ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewSWOT Analysis Template for Technology Planning Needs Assessment . What is the current reality in our school? ESSENTIAL

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

ESSENTIAL CONDITION ONE: EFFECTIVE INSTRUCTIONAL USES OFTECHNOLOGY EMBEDDED IN STANDARDS-BASED, STUDENT-CENTERED LEARNING

ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.Guiding Questions:

How is technology being used in our school? How frequently is it being used? By whom? For what purposes? To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,

QCCs)? To what extent is student technology use aligned to research-based, best practices that are most likely to support student

engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based best practices? (See Creighton Chapters 5, 7)

Strengths Weaknesses Opportunities Threats Teachers are connected

to and use technology regularly throughout the day.

Teachers use technology to email, record student attendance and performance.

Teachers use technology to disseminate information to students, administrators, parents and community members.

Teachers use technology to replace older technology or skills.

Teachers use technology to access and log student data

Technology use is often not rooted in researched-based best practices.

Most teacher-driven uses of technology are used to substitute regular procedures (i.e. printing copies, or assigning homework).

Standards-based use of technology is ambiguous because the adoption and collective adherence to academic standards is in its infancy.

With the inclusion of a curriculum coach, our adoption of and adherence to technology standards will most certainly develop after our adoption of and adherence to content standards is in place.

With the inclusion of a technology director and coach, we will be able to learn about researched-based, and best practices of technology use.

Our one-to-one model of access will aid in meeting necessary standards.

Differentiation and accommodations are often easy to facilitate

Our staff and coordinators will need time in order to work on the adoption of standards and the integration of technology standards.

The staff will need significant education in best practices for technology use in the classroom. And, this education may challenge deeply rooted pedagogical foundations.


Teachers use technology to collaborate in staff meetings.

Teachers post course assignments on blogs.

Technology is used by teachers and students to augment or enhance student projects & assignments

Technology is used to share & display student work

Students use technology to complete some assignments and projects.

Students us technology to collaborate with peers and communicate with teachers

with students access to technology.

Summary/Gap Analysis: The uniform adherence and adoption of standards among disciplines is new to CDS. We have recently hired a curriculum and instructional coach to help each department vertically align, adopt standards, and effectively assess student learning. This coach is invaluable to improving the quality of education at CDS; however, technology is at the bottom of the list. Content standards have taken precedence over technology standards, and they are treated as separate and unrelated. At this time, there isn’t a process in place to evaluate teachers’ use of technology to adhere to standards. The head of technology performs regular learning visits, but they are strictly non-evaluative and he is not fluent in all subject area’s standards. Additionally, the technology coach does not address content standards with teachers when meeting, rather she focuses on technology standards in isolation. In a recent survey of teachers, 53% only use technology “sometimes” to aid in student achievement of content standards. While this number reflects a majority, 12% of teachers never use technology to address student achievement of content standards. As a school, it will be important to improve the consistency with which we use technology to address content standard achievement. The strengths of our staff are plenty, in that we are all collaborating online and have a great infrastructure for implementing technology in the classroom. A majority of teachers are using technology in every lesson, in one form or another. 53% of teachers stated that they often use technology as a pedagogical tool. This number is promising. But, it is a challenge to know the quality and


purpose for the use of technology. Further education is necessary for staff, but most important is the transparency and inclusion of technology standards in our daily curriculum.


ESSENTIAL CONDITION TWO: Shared VisionISTE 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 see technology as critical for improving student achievement of the GPS/QCCs? 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?Strengths Weaknesses Opportunities Threats

CDS high school has a vision and mission for technology use.

The staff and community members in general believe that technology use should develop critical thinking skills.

Administrators and parents believe that technology use should be responsible and effective.

Master teachers have beliefs for technology usage that is rooted in research and best practices because it is

The technology vision and mission need to be revised and aligned with the school’s vision.

Teachers, students, administrators and parents are unaware of the technology vision.

The vision among community members varies.

Teachers do not have a unified vision or goal for technology use.

Students do not have a clear or unified vision for technology usage.

