculum to provide higher thinking opportunities with real-world problem solving. In making the ISTE standards a viable
resource teachers can see how integrated most of their lessons are and that minor adjustments need to be included. Since we currently
have a Technology Lab teacher, she will need to collaborate with grade level teams in order to support the efforts of the classroom
teacher. We need to be mindful in this strategy that some teachers do not view the Technology Lab rotation as the only means of
technology rich instruction, but a support for going deeper with what is currently taught in class. In holding teachers accountable for
incorporating ISTE’s standards, administrators will need to model and be knowledgeable of best practices to so this. In interviews
with administrators neither fully were aware of the different levels of ISTE standards. In understanding that some teacher and parents
may not be on board with this technology shift, we will need to continue to provide sharing opportunities to showcase the great things
that are being accomplished. In doing so, more parents and reluctant teachers will see the benefits awarded to the students in order to
achieve a more holistic learning environment.
Data Sources:
References

Appendices
Appendix A: Results from ISTE Lead and Transform Diagnostic Tool

Appendix B: Technology Needs Assessment Survey and Results

Amy Alfonso - SWOT Analysis

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Amy Alfonso - SWOT Analysis

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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

1 student laptop cart for school

1 iPad cart for school

ESSENTIAL CONDITION FIVE: Skilled Personnel

The district provides a

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Several teachers provide

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

ISTE Essential Conditions. (n.d.). Retrieved from https://www.iste.org/standards/essential-conditions

ISTE Standards for Educators. (n.d.). Retrieved from https://www.iste.org/standards/for-educators

ISTE Standards for Administrators. (n.d.). Retrieved from https://www.iste.org/standards/for-administrators

Appendix A: Results from ISTE Lead and Transform Diagnostic Tool

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