Swotjburns 2 Itec 74102

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

Name: Jasmyne Burns Semester: Summer 2018
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
 Certain technology  Very few teachers have  The school has an  The number of district
programs and software websites or take Instructional level initiatives become
purchased by the advantage of the O365 Technology Specialist a distraction as it
district are used Suite to help with provided by Kennesaw pertains to technology
frequently. managing teaching and State University iTeach integration.
 Grades 3-5 are learning. department. The coach  Teachers often feel
equipped with 1:1  Teachers often use is available to plan, co- overwhelmed with
devices. (Dell technology as a teach, model and district level initiatives
Latitudes). K-2 have presentation method. support with daily coupled with
class sets of iPads, 3-6  All teachers do not instruction. schoolwide initiative
desktops in classroom have the skills develop  The school is equipped that technology does
and opportunities to and use effective with a Personalized not take priority or
reserve more digital age lessons and Learning Team, Fulton even has a place.
technology from media learning experiences. County Vanguard  Training that are
center. members that assist provided and/or
 Teachers have access to with effective required countywide
one computer lab. technology usually take the
 All teachers have implementation. available time that
Epson Interactive  The school is equipped could be used for
White boards in their with a technology professional
rooms throughout the teacher who rotates development.
building to support best with the school media  Teacher turnover is
practices and student specialist and provide usually high.
engagement. many technology  The paced of the
 Students have access to integrated lessons and curriculum does not
productivity tools opportunities. allow time for
provided in the sufficient student
Microsoft Office 365 training on skills that
Suite for enhancing would have usually
various skills such as been covered during
research, collaboration, computer classes.
communication, and for
showcasing their
learning.
Summary of Results/Conclusions:
Hapeville Elementary is consistent in using research-based practices. Unfortunately, technology integration is rarely used in those
practices. Few teachers use technology in an effective way to communicate with students and parents beyond the classroom. All
classrooms are equipped with Epson Interactive White boards; however, teachers don’t use them to their full potential. Mostly
because they do not have the skill set to do so. Teachers are unable to increase on those skills because of district wide initiatives and
trainings that take precedence over technology trainings. Also, very little time is left in school days to tackle technology initiatives
due to all other instructional initiatives.
The Kennesaw State University iTeach coach is available to plan, co-teach, model and support with daily instruction. This is in
addition to the Technology Teacher and Vanguard team members who are also in the building and equipped to support teachers
with effective implementation. There are many opportunities for peer observations to be conducted.
Recommendations from Gap Analysis:
Based on data provided, Hapeville has great opportunities to become more proficient in embedding more standards-based and
student centered learning. They have the right outlook on the possibilities for increase in student achievement when the plans they
have in place come to fruition. What hold HES back from reaching goals set for achievement is their lack of technology integration.
Their strategic plan mentions the need for additional technology resources and technology supplies are needed to assist in teaching
at-risk students with varied learning styles. Their plan also states additional Professional Development is needed in Differentiated
Instruction and Flexible Grouping. This could easily be addressed with technology and provided through professional development
geared toward tech integration. Hanover (2014) states, “The proven benefits of instructional technology highlight the need for its
widespread adoption; however, professional development opportunities are essential to better train educators in the effective use of
technology as an instructional tool.
For a greater impact to take place, it would be beneficial if the KSU coach, Technology Teacher and Vanguard member would
collaborate and develop a plan to better assist teachers become more diverse with the use of technology. It would also be beneficial
for them to plan how to provide visuals and data that supports why integrating technology is an asset as it pertains to student
achievement. This may give the Principal and other administration a chance to see technology as of similar importance as any other
initiative that may be taking place in the school. With this group of support teachers, there is a greater opportunity for one-to-one
coaching, which proves to be more effective than whole group sessions, especially with those teachers who are reluctant to the use
of technology. If these members are used as the assets they are, they can provide job-embedded supports that will minimize or
eliminate the need for training outside of the instructional day.
Data Sources: Hapeville Schoolwide Improvement Plan