In general, the beliefs and visions of parents,

The school recently adopted a new vision, and with this new vision our technology vision should be revised to coincide with those values.

With the new role of technology head and a technology coach, best practices should be further encouraged and elaborated upon to staff members.

The education of staff, admin, parents, and students can come about through dedicated time in professional

While staff may be keen to adopt a vision for technology use, their actual buy-in and adherence to the vision will be difficult to measure and evaluate.

Time is a potential threat because projects and agendas have been set for the rest of the year, and the technology vision is not high on that list.


inherent in their pedagogical abilities.

A little over half of the staff believe that technology integration is critical.

educators, students, community members, and administrators is not rooted in best practices or research because the education of these individuals in this regard is limited.

Majority of staff is unaware of research and best practices with regard to technology.

Because the department is in its infancy, no actions have been taken with regard to rooting the vision in research or best-practices.

development meetings.

Summary/Gap Analysis: Because CDS has recently undergone reaccreditation by the Middle States Association, our vision and mission have evolved. With the evolution of our vision and mission, the technology vision needs change and reevaluation. Staff, administration, students, parents, and community members are all unaware of the current technology vision. Based on a recent interview, the head of technology informed me that developing a vision is not likely to happen within the year. However, without a clear path to follow or goal in mind the progress of the technology department is at risk. Certainly, any executive decisions or progress made runs the risk of being marginalized and unfocused without a vision in place. Once a vision is made, the school can proceed forward toward a clear objective. Decisions about standards, inclusion of technology in the curriculum, professional development, and future plans can be weighed against the agreed vision. Staff, students, parents, administrators, and community members should all have a hand in developing the vision for technology. With staff and community buy in, the vision should be easily implemented and supported.

ESSENTIAL CONDITION THREE: Planning for TechnologyISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources.


Guiding Questions: Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?) What should be done to strengthen planning?

Strengths Weaknesses Opportunities Threats The improvement of

technology is addressed in the school improvement plan.

The school improvement plan is not detailed or thorough in how it addresses technology. It simply states that CDS will improve technology within the next five years (before re-accreditation begins).

CDS has willingly invested in a huge re-vamping of the technology department.

With the inclusion of a technology head, a technology coach, and a complete re-organization of roles, our technology department is more organized and has more potential for change than in the previous 5 years.

Setting measureable and attainable goals for the end of the year is highly likely with the head of technology also being a key member of the school improvement team.

Time with which to meet with key community and board members for a suggested improvement plan is challenging.

The necessary funds for a improved school technology will be challenging, especially considering the school has just invested a lot of money into a new website and grading program, all of which comes out of the technology budget.

Dedicated staff that are willing to work on improving the school’s technology department may prove difficult to come by, certainly their time is minimal.

Summary/Gap Analysis: CDS is in a very good situation with regard to the school improvement plan. While there isn’t a clear plan to guide technology use in our school, there is a clear understanding that technology planning and implementation is a need. According to an interview with the head of technology, the technology department has found support from the school improvement committee for re-organization and development. With a clear understanding of where we are, where we want to be, and a gap analysis, CDS is prime to receive support for development and growth in instructional technology.



ESSENTIAL CONDITION FOUR: Equitable AccessISTE Definition: Robust and reliable access to current and emerging technologies and digital resourcesGuiding Questions:

To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning?

To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning?

What tools are needed and why? Do students/parents/community need/have beyond school access to support the vision for learning?

Strengths Weaknesses Opportunities Threats CDS High School

operates and is arranged through a one to one model, where all students are required to have and use their personal laptop.

All teachers have school provided laptops that they can take home.

All classrooms have a projector and speakers.

All teachers have a Google account with which they can communicate and collaborate with one another.

Students have access to four different desktop computers in the library.

Printers are available to staff and students.

15 Mimeos

The Internet connection is weak and inconsistent, which leads to a great deal of frustration and angst among the staff and students.

Varying models of computers limits the uniformity of available software.

The technology department has a limited budget.

There isn’t a clear process to address antiquated technologies and the budget needed to un-antiquate them.

There is a lack of a shared vision to respond and adapt to emerging technologies in a reasonable amount of time.

