Ncts Tamburro Swot Final

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

Name: Jessica Tamburro ITEC 7410, Semester: Spring 14

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,
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 use email on a
daily basis to communicate
with teachers, staff, parents
and sometimes students.
Teachers use ActivBoards
daily for instructional use.
Each teacher is equipped
with their own desktop
computer, printer and 4
student computers in the
classroom.
Survey results indicate that
teachers use technology for
differentiation at times.
iPads are used to remediate
and practice based on GPS
At school and at home use
with Study Island has shown
a large leap in all content
areas that help review GPS
Principal requires to view
one technology lesson plan
in action a month.

Teachers do not use My
Big Campus to utilize
discussions, polls and
communicative as
nearly as much as the
county would like.
Teachers use other
resources like ipads and
ipods for drill and
practice instead of more
higher level thinking.
There arent many
technology resources
with students with
disabilities.
Teachers arent using
laptops, computer labs,
iPads and iPods as
much as they could.
Students arent using
technology every day.
Bring your own
technology is
encouraged.

No connections classes
for technology or
computer.
Laptops do not all work.
Teachers are not
comfortable with using
technology because it
doesnt work or they
dont understand
programs as well.
Technology coach does
not provide workshops
during professional
learning.

Summary/Gap Analysis:
Overall, teachers use technology on a regular basis but for personal use and low level lessons. The county has a technology plan but
every school has different types of technology. The technology plan does not address the common programs that are offered to each
school. There are many opportunities for improvement in which our technology team at our school may come up with many ways for
increased technology usage in every day lessons. There are many threats to our school considering the low emphasis on technology as
viewed as important. Teachers have to fend for themselves, teach themselves, and come up with lessons without much help. Overall,
our vision for the next few years is to increase awareness of technology and push for use.

Data Sources:

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/QCCs? 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?
Technology Vision for
the county to base off
of.
No technology vision
for the school.
There is not enough
Technology coach and
technology team can
help by providing more
Some teachers do not
feel comfortable with
technology at all.
Teachers are aware that
technology is important
and they are eager to
use it.
The school does have a
technology team that
meets once a quarter to
discuss what is working
and what is not.
We have a great PTO
that will help fund
certain technologies.

professional
development for all
technologies to be
learned.
Technology team for
the school is not
working to its potential
education to teachers.
The tracking of use of
each resource here at
school can help us learn
what is useful and what
is not.
Some teachers like to
take opportunities to
apply for grants for new
technology.
Teachers are not up to
date with updates or
resources that are added
to the school.
There are no funds
being addressed for new
technology on a school
level.
There is a mission and vision in the technology plan for the county. I was also shown a middle school and elementary school
technology plan that was very in depth. It left me wondering why our school did not have one, especially when we are in the same
county. This is a great opportunity for I, as well as the tech team, to develop the schools first technology plan. Our threats are of
course the teachers being no board to actually use the shared vision. We have many teachers who are very involved in using
technology, while other teachers do not feel as comfortable.
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?
There is a county
technology plan that can
be implemented or
modeled when making
the school plan
ActivBoard Lessons are
given after work at the
county office.

There is not school
technology plan
Not many other classes
are offered by the
county regarding all
technology.
The tech team at the
school level is not being
used to its full
advantage.
A school plan can be
made by our tech leader
and our tech team that
can mimic the county
plan.
At monthly faculty
meeting, the tech team
could introduce or help
with new or old
technologies.
ITS is never around
Tech Coach has too
much on her plate, so
she does not do much
with technology

Again, there is a technology plan, however, I know that most, if not all of our teachers do not know about. They have not been
introduced with how to appropriately plan for technology unless learned through professional development classes elsewhere. It is
hard for teachers to feel comfortable in planning lessons due to the fact that our technology leader is also busy teaching her own
classes, the lack of knowledge on the resources available, and the fact that the ITS is not always around. The county offers lessons but
many teachers do not take them as they are after school. The tech team at our school has been trying to push the use of technology,
but it is not working at all times.

Data Sources:

ESSENTIAL CONDITION FOUR: Equitable Access

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?
Do students/parents/community need/have beyond school access to support the vision for learning?
Every teacher, staff and
admin has access to
their own desktop
computer.
All para pros are
equipped with a laptop
There are 4 student
computers in each
classroom
There are plenty of
resources/programs to
support rigorous
learning
Parents and Community
understands the need for
technology use at home
and is very well
impacted
Students have access to
Study Island at school
and at home to support
standards-based
learning
Every classroom has an
ActiveBoard,
microphone and sound
system.
Parents are allowed to
use computers in the
media center.
There is an online
technology/media
center scheduler to
The computer labs are
too small for larger
classes and note
available for middle
school use.
Laptop carts and iPods
are not enough in
quantity to supply a
whole class.
Many teachers and
students do not put
items back correctly and
are not charged are
available for use for the
next teacher.
There has been talk
about a technology team
of students who help
out with problems on
team or for another
teacher
There has been talk of
an after school
technology class to be
offered

Not all students have
access at home
Not all students have
resources for SpEd or
IEP.
maximize use of
technology.
iPad club that meets in
the morning
Because our schools theme is parent involvement and rigourous academic learning, we have many that are on board for any type of
technology use. Many parents love that there are lessons or projects that involve technology. Our administration asks that we at least
plan for technology once a month and send the plan in. I think that asking for more technology lessons per month would be a great
push. Of course, most teachers include technology that the students use for the lessons at least once a week per the survey. We have
many resources for the students to use at home and thankfully, most can access them but not all. We also need to be making sure that
we check all technology before returning it back to the media center.
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.
There is one tech coach
in the building
There are many teachers
who can serve as a tech
helper
Most staff members
understand how to use
Microsoft Word and
There is not a
technology specialist
designated to just this
school.
Most teachers do not
know how to use many
programs past
Microsoft Office
SAFARI Montage can
be used to collaborate
and share links and
videos to help those
who arent as
technology oriented in
finding things.