Professional Development for Technology Integration (June 2014)
ISTE Lead and Transform Diagnostic Tool (See Appendix B for Results)
Shared Vision Survey Questions (See Appendix A)
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
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?
 The district’s vision for  Teachers are not aware  A technology plan can  Teachers lack of
technology is made of ISTE standards, be created via knowledge or
clear and aligns to therefore, they are not a collaboration that apprehension usually
research-best practices. part of instruction aligns to the strategic creates a barrier for the
 Students do not play a plan, professional development and
role in the current learning plan for the integration of a
development of school, ISTE Standards technology plan.
technology in the and the Essential
school’s strategic plan. Conditions. It should
 Though the school is also connect with
focused on improving research-based
student achievement, practice.
the administration and  Students and parents
teachers seem to not should be able to
have the perception that contribute to the
technology is a tool creation of the plan.
that can be used to help  Recreate the school
student achievement. improvement plan and
articulate the role of
technology in
supporting the
curriculum goals.
Hapeville elementary does not currently have a technology plan. Nonetheless, Fulton county provides a road map to the district’s
1:1 technology initiative. The plan is achievable given the timeline that is provided. On the contrary, there are not clear steps for
schools to follow to be successful in aligning research-based best practices in utilizing technology. Teachers are not aware of the
ISTE Standards; therefore, they remain absent from instructional plans. Students or parents have yet to play a definite role in the
creation of the school’s vision and/or strategic plan.
Hapeville Elementary’s Shared Vision is at the “Beginning” proficiency as indicated by the ISTE Diagnostic tool. There leaves a lot
of room for improvement and the need for the development of the shared vision to support technology integration is exposed.
Currently, the school’s strategic plan does not include technology; therefore, it is not perceived to be of importance. ISTE (2018)
states, “a shared vision serves as the driving force behind a technology implementation plan…” The technology teacher, Vanguard
members and KSU iTeach coach should collaboratively work to develop a technology plan that aligns to the strategic plan,
professional learning plan for the school, ISTE Standards and the Essential Conditions. It should also connect with research-based
practice. ISTE (2018) suggest, “…a community of understanding and collaboration develops to propel the organization forward in
its mission.”
A needs assessment to capture needs as it pertains to technology, pedagogy and instructional practices could be taken. Based on the
data gathered, the technology plan can be strategically implemented and continuous progress monitoring could take place.
Hapeville elementary has access to a wealth of technology, however, the best way to utilize within instruction needs to be addressed
and how to maximize teaching and learning using technology needs to be continuously supported. Students and parents should be
consulted consistently in regards to the technology vision. Groups that will allow the opportunity for students and parents to speak
up about technology integration should be formed.

Fulton County Schools Strategic Plan
ISTE Essential Conditions: Shared Vision
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.
 Teachers are a part of  The School  Teachers can use the  The leadership team
PLCs that convene Improvement Plan does PLC and Planning time and/or administrative
during their common not include a to design technology team must assist in
planning times. technology plan. infused lessons. changing the current
 Though there is no plan  Though there are a  The SIP should be perspective as it
in place, the school team of capable revised to encompass pertains to technology
continues to aim for individuals, they have technology integration. integration or it will
developing students not been placed with This plan should also continue to be
with 21st century the task of leading the be aligned to the overlooked.
learning. development of a school’s vision and  District implementation
technology plan. mission. requirements usually
interfere with plans at
the school level.
Hapeville Elementary does not include technology integration elements within the school strategic plan. Though this is so, the
school continues to aim to shape students into 21st century citizens.
Because there is a personalized initiative district wide, many often feel that initiative is the technology vision and plan set in place
for the school. This is not true. As stated before, the school does not have a technology vision or plan set in place. A clear, vision
aimed toward enhancing teaching and learning would be ideal. The plan should take into consideration the teachers and students
and be shared with the entire school population. There are capable individuals in the building to lead the creation of a technology
plan, however, no one has been tasked to do so.
The school does not address the needs of diverse populations regarding digital technology for equity for low SES and gender groups
or assistive technology for disable learners. This could also be the result of assumptions that all students having “access” to devices
means that these areas (race, gender, socio-economic, and geographic diversity) are addressed when they are not.
Planning is indicated at “Beginning” per ISTE’s Diagnostic Tool. This is evident given the current reality that there is no
technology plan. To make a change in this area, the members of the Vanguard team, Technology teacher, KSU Tech Coach and the
personalized learning team should collaborate to develop and implement a plan. Planning can also be strengthened by providing the
school community with copies of the ISTE Standards for students and teachers. This will increase awareness and possibly
encourage teachers to include these standards in instruction.
Additionally, parents should be made aware of what opportunities they should support the learning of their students in the 21st
century environment. A program that would support parents in modeling the incorporation of 21st century skills would also be ideal.