The technology department is working diligently on making sure the access to wireless Internet is consistent and reliable.

The use of Google documents to collaborate among staff members is beginning to bleed into instruction, thereby positively affecting student collaboration.

While the budget for technology is limited, the school has shown dedication to investing in emerging technologies.

The connectivity issues that plague the school are largely due to the Costa Rican Internet provider, which happens to be the only Internet provider in Costa Rica.

Several of the school’s projectors, audio, and video equipment are near the end of their life. Currently, there isn’t a plan to replace these technologies when they die.


(smartboard-type equipment) are available to staff members.

Audio and video equipment is available to staff.

The high school has been equipped with two wireless networks. One dedicated for teachers and the other for students.

There is a standard dns filter for the student network that limits access to unauthorized sites to students.

All students have access to the Internet and technology outside of school, and it is crucial in order to support our vision.

While the filter is generally functional, often it is non-discriminatory and necessary websites are unnecessarily blocked.

Summary/Gap Analysis: CDS is probably strongest in the area of equitable access. Because all students and teachers have access to a laptop, the possibilities for growth are plentiful. The head of technology mentioned that while there is an very real need to develop a process for replacing antiquated technologies and our budget is limited, these are issues that can be addressed and developed through a clear school improvement plan. In a recent technology use survey, 53% of teachers noted that they ask students to use technology in class often. While only 35% of teachers often ask students to use technology out of class. This shift would suggest that the use of technology in class doesn’t quite match the use out of class.

ESSENTIAL CONDITION FIVE: Skilled Personnel


ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.Guiding Questions:

To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities? What do they currently know and are able to do? What are knowledge and skills do they need to acquire?

(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists, and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher proficiencies.

Strengths Weaknesses Opportunities Threats A majority of the staff

is skilled in the use of appropriate work-related technology.

All staff can use word processing software.

All staff members can, and do, use email

All staff members know and use Google docs.

All staff members know and use Edline and GradQuick (our classroom blogs and gradebook software).

All staff members know and use various forms of presentation tools.

All staff members know how to use the Internet to facilitate learning or enhance lessons.

The ability levels are incredibly varied throughout the staff.

The use of software and instructional technology is varied depending on the staff member.

Not all staff members are familiar with basic technologies needed to meet the school’s goals and vision.

The perceived need for technology based professional development is varied among staff and administration.

Various days in the year are set aside for professional technology development.

For those teachers willing to take time to meet, they can access the technology coach for help with developing skilled lessons.

Ensuring the necessary time and professional help to instruct and follow up with staff is a major challenge.

One challenge will be differentiating technology based professional development to ensure those staff members who are well equipped are learning something new, and those who need to move slower are not left behind.

Summary/Gap Analysis: Teachers are well equipped in basic office suite tools, and use technology frequently to collaborate with one another. Technology


is used consistently among teachers to communicate with students and community members. While the ability levels vary among staff members, everyone is proficient in basic tools. In fact, 100% of staff members often (to very often) use technology to complete managerial tasks during the day. This number is promising, but not surprising, as all teachers have been provided a personal laptop, and are expected to communicate regularly through email. In order to fully meet students’ technology objectives, staff will need to be trained in various emerging technologies. Greater than the acquisition of skills is the need for various staff members to pedagogically evolve to improve the constructivist nature of student education. On a positive note, 59% of staff members self identified as using technology in transformative ways, according to the SAMR model.


ESSENTIAL CONDITION SIX: Ongoing Professional LearningISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.Guiding Questions:

What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see

Skilled Personnel) Do professional learning opportunities reflect the national standards for professional learning (NSDC)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate

topic? How must professional learning improve/change in order to achieve the shared vision?

Strengths Weaknesses Opportunities Threats Workshops are held on

new tools for the classroom, and they are generally well attended by staff who are comfortable with technology integration.

Formal and informal opportunities to learn are offered many times through the year.

Learning opportunities are well matched to the skills that they need to acquire.

Professional learning opportunities in technology integration have been minimal in the past.

Best practices and LoTi levels are not discussed in professional learning.

