Swot Torisinco

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

Name:
Tori Sinco
Semester: Summer 2016
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 researchbased best practices?
Strengths
Weaknesses
Opportunities
Threats
Technology is used daily by
the majority of the teachers in
the school.
Teachers frequently utilize
Promethean Boards (installed
in every classroom) to access
interactive flipcharts, Internet
resources, etc.
The two computer labs in the
school as well as the 3 mobile
lab carts are signed-up for
digitally by teachers at least
once per day.
Teachers have access to
standards-based lessons
utilizing technology through
the district Intranet.
Students often utilize

technology to type reports in a
word processing software or
simply to research information
on the Internet rather than in
the library.
Professional Development
already offered through the
district Instructional
Technology Specialists could
be aligned to research-based
best practices.
Day-to-day instruction is not

always aligned to researchbased best practices.
The expansion of the

Microsoft Innovative Educator
program will increase the
number of teachers that are
proficient in utilizing
technology effectively.
Teachers are comfortable with

utilizing technology for
research and word processing.
Teachers are very busy and are
resistant of attending
additional professional
development. The MIE
training is 10+ hours of faceto-face training plus
homework.
Teachers trained as Microsoft
Innovative Educators are
effectively using technology to
teach the content standards in
engaging ways.
Summary/Gap Analysis:
Technology is utilized on a daily basis by most teachers within Sixes Elementary School. This information comes from an
anonymous email survey that I conducted using interview questions geared toward teacher feelings, opinions, and effectiveness
with the ISTE 14 Essential Conditions. Teachers have access to a wide array of technology that is provided through the district and
utilize their Promethean Boards most often/93% on a daily basis for instruction. (Anonymous Survey Results.) Even though
technology is being utilized frequently, there is still a gap in use of technology aligned to research-based best practices or targeted
toward student achievement. In the area of Effective Instructional Uses of Technology Embedded in Standards-Based,
Student-Centered Learning, there is definite room for improvement.
As noted in the weaknesses above, teachers stated on the survey that the most common uses for technology within their classrooms
is for research and word processing. On a positive note, teachers did indicate that they use their Promethean boards, subscription
resources, and Office 365 programs and apps. Thirty teachers went through the extensive Microsoft Innovative Educator training
this past year. These teachers are using technology in engaging ways that support the content as well as 21st century skills for
students. The plans to expand the number of teachers and have all teachers trained in this program over the next few years will
definitely increase the number of teachers effectively using technology to teach the content standards, both effectively and in an
engaging way.
One threat noted above is that there may be resistance when attempting to get educators to look at technology in a new light as a
way to align technology, standards, and research-based best practices. Teachers may shy away from committing to extensive
training, especially if they view technology utilization as optional. A supportive stance from the principal will help get teachers
excited about participating in the Microsoft Innovative Educator (MIE) training, which has become a district focus. These teachers
commit to 10 hours of face-to-face training plus homework to demonstrate understanding. Though the commitment is large, the
payoff is extensive for students.
Data Sources:
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, California: Corwin Press, Inc.
ISTE. (2008). Technology and student achievement: the indelible link. ISTE Policy Brief. Retrieved from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf
Sixes Elementary School Improvement Plan
Anonymous Survey Question Results (Developed in Module 4)
ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the
vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how
technology can be used to enhance student learning? What do they believe about technology and what types of technology
uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these
ideal, preferred technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrows workforce? For motivating digital-age learners?
What strategies have been deployed to date to create a research-based shared vision?
What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement? Explain how will you advocate for a solution.
Strengths
Weaknesses
Opportunities
Threats
The district has developed a 3- There is no official vision for
Expand on the technology use Some teachers within the
year technology plan. (which
technology use within the
plan that is embedded within
school view technology as an
does contain a vision section)
school.
the Sixes School Improvement optional portion of teaching
Plan to develop a shared
the curriculum. They view the
This plan is available online
Most teachers surveyed had
vision.
content standards as far
for all stakeholders to view.
not ever viewed the district
superior.
technology plan and over half
School Improvement Plans are did not even know of its
required to have a technology
existence.
use plan embedded within
them.
Though the county seems to be on the forefront of developing a strategic technology plan that includes a vision of what technology
within the district should look like, there is work to be done at the school level. The School Improvement Plan includes a district
required technology use section. This is far from a shared vision, and is more of an evaluation and compilation of resources utilized
by various grade levels and departments.
The principal does have a plan in place to have all educators become Microsoft Certified Educators through the Microsoft
Innovative Educator program. Sitting down as a faculty and discussing the available resources and gap analysis noted within the
School Improvement Plan as well as the knowledge and vision gained from the MIE program would be an excellent starting place
for developing a shared vision. Teachers that went through the MIE training have seen the level of engagement from students when
effectively incorporating technology into lessons. These teachers are utilizing Skype to go on virtual field trips, presenting
information in a flipped classroom model through Office Mix, and so much more. The sharing of success stories from these
classroom teachers would be a way to motivate other teachers and get all on board with a shared vision for technology within the
school.
Data Sources:
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion
of ICT and digital learning resources.
Guiding Questions:
Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into
SIP?)
What should be done to strengthen planning?
In what ways does your school address the needs of diverse populations in the school or district to include how race,
gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12
students access to school and beyond-school access to high-speed Internet, modern computing devices, software,
knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy
acquisition.
Strengths
Weaknesses
Opportunities
Threats
There is a district technology
strategic plan as well as a
technology use plan integrated
into the School Improvement
Plan.
There is no technology
planning occurring that
addresses the needs of diverse
populations within the school.
The already formed