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?
 The school does not

 All students have  At the Elementary  Parents and community address the needs of
access to devices. level, students aren’t member can receive diverse populations
There is a variety of allowed to take devices support in learning regarding digital
devices, Dell Laptops, home as the middle and strategies on how to technology for equity
iPads, Nooks, desktops, high school students in best leverage the for low SES and
etc. Additional tools the district. technology that is gender groups or
are also available to  Teachers do not available to them at assistive technology for
provide all students leverage the tools that home. disable learners.
equal opportunities and are available to  The development of a  There is not a policy
exposure to the items. enhance the teaching school club made up of districtwide that
 The district has and learning students from every addresses elementary
partnered with experience. grade level to assist students taking home
Microsoft and all  Though students have with basic tech support the devices provided by
students are provided access to devices at (troubleshooting, the county.
with access to Office school, there are those student “trainings” on
365. Students can use who don’t have devices the multiple digital
productivity tools such and/or internet beyond tools available to
as PowerPoint, Excel, the school walls. teachers and students)
Word, etc. would provide
opportunities of using
digital devices and
assist others in the
process.
 Parents can receive
training provided by the
school that would better
assist in guiding student
technology use outside
of school.
The accessibility to digital tools and resources are high at Hapeville. Teachers, staff and students are equally equipped with digital
devices. Students and teachers have access to all digital resources and software provided by the district. They also have access to
productivity tool found in Office 365 Suite. Though Office 365 is available to students in and outside of school, it is not leveraged
on a consistent basis, due to some students not having access to the internet outside of school.
The opportunity to create spaces for families to learn how to use technology at home efficiently and effectively is great. Accessing
resources that aid in receiving internet services would also be a part of where the created space for family would assist. Even though
Informal observations should be conducted to capture what the initial needs may be regarding digital technology equity for low SES
and gender groups or assistive technology for disabled learners. Additionally, conversations should take place during PLCs to give
a voice to the teachers. Moreover, to capture the needs from a teacher’s perspective, a needs assessment should be administered and
based on the data, needs should be address accordingly.
Equitable access fell in the “meeting” category as it pertains to the ISTE Diagnostic Tool. Though students have access to many
tools at school, it is quite the opposite at home. As previously mentioned, the school can benefit from creating a safe space for
families to learn how to use technology at home in an efficient and effective way. In a teacher interview, the Media Education
Technology Specialist (METI) expressed interest in creating a “Geek Squad” for the school in hopes it would promote digital equity
as well as provide a space where students could learn and help their teachers, classmates and parents. This is a great plan and should
be followed through as it will assist in building capacity within the school through the interactions student have and the gaining of
skills students will acquire. The “Geek Squad” will be responsible for basic tech support (troubleshooting, student “trainings” on
the multiple digital tools available to teachers and students) would provide opportunities of using digital devices and assist others in
the process.

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.)
 The district has  The KSU iTeach coach  Teachers should work  The workload for
partnered with is not effectively used more in-depth with Vanguard members can
Kennesaw State for the support they can iTeach Coach’s cycle become too heavy and
University’s iTeach provide. of support using the ineffective.
department and an  Devices are used in the Technology Integration  Teachers tend to
Instructional most minimal ways Matrix Observation express their feelings
Technology coach is such as drill and Tool. about technology or
accessible to everyone practice, utilizing  The Vanguard team how to use it in a
in the building. These adaptive assessment can provide further meaningful way.
coaches help support software. support  Teachers see
the Personalized  Teachers should be technology as more of
Learning initiative for introduced to ISTE an extra task they have
the district. standards for teachers to learn and use.
 There is also a Media and begin to implement
Education Specialist within instruction.
(METI) located in the
media center who also
collaborates with
teachers.
 There is a Technology
Teacher who supports
district tools through
creative lessons and
developing technology
based learning
experiences for
students.
 Teachers often and
easily use equipment
such as Epson
projectors and board,
desktop computers,
laptops, and iPads.
There is a basic understanding of technology and how it is used within instruction. This understanding does not extend to the
understanding of how to leverage technology to enhance the teaching and learning experience. There are very few teachers who are
well-versed and seek to implement technology in their instruction. However, there are many staff members who are trained and
well-versed in technology integration.
Members of Vanguard and the KSU iTeach coach both utilize the Technology Integration Matrix Observation Tool (TIM-O). This
allows both parties to be able to assist staff members in identifying their areas of strength and weakness pertaining to technology
integration. The challenge with this are the many instructional initiatives that require immediate attention, which causes technology
to be placed on the back burner of importance. There are teachers who are not skilled and do not make efforts to learn new
strategies of delivering instruction. In a teacher interview, a 2nd grade teacher express the reason behind her reluctance in trying new
strategies using tech tools. She stated that it seemed interesting, but it seemed to pose too large of a learning curve to attempt given
all other responsibilities and mandates.
HES ranks at the “Beginning” level when it comes to Skilled Personnel as measured by ISTE’s Diagnostic Tool. Although majority
of staff members are not fluent in the use of technology or technology integration, the school does have access to Skilled Personnel.
The downside is, those individuals are not being utilized to their full potential. It is imperative that administration place value on
technology and lead by example with the use of technology. Scheninger (2014) states, “Digital leadership emphasizes the need for
current leaders to be catalysts to drive sustainable change that will transform school culture” (Sheninger, 2014, p.31. The staff at
HES is very strong in pedagogical knowledge, but lack knowledge in technology integration. Members of the Vanguard team, the
technology teacher, the KSU iTeach coach can collaborate to develop a strategic plan to determine the teachers to work with. When
seeking to identify the strengths and weakness of the teachers they work with, they can use the TIM-O and the data from the time to
help develop the most effective professional learning experience.