Technology related professional learning opportunities are isolated from other topics.

The frequency of opportunities can be increased to ensure a thorough education of staff.

There are varied forms of delivery at our disposal and technology head is dedicated to differentiated professional development.

It will prove difficult to implement a non-isolated instruction of tech. and various other topics of need.

With the inclusion of various standards and levels of technology integration measurement tools, staff may feel overwhelmed and unmotivated.

Summary/Gap Analysis: CDS is dedicated to the instruction of staff in the uses of various technology tools. Both formal and informal educational opportunities are available, and learning opportunities are more abundant this year than in previous years. According to the technology use survey, 59% of teachers haven’t received technology specific professional development (outside of CDS) in over three years. This number is quite eye opening, as we do have a 1 to 1 ratio, and thereby require students to bring and use their computer daily. Teachers do have a drive to learn, though. 88% of teachers were interested in receiving information or workshops on


technology use. To improve learning opportunities, they will need to be offered more frequently and in context, rather than in isolation. According to the head of technology, technological professional development, at this point in time, is dedicate primarily to the roll out of our new website, our newest learning management system.

ESSENTIAL CONDITION SEVEN: Technical SupportISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.Guiding Questions:

To what extent is available equipment operable and reliable for instruction? Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down

time” averages acceptable? Is tech support knowledgeable? What training might they need? In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology

in the classroom?Strengths Weaknesses Opportunities Threats

Teacher laptops are two years old and in good working order.

Projectors function well and consistently.

Smartboard technology is offered, but it is rarely used.

Tablets are available to check out, but are rarely used.

The tech system and response time is acceptable and reliable.

The CDS technology department uses a reliable, transparent, and instantaneous ticket system for dealing with technology issues as they arise.

The Internet connection and network are not reliable.

The IT department has not been offered professional growth opportunities; they would benefit from annual development.

The IT department is understaffed.

The effectiveness of the technology coach has not yet been assessed because the position is so new.

There is only one technology coach for

The technology department has the drive and desire to develop professionally.

The development and utilization of a technology coach should help immensely with the improvement of technology use in the class.

The budget has been written for this year, and does not include professional development for IT staff.

Staff will not be hired for IT until we move to the new campus (3 years from now).


The IT department is knowledgeable of all the technology that teachers and students need support in.

IT has access to support or help with products/companies/technologies that they are unfamiliar with.

The technology coach is available to help with teachers who reach out for instructional and/or functional technology assistance.

1,000 students (4 school divisions).

Summary/Gap Analysis: The access that staff has to technology is a big strength for CDS. Our IT department is on site and willing to help immediately if something goes wrong. The IT staff is well versed in solving problems related to our technology needs, and they have access to support needed for any technology they are not familiar with. Our technology coach is highly trained and available to help with instructional technology needs. According to the head of technology, in order to maintain a well functioning IT department, CDS will need to invest in more staff members and their professional development. Without sufficient staff members, various goals and expectations will prove difficult to meet. Additionally, without adequate professional development, the knowledge of IT staff will become antiquated and their effectiveness will diminish.

ESSENTIAL CONDITION EIGHT: Curriculum FrameworkISTE Definition: Content standards and related digital curriculum resourcesGuiding Questions:

To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction

and not teach technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the

GPS/QCCs as appropriate?


How is student technology literacy assessed?

Strengths Weaknesses Opportunities Threats Student technology

literacy is addressed in various electives, advisory, core classes, assemblies, individual discussions with students, and freshmen life skills.

No one has been held accountable to adhering to technology standards, therefore they are not used

Teachers, students, and parents are unaware of technology standards

Technology standards are not discussed with regards to curriculum, day-to-day instruction or core standards.

Technology is not a required element of our curriculum development or curriculum maps.

Working with the newly hired/appointed curriculum coach and technology head will aid in the adoption and integration of technology standards in the school.

Literacy is addressed in a variety of ways, but with a uniform process, students will undoubtedly have ample instruction on media literacy and best practices.