technology committee could
be utilized to begin the process
of strengthening planning with
diverse populations in mind.
Developing a shared vision is

an important step to complete
before planning can be
effective.
The technology use plan does

specifically indicate how
technology is targeted for and
utilized with special education
students.
The SWOT analysis in this area shows that there is improvement that can be made in planning for technology. The district does
have in place a 3-year strategic technology plan, though it focuses on infrastructure/hardware improvements, technology programs
to be implemented (Learning Management System), and the current reality of the district. Instructional technology is only discuss
on 2 of the 74 pages of the 3-year strategic technology plan. Technology is integrated within the School Improvement Plan, which
is required by the school district. The technology portion of the SIP is a technology use plan, which details the available resources
utilized within the school. It does not include a plan that would guide technology use within the school. Since there is already a
technology committee in place, this committee could be utilized to begin the process of strengthening planning for technology use.
The committee would need to consider and note the needs of diverse populations of students within the school (girls, Hispanics,
African Americans, students with a low SES, and ESL students.
Before an improvement in technology planning can take place, a shared vision will need to be developed for Sixes Elementary
School. Without knowledge of what the teachers and staff believe technology integration should look like within the school, it is
difficult to develop an effective plan.
Data Sources:
Cherokee County 3-Year Strategic Technology Plan
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups ie. females.)
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?
How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)?
Do students/parents/community need/have beyond school access to support the shared vision for learning?
Strengths
Weaknesses
Opportunities
Threats
All classrooms have 5 desktop
computers, wireless access, a
Promethean Board, Sound
system, and access to district
provided resources.
The school has 2 computer labs
and 35 iPads for teacher
checkout.
There is no system to analyze

or address digital equity issues
among low SES and gender
groups.
Having all teachers trained in

the Microsoft Innovative
Educator program would close
the digital divide with regards
to the quality and effectiveness
of technology integration
within classroom lessons.
Ensuring that there are no

digital equity issues among
low SES and gender groups
could be viewed as additional
and unnecessary work.
15 teachers are participating in

the BYLD (bring your own
learning device) initiative.
70% of eligible students bring
their own device to school.
The school does well in the area of equitable access, though improvement can be made with regards to digital equity for low SES
and gender groups. There is no doubt from reading the Sixes Elementary Technology Use Plan within the SIP and the Cherokee
County 3-Year Strategic Technology Plan that the school district provides robust access to computers and digital resources for
students. The BYLD (Bring Your Own Learning Device) program implemented at all schools in various grade levels brings
additional technology into the schools. The Sixes Elementary SIP notes that 70% of eligible BYLD students bring their own device
to school.
Technology within the school is distributed evenly between teachers and grade levels, with all classrooms containing the same
technology. The iPad labs are rotated through grade levels to ensure equitable access. The school though does not have a plan in
place to analyze or address digital equity issues among low SES and gender groups. The digital divide, in terms of access to quality
and engaging lessons that integrate technology, can be closed through the Microsoft Innovative Educator Program that is being
implemented within the school. Thirty teachers participated in this last year with plans to expand it to the entire staff. These
teachers have received extensive training on digital resources and technology planning that ties to content standards. Having all
teachers trained as Microsoft Innovative Educators will aid in equitable access for all students.
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.)
Strengths
Weaknesses
Opportunities
Threats
All teachers have been trained
in our data management
system, grade-book, SLDS,
and other productivity tools
that are required.
30 teachers have been trained
in the Microsoft Innovative
Educator program.
There are still multiple