Sheninger, E. (2014). Digital leadership: changing paradigms for changing times. Thousand Oaks, CA: Corwin, A SAGE
Company
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?
 There are in person

training available for  There is not clear  There can be more peer  Training for
the adaptive software professional learning to peer professional technology is still not
the district has plan. learning opportunities view as a necessity in
provided.  Teachers do not between teachers the school.
 Online trainings are continue to explore provided throughout  The extra time
provided through the implementation of the day. remaining out of the
district. They use the instructional strategies school day is taken up
platform, Edivate, independently when the  A formal professional by the district
which allows teachers coach or expert is development plan can mandated trainings.
to work and learn at absent. be developed and  Teachers do not like to
their own pace.  Teachers are reluctant created to fit attend trainings outside
 The KSU iTeach coach to attend professional technology into of what they must. This
provides job-embedded learning opportunities instruction. feeling intensifies
opportunities for that are not mandated  The KSU iTeach can when teachers cannot
coaching, modeling, and/or the focus is not collaborate with other find the relevance in
co-teaching, co- on those practices that instructional coaches what is being covered
planning and won’t be observed. can plan together to in the trainings.
professional better bridge content
development. concepts with
 technology.
There are many professional development opportunities available at HES. Though this is so, a formal professional learning plan
does not exist. Online trainings are also available via the online platform, Edivate, This allows teachers to work and learn at their
own pace. Administrators feel strongly about professional development/learning, but still fail to encourage teachers to see
technology as a necessity. The KSU iTeach coach is available full time to provide training for the staff. The KSUiTeach. Teachers
do not like to attend trainings outside of what they must. This feeling intensifies when teachers cannot find the relevance in what is
being covered in the trainings. Collectively, these things make moving forward with technology integration.
It is recommended that the KSU iTeach coach collaborate with other instructional coaches to bridge content concepts with
technology. There can also be more peer to peer coaching, especially with the KSU coach, Technology teacher and the members of
Vanguard. All parties can provided job-embedded support, along with coaching and co-teaching, coaching, etc. to help build the
capacity of technology leadership in the building.

