Running head: PERSONAL TECHNOLOGY 1

Personal Technology SWOT Analysis, Goals, and Plan

Nichole Williams

University of West Georgia

Abstract

Technology is used daily in education. The effect technology has had on learning is a heavily

debated topic. Regardless of the overall impact, evaluating its usefulness should start with each

individual teacher. We are all learning and therefore have personal strengths and weaknesses

within this realm. However, as a teacher, I desire for my students to become literate in

technology and to utilize it as a tool that helps them make individual contributions to society and

enhances their future. Therefore, I am willing to look at my technical capabilities and build upon

my strengths while working to reduce my weaknesses.

Personal Technology SWOT Analysis, Goals, and Plan

As an educator in the 21st century, I cannot deny the impact technology has had on

education. Whether one considers it “oversold and underused” (Cuban, 2001), or feels it’s

necessary in certain communities to level the playing field (Sumner, 2016); most will agree that

if technology were removed from the schools teacher would undoubtedly feel the loss. Since

technology is considered such a vital part of our educational structure (and society), it is fitting

for me to take inventory of where I am and where I am headed on this continuum.

Self-Examination of Technology Use

Like all educators, I rely on technology to perform the daily or weekly duties associated

with teaching. I communicate through emails and the class blog, record student data using

software programs, present information via Smart Board, and create lesson plans on the

computer. In previous years I taught middle school math, however, last year I switched to third

grade. This switch gave me more time to spend with my students (instead of 55 minutes per day)

and afforded me the opportunity to utilize technology more often and in more meaningful ways.

While drill and practice programs are certainly necessary for memorizing math facts, I am able to

use technology to dive more deeply into subjects and to take fieldtrips (virtually), that would not

be possible otherwise. For example, while learning about the Hudson River, I was able to

quickly play the actual radio conversation that took place from the cockpit to air traffic control

during the United Airways landing. My students talked about hearing Captain Sully and

watching the simulation all year, and it took less than 30 seconds for me to have it up and

playing on the Smart Board. Another way we travel virtually is through Microsoft’s Education

website. I partner with third grade classes from other states (like Alaska) to share information

about weather, land features, natives, etc.

Just as importantly, I use technology to teach my students how to think critically about

the world around them and their role and contribution to it. We use programs like Code.org and

Minecraft to not only build and construct, but to create and predict problems while developing

the skills needed to solve them. Through websites like Padlet I teach them how to collaborate,

communicate effectively, and organize information.

Although I feel comfortable with teaching higher thinking skills through technology, I

fall short in knowing how to use technology to teach specific mathematical skills and concepts. I

still find myself relying heavily on the traditional teacher centered class model to teach math

skills that require specific steps in a particular order. In addition, keeping up with the latest

technology can be difficult. I have a tendency to become engrossed with teaching and spend

little time learning about updated research over outdated strategies and tools. These are

weaknesses that I face when using technology.

However, continuing my education in technology provides me with the opportunity to

learn about current research surrounding technology use in the classroom. I am able to use this

information, along with professional development classes, to enrich student learning. As our

school moves towards S.T.E.M. certification, more students will become familiar with the

educational technology tools available to them so that I can spend less time on introductory

activities and more time on learning events that require higher order thinking.

Peer teaching amongst staff will be essential for this growth. Districts are using

technology to focus on student data but expect teachers to use the data to individualize

instruction. There is only 1 teacher to every 25 students. Businesses have learned how to do

more with less (fewer employees), while providing tailored customer service. Their key to

accomplishing this, computers. The educational system has the opportunity to do the same.
PERSONAL TECHNOLOGY 5

Evaluating and implementing programs that allow students to think critically and require

constructed responses, multiplies the effect of the teacher while providing the individual learning

experience we desire. I’m sure it will continue to be a slow moving train but I’m hopeful that we

will get there eventually.

As we move towards more digital classrooms, district level summative assessments will

have to be adjusted as well, if not it could threaten the progression of technology in education. I

find it interesting that if you read the technology plan for just about any district it will include

something about students using technology to think critically, produce creatively, and construct

knowledge. Parents and officials believe that this should be the result of using technology

appropriately and to its full potential. However, the student data collected by districts does not

consider any of these. My school district, like many others, uses selected response questions

(aka multiple choice tests) to assess student learning. They pride themselves in collecting this

(often inaccurate) student data and then expect teachers to use it to individualize instruction.

Changing this form of assessment should precede or at least parallel the push of technology into

the classrooms. It doesn’t work now and it’ll definitely deter teachers from considering

additional resources to add to their plates.

In addition to district assessments, standardized assessments could threaten whether

teachers are willing to invest the necessary time needed to implement technology efficiently.

The lack of instructional time available to adequately address each standard is truly a struggle.

Any technology resource and supporting professional development must prove to teachers that

this new resource will replace something they are doing or combine seamlessly without requiring

additional time. This can be a tough challenge but it must be addressed before most teachers will

even consider implementing anything new.

My Goals Moving Forward

This is my first semester at UWG. As I move through this program I am going to

continue researching the latest information and studies on technology use in the classroom. I

will continue to work on ways to rely less on traditional tools (textbooks, charts, paper, etc) in

my classroom and more on computers, software, the internet, etc. In doing so, I believe that I

teach students through current events, which are relevant to them and much closer to their future

than the examples used in outdated textbooks. My focus is beyond creating critical thinkers for

current problems, I want my students to use their understanding to foresee problems that do not

exist yet and develop ways to head them off. That is my ultimate goal with technology in

education. I don’t expect school districts or state officials to ever consider such an ambitious

goal, but like everything else in education, I don’t do what I do for them

No one knows more about what is of interest to kids than kids do. In addition, they have

a tendency to become engrossed in active learning when given the freedom to choose, create,

debate, and investigate. However, before any of this can take place students must be equipped

with the knowledge of how to manipulate and use technology in a way that is safe and

responsible. Luckily, being responsible in the digital community is a lot like being responsible in

their own community (and by third grade they have good understanding of this). These concepts

fit well together and can be taught simultaneously during the first week of school.

The higher level thinking necessary to predict future possibilities or problems (and

support your prediction) are skills that I will model and students will practice throughout the

year. For example, during the digital citizenship lesson the students will discuss possible

problems with posting personal pictures on the web. Next, I will extend that conversation by

discussing facial recognition and how developers are currently working on software that can scan
PERSONAL TECHNOLOGY 7

one’s face and cross reference it on the web. Students will collaborate and decide on possible

implications of this along with reasons that support their claims. Students will routinely practice

exercises like this and then use resources available to figure out solutions to the problem. I plan

to provide my students with multiple opportunities to explore the tools available to them and

enrich their learning experiences.

References

Cuban, L. (2001). Oversold and underused: computers in the classroom. Cambridge: Harvard

University Press.

Sumner, K. (2016, November). Kandice Sumner: How America’s public schools keep kids in

poverty [Video File]. Retrieved from

https://www.youtube.com/watch?v=7O7BMa9XGXE