teachers within our school that
feel uncomfortable with
technology, as indicated on the
anonymous survey.
Allow teachers to indicate

what their professional
learning needs are hold open
discussions about knowledge
and skills and utilize the
resources within the building
for sharing, motivation, and
training.
Some teachers are resistant to

attending additional
technology and do not see
technology skills as essential.
The SIP indicates that there is
a plan to have all teachers
participate in the Microsoft
Innovative Educator program.
All teachers have completed
the Promethean 101 and
Promethean 102 courses
offered through the county.
The Instructional Technology
Specialist assigned to the
school offers trainings each
month on a variety of
technology tools and resources.
After the SWOT analysis, it is clear that the school is doing very well in the area of skilled personnel and that this is an overall area
of strength. The district is committed to providing extensive professional development on a variety of technology topics that allow
teachers to gain the skills necessary to effectively integrate technology within the curriculum. These trainings have adequately
prepared teachers to utilize the data management system, grade-book, SLDS, and other productivity tools that are required.
The district has also begun a large push to train teachers as Microsoft Innovative Educators. As mentioned in the Sixes Elementary
School Improvement Plan, 30 teachers have already participated, with plans in place to train all teachers on staff. This extensive
training with 10+ hours of professional development plus additional homework to demonstrate understanding. The goal is focused
on student-centered learning centered on authentic problems. Teachers are also taught to integrate 21st Century Skills, NETS-S and
Georgia curriculum standards.
Though this ISTE Essential Condition is an area of strength for the school, improvement can still be made. One challenge is
overcoming the teachers that indicate on the anonymous survey that they still feel uncomfortable with technology. These teachers
will need support both from technology staff and administration when embarking on the MIE training. This may be in the form of
assistance with homework or individual tutoring sessions after group training.
Data Sources:
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?
Strengths
Weaknesses
Opportunities
Threats
The county technology
department always has current
professional learning
opportunities available to
teachers. All are held either
after school or during planning
so that teachers do not have to
be out of the classroom.
Technology trainings are well
attended.
Professional learning
opportunities are not required.
Offer even more blended or

online learning opportunities
through the county technology
department.
Teachers view professional

learning as taking away from
valuable planning and grading
time.
30 teachers voluntarily signed
up to be a part of the extensive
Microsoft Innovative Educator
training this past year.
The schools skilled personnel are a direct result of the ongoing professional learning that is available to teachers through the
Cherokee County technology department. The county technology department always has current professional learning opportunities
available to teachers. All are held either after school or during planning so that teachers do not have to be out of the classroom to
attend. These are well attended, with 30 teachers at the school voluntarily participating in the Microsoft Innovative Educator
program. In the past year, the technology staff has trained over 300 county teachers as Microsoft Innovative Educators. This
demonstrates the commitment by teachers to remain current and learn new ways to effectively utilize technology to increase student
achievement and engagement.
Though the county has just begun exploring online and blended learning opportunities for teachers. The majority of the professional
learning opportunities are currently held in a face-to-face setting. A way for the school to improve in this area of the ISTE Essential
Conditions is to increase opportunities for alternative training environments. A weakness facing the school is that the technology
professional development opportunities are optional and perhaps not attended by those that need the training the most.
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?
Strengths
Weaknesses
Opportunities
Threats
Each school has an
Instructional Technology
Specialist for training and
professional development
(shared with the zone) and a
Technology Specialist (shared
with one other school) for
repair and technical issues.
Teachers are able to digitally
enter repair requests into a
technology help desk. Tech
support is very responsive,
responding within 1-2 days.
Instructional Technology
Specialists are available for
lesson modeling and individual
training when requested by a
teacher(s).
The age of some equipment