There will not be
enough funds for this
school to have a full
time ITS on staff.
The county will not
open up Thinkgate to
classroom teachers to
create and use their own
Power Point
There are links on the
bottom of everyones
desktop to county
curriculum maps,
SAFARI Montage, AR,
Pinterest, Sharepoint
and Twitter.

Teachers do not know
how to utilize the
Active Board to
promote more student
centered learning
Teachers do not like to
use eLearn or My Big
Campus as asked by the
county
Teachers are not
familiar with Thinkgate
enough to use for
understanding GPS
mastery and data points.
test with clickers. It is
only used 3 times a year
for benchmarks.
Teachers do not like the
technology/programs
that are picked for them
so they dont use them
at all.
We do not have enough skilled and trained personnel to help all the time. Although the tech team has one person per grade level that
is supposed to be the go to person, I have seen that these people even have questions on how to use resources. Comparing my
experience in other counties where there was an ITS at each school, I knew that problems could be fixed immediately. Most teachers
liked to use the technology offered because they knew that problems could be addressed easily. We would have monthly grade level
meetings where new technology was introduced. It is unfortunate that we do not have that at the theme school considering the fact
that we are supposed to be a leading school in the region. I feel that this is our biggest threat and our tech team must pull together to
be able to be more knowledgeable on the resources we have.
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)?
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 more teachers
who are seeking higher
degrees in instructional
technology.
Technology classes are
held at the county office
Each quarter there is a
tech day at the county
office where personnel
give lessons to the tech
coaches at each school
and their choice of 2
teachers to bring.

There are very few
attendees to these
classes and so many are
canceled
There are not enough
classes on all the
technology/programs
offered at each school
through the county
There are new resources
being added and not
enough time to learn
them.
The schedule of our
tech specialist is
unknown, so teachers
do not know how or
when to ask him
questions in person.
The tech team for the
school can try and
create videos on how to
use resources

Some of the older
teachers arent
comfortable with using
technology at all.

As stated before, we do not have the professional development for all teachers as we should to encourage more technology use for our
students. Teachers are seeking high education on technology but this only accounts for a small percentage. The school usually offers
one or two professional development classes on technology a year. We have had our district technology coach come in to teach us
programs that we must use for grading but usually the other important resources are left out. We need to encourage and help those
that arent as comfortable in using technology so that each student gets a chance to learn how to use technology in any teachers class.
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?
Most equipment is
reliable and ready for
use
There is NOW Request
link on everyones
desktop that alerts the
schools ITS that there
is something that needs
to be looked at.
There elementary
students have a reliable
computer lab with a
technology teacher that
teaches computer basics

There is no on site tech
support, however, our
tech leader can email or
come to aid if she is
available and not
teaching.
Tech coach is not
completely educated on
all trouble shooting
features.
It takes a very long time
for the ITS person to
come to the school and
fix anything thats
broken
Many students do not
properly take care of
equipment and carts
Our tech team is not
utilized enough to help
on each grade level.
Some are more
consistent than others
Middle School students
do not have a lab or
teacher for
County has an ITC for
the district
Grants are available to
purchase new
technology
The tech team has an
annual fundraiser to
purchase specific
programs or renewals.
The faculty needs to be
aware of the tech team,
so they know who to
talk to on team for
issues.

Most items are not fixed
in a reasonable amount
of time
Student logins on the
laptops often fail

technology/computer
class
The school has little technology support and usually takes a few days, if not weeks, to be fixed. We have a form that is electronic to
fill out and our problems are not always solved. It is discouraging for teachers to want to use technology as they fear it will break, the
children will do something to cause it to break, or that they will not know how to use it at all. Our ITS for the school is not always on
site and usually only comes when there is a problem. He is also not the one who tries to teach us about any of the technology. He is
only there for technical support. Most teachers can trouble shoot the small items, but there are constant problems that are left unfixed.
This is also a large threat to our school and technology use.
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? (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?
Teachers use
technology on a day to
day basis, but do not
necessarily use tech
standards in their lesson
plans
Teachers are aware of
the importance of
technology in the
creation of 21
st
century
adults
There are no tech
standards listed in any
lesson plans.
Students are not aware
of NET-S
There are no tech
standards listed in any
classroom
Technology Literacy is
not placed anywhere
where it can be
Allow a spot for GPS
technology or NETS-S
Standards in the lesson
plan template.
The elementary
technology specials
teacher can emphasize
the use of NETS-S and
have the students
understand which each
lesson is correlated to.
Many students and
parents are unaware that
there are technology
standards
Many teachers will be
reluctant to accompany
GPS lessons with
NETS-S as it is extra
work.


assessed. Teachers can share
lesson plans with tech
standards included
through Sharepoint
There is little knowledge for students and parents on technology standards. Most did not know there were any standards, but knew
there is always an emphasis on technology use. Even teachers were unaware that there were technology standards. It would be best to
add a spot on the lesson plan template where technology standards can be addressed. Students and parents should also be educated
about how important it is that students not only at school use technology for school work but also at home.
Data Sources:

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SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

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