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?
 In the district, all  Though there are few  More staff can/should  Teachers become so
schools are provided staff members who are be trained to assist with content with the
with a STS. strong and support the support of the support they receive
 The STS provides technical concerns, they fail to take the
support for technology there are others who initiative to learn and
issues. are not strong. manage technology on
 The STS is resourceful their own.
when it comes to
finding solutions to
tech issues.
 The Technology
teacher, Instructional
Tech coach and the
METI are well versed
when comes to the
implementation of
technology, successful
strategies and
supporting
 Many tools and devices
are available for all
students.
Due to the personalized initiative, local school resources and funds provided by SPOUTS, students and teachers have multiple tools
and devices available to them. The school’s technology specialist does a great job of ensuring technical issues are handled and
completed in a timely manner. This allows teachers and students to continue to work with no interruption. Additionally, the METI
provides great support. Unfortunately, the staff other than the METI and the STS are lacking in basic troubleshooting or solving
technical issues. As a result, teachers tend to rely on the support and fail to place any accountability on themselves.
Based on the results from ISTE’s diagnostic tool, technical support was ranked at the “approaching” status. Even with this, the
general knowledge of the staff needs to be improved. All teachers should have the basic skills; therefore, the skills should be taught
and/or mandated.
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?
 The administrative  The administrative  KSU iTeach coach is  If the ISTE and digital
team is made aware of team and teachers are readily available to standards are not
the district’s not familiar with the assist in providing embedded within the
personalized learning ISTE standards. professional school’s current
instructional goals.  The staff is unfamiliar development to staff instructional
 Digital curriculum with how to locate or covering digital framework, teacher
resources are readily use ISTE resource on resources and other may not grasp the
available to teachers to digital literacy. ISTE standards. importance, therefore,
integrate into standards.  Instructional teams can overlook them all
begin to align and together.
integrate ISTE
standards within
instruction.
Curriculum Framework is ranked at the beginning level as measured by the ISTE’s diagnostic tool. The administrative team are
aware of the personalize learning goals developed for the school. There are digital resources available to teachers to help support in
the efforts of meeting the goals set by the district. Though most staff are unfamiliar with the ISTE standards, the KSU iTeach coach
is knowledgeable, prepared and available to provide professional development to bring them up to speed. It is important for ISTE
standards to be embedded within the schools current instructional frameworks and currently, they are not. This causes them to be
overlooked by the teachers. Currently, there is no plan set in place of assessing if technology literacy is taking place.

Hapeville Elementary teachers have a solid foundation in using research-based practices within their instructional practices. This is
not the case with the integration of technology within instruction. The ISTE standards must be embedded into the instructional
framework for teachers to realize the importance of having and utilizing them in their instruction. If this is not done so, teachers will
never recognize their value. Again, there is not definite plan

Teacher Interviews
References
Essential Conditions. (2018). Essential Conditions. Iste.org. Retrieved July 7, 2018, from
https://www.iste.org/standards/essential-conditions/shared-vision.
Fulton County Schools Information Technology Department. (2015, June 1). Instructional and Information Technology Strategic Plan
Update. Retrieved from
http://www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf#search=technology%20pla
Hanover Research. (June 2014). Professional Development for Technology Integration. District Administration Practice. Retrieved
from https://ts.madison.k12.wi.us/files/techsvc/Professional%20Development%20for%20Technology%20Integration.pdf
Hapeville Elementary School. (2018). Retrieved from
http://school.fultonschools.org/es/hapeville/Pages/Mission.aspx
Appendices
Appendix A: Shared Vision Survey Questions
What are your plans on utilizing technology for teaching and learning?
Is there a technology plan in place that aligns with the professional development and school improvement plans of the school?
How comfortable are you with technology integration within the school environment?
What supports do you think you and your staff will need?
How do you plan to assess the needs and ability for technology?
If provided an Instructional Technology coach, in what ways do you plan to use him/her in assisting in the meeting the instructional
needs of the school?
Will all stakeholders (administration, teachers, students, parents, technology personnel) have an opportunity to contribute to the
building of your technology plan?
How do you plan to communicate plans for technology with all stakeholders?
Appendix B: Results from ISTE Lead and Transform Diagnostic Tool


Swotjburns 2 Itec 74102

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Swotjburns 2 Itec 74102

Uploaded by

Copyright:

Available Formats

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:

Data Sources: Hapeville Schoolwide Improvement Plan

ESSENTIAL CONDITION TWO: Shared Vision

Data Sources: Hapeville Schoolwide Improvement Plan

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

Data Sources: Hapeville Schoolwide Improvement Plan

 The school does not

Recommendations from Gap Analysis:

Data Sources: Hapeville Schoolwide Improvement Plan

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

Data Sources: Hapeville Schoolwide Improvement Plan

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

 There are in person

Recommendations from Gap Analysis:

Data Sources: Hapeville Schoolwide Improvement Plan

ESSENTIAL CONDITION SEVEN: Technical Support

Recommendations from Gap Analysis:

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

Data Sources: Hapeville Schoolwide Improvement Plan

Update. Retrieved from

Hapeville Elementary School. (2018). Retrieved from

Appendix A: Shared Vision Survey Questions

Appendix B: Results from ISTE Lead and Transform Diagnostic Tool

You might also like