causes it to have frequent
technical issues that need
resolved. Equipment is
replaced and refreshed on a
revolving basis as district
funds allow.
Create a digital collection of

how-to videos that assist
teachers with repairing
common technology issues
that could be resolved without
additional help. Tech savvy
teachers could utilize these and
independently solve issues
freeing up more time for the
Technology Specialist to assist
others in need.
Budget constraints require that

the Instructional Technology
Specialist is shared between
all schools within a zone
(usually 5-6 schools). It would
be beneficial to have this
valuable expertise available
more frequently to teachers in
each school.
Technical Support is another ISTE Essential Condition in which the school/district is excelling. Each school has an Instructional
Technology Specialist for training and professional development (shared with the zone) and a Technology Specialist (shared with
one other school) for repair and technical issues. Teachers utilize an online system/help desk to enter repair requests. The
Technology Specialist is extremely responsive, resolving most issues under his control within 1-2 days. On many occasions,
teachers find their issue resolved the very same day. With this system in place to respond to and repair technical issues quickly, the
available equipment is operable and reliable for instruction. A weakness identified in the SWOT analysis relates to the age of
equipment. Older equipment, though quickly repaired, often requires frequent assistance from the Technology Specialist to keep it
in working order.
One opportunity for the district relates to creating a bank of how-to videos (in Office Mix or a similar program) that could be
utilized to allow self-repair of simple and common technology issues. Tech savvy teachers could utilize these and independently
solve issues freeing up more time for the Technology Specialist to assist others in need.
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?
Strengths
Weaknesses
Opportunities
Threats
Technology is integrated into
75% of the teachers within the Utilize the Instructional
Teachers struggle with the fact
day-to-day instruction and not school were unaware of the
Technology Specialist during
that students do not ever
taught as a separate subject.
ISTE Standards for Students.
faculty meetings to create
formally learn typing skills.
awareness among the staff of
This impacts the students
There are a wealth of digital
Student technology literacy is
the ISTE Standards for
ability to utilize technology
resources available to students not currently addressed.
Students.
effectively and in a timely
(all identified within the
manner, especially in the
School Improvement Plan).
Add ISTE Standards for
upper elementary grades.
Students to information
presented at open
house/curriculum night.
The ISTE Essential Condition relating to curriculum framework is an area where improvement can be made, as evidenced by the
SWOT analysis above. Though technology is integrated into day-to-day instruction and a wealth of digital resources are available to
students (listed within the School Improvement Plan), there are obvious weaknesses. Based on the anonymous survey conducted,
75% of teachers within the school were unaware of the ISTE Standards for Students. Without knowledge of the technology
standards, it would be impossible for teachers to determine if they are meeting them. Teachers and parents should be educated on
the ISTE Standards for Students, with training for teachers focusing on how to integrate them effectively into standards-based
instruction.
In addition, student technology literacy is not addressed at the school level. Data is collected in numerous areas including reading
level assessments, benchmark scores, summative/formative assessments, universal screening instruments, etc. Teachers do not ever
formally address or report on technology literacy. Teachers do often complain about the obvious gaps in student technology
literacy, including the ability to type correctly in the upper elementary grades. To move forward it would be important to develop a
plan to assess and address student technology literacy. Again the expertise of the technology committee could be utilized in this
process.
Data Sources:

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ITEC 7410 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Semester: Summer 2016

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Students often utilize

Day-to-day instruction is not

The expansion of the

Teachers are comfortable with

ESSENTIAL CONDITION TWO: Shared Vision

The already formed

Developing a shared vision is

The technology use plan does

There is no system to analyze

Having all teachers trained in

Ensuring that there are no

15 teachers are participating in

ESSENTIAL CONDITION FIVE: Skilled Personnel

There are still multiple

Allow teachers to indicate

Some teachers are resistant to

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Offer even more blended or

Teachers view professional

ESSENTIAL CONDITION SEVEN: Technical Support

The age of some equipment

Create a digital collection of

Budget constraints require that

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