Time is a huge threat in this area because the adoption of standards among the various departments in the high school is still developing. While most departments have adopted their standards, we are still working through methods of evaluating whether or not students meet those standards, and what proficiency looks like. Technology is not on anyone’s standard-radar at this point and time.

Summary/Gap Analysis: The CDS community will need to first adopt a vision for technology that aligns with the school’s vision. Once the vision has been adopted, the inclusion of standards and technology curriculum can be developed. The amount of digital literacy instruction that students receive is adequate, but the quality is questionable. 71% of teachers teach technology use explicitly within their course, sometimes. Without a clear purpose, objective or standard to adhere to, instruction most likely is faulty. It is absolutely necessary that we know where we want to go as a school in order to get there. Without a clear adoption of standards and vision our community will not be able to move forward.


References

(2012). Applying the SAMR model into education « Adobe Education Leaders. Retrieved November 11, 2013, from

http://blogs.adobe.com/educationleaders/2012/10/applying-the-samr-model-into-education.html.


Appendix

Data were collected through two means. The first method was a one on one interview with the head of the technology department. He

was interviewed on October 29th, and questions were derived from the sample questions provided on the SWOT template. The second

method of data collection was through a technology use survey- was administered on November 5th, 2013. All staff members were

sent a link to the online survey and asked to complete the form within a few days time. All responses were voluntary. Of 27 staff

members, 17 people responded. Questions were formed with help from the head of the technology department in order to best meet

his needs for data. Additionally, the standards for the SWOT were taken into consideration when formulating questions. A majority

of the questions were on a 4 point Likert scale.

Technology Use Survey

How frequently do you ask students to use technology in class?

1. Never 0 0%

2. Sometimes 6 35%

3. Often 9 53%

4. Very Often

2 12%


How frequently do you ask students to use technology out of class?

1. Never 0 0%

2. Sometimes 6 35%

3. Often 6 35%

4. Very Often

5 29%

How frequently do you use technology as a pedagogical tool?

1. Never 0 0%

2. Sometimes 4 24%


3. Often 9 53%

4. Very Often

4 24%

How frequently do you use technology during the school day for managerial tasks?

1. Never 0 0%

2. Sometimes 0 0%

3. Often 6 35%

4. Very Often 11 65%

How often is technology used in the classroom to target student achievement of standards?


1. Never 2 12%

2. Sometimes 9 53%

3. Often 3 18%

4. Very Often

3 18%

How often do you explicitly review or teach technological tools to students?

1. Never 2 12%

2. Sometimes 12 71%

3. Often 2 12%


4. Very Often 1 6%

Within the past three years, have you received professional development or taken a course, outside of CDS, that was specific to the use of instructional technology?

No 10 59%

Yes 7 41%

Other

0 0%

To what extent do you see technology as critical for improving student achievement of content standards?


1. Not Important 0 0%

2. Somewhat Important

3 18%

3. Important 8 47%

4. Extremely Important 6 35%

Technology use in your classroom generally fits into which category?

Substitution- Technology use generally replaces the use of books, pen & paper 3 18%

Augmentation- Technology use replaces the use of traditional tools with functional improvement 4 24%

Modification- Technology use allows for significant task redesign 7 41%

Redefinition- Technology use allows for the creation of new tasks previously inconceivable 3 18%


Would you like to receive information about using technology in your classroom?

No 2 6%

Yes, I would like articles 5 16%

Yes, I would like links to emerging technologies 9 28%

Yes, I would like webinars 5 16%

Yes, I would like after school training (not Wednesday) 5 16%

Yes, I would like screencasts 4 13%

Other 2 6%


What topics would you like to receive more information or professional development on?

None 1 3%

Blended or Flipped learning 8 26%

Learning Management Systems (i.e. myCDS) 4 13%

Assistive technology (tools to helps students will disabilities access the curriculum) 7 23%

Web 2.0 tools (i.e. blogs, social media, etc.) 9 29%

Office management tools (i.e. Word, Excel, PowerPoint, etc.) 1 3%

Other 1 3%

Documents

ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewSWOT Analysis Template for Technology Planning Needs Assessment . What is the current reality in our school? ESSENTIAL