ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment

What is the current reality in our school?

Name: Cara Humphries 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
Technology is used every All instruction is not Given that the curriculum is No technology coach for
day by teachers and student-centered. already digital, teachers school or district.
administrators through have the tools to effectively
Reading & Math Some teachers are not use technology in student- Resistance exists among
Curriculums. embedding technology into centered learning. teachers due to lack of
lessons. technology knowledge.
Students use Achieve 3000 Many teachers are tech-
and Smarty Ants for Students aren’t using savvy and could teach
personalized reading technology on a daily basis. others about technology.
instruction twice per week;
these programs are based Not all teachers are Teachers have the
on each students’ needs. encouraging higher-order opportunity to watch model
thinking skills and 21st lessons using technology
Teachers meet weekly with century skills within and best practices.
their grade level to instruction.
collaborate and discuss Given that Achieve 3000
strategies/ideas for lesson 75% of teachers that were and Smarty Ants generate
planning. surveyed, stated that digital personalized reports,
sources that are being used teachers can use these to
100% of teachers surveyed by students in the drive instruction.
stated that they use Support classroom is through the
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What is the current reality in our school?
applications (e.g. Prezi, use of computers, laptops,
Wordle, Quizlet, Google and/or tablets; not use Web
Earth, Youtube) to guide 2.0 tools/applications.
instruction.

Summary of Results/Conclusions:
Muscogee County School District (MCSD) has worked diligently on integrating technology into teaching and learning. In 2015,
MCSD adopted reading and math programs that are offered digitally. This program allows teachers to modify content by setting the
level of complexity depending on the students’ needs. These programs give “teachers the opportunity to personalize and customize learning
experiences to align with the needs of each student” (Muscogee County School District, 2017, p. 13). Our district has also purchased
Achieve 3000, which is a program that delivers daily differentiated instruction for nonfiction reading and writing that is correlated with
Lexile levels for students in grades 3-5. Smarty Ants comes from the same company but focuses on early literacy skills for students in
Kindergarten to second grade. It also differentiates instruction based on students’ needs. Teachers at Reese Road Leadership (RRLA)
implement these programs, but not all are using the personalized student reports to drive instruction.
Technology is used daily by teachers, administrators, and students. Teachers meet weekly to collaborate and plan together. Although 100%
of teachers surveyed using the technology-use survey (see Appendix A.), stated that they use support applications such as YouTube, Prezi,
and/or Quizlet to guide instruction, technology isn’t being embedded in instruction by every teacher to produce student-centered learning
opportunities that encourage 21st century skills (LoTi, 2017). ISTE (2018) states that student-centered learning includes what and how
students learn along with how their learning is assessed and all instruction is driven by each student’s needs and abilities. Although 100% of
teachers surveyed using the technology-use survey, stated that they use support applications such as YouTube, Prezi, and/or Quizlet to
guide instruction
Recommendations from Gap Analysis:
According to the Gap Analysis report (see Appendix B.), our school is in the Approaching Stage scoring 67% proficiency in this area (ISTE,
2018). Although all reading and math curriculums are offered online, not all teachers are transferring the information from the Achieve
3000/Smarty Ants reports to implement best practices using these programs. Along with programs already in place, teachers must use Web
2.0 resources to differentiate instruction and encourage higher-order thinking skills. ISTE (2018) describes student-centered learning as
“moving students from passive receivers of information to active participants in their own discovery process.” Implementing effective
instructional uses of technology into student-centered learning requires teachers to be open minded and goes deeper than merely using the
computer to look up information. In order for this to take place, MCSD must evaluate the extent to which: “Technology-powered pedagogy
is applied, technology is used to increase access and differentiate teaching approaches, and teachers know how to differentiate their teaching
using technology” (ISTE, 2018). While this information will be helpful in planning for student-centered learning across the district, RRLA
must use resources that currently exist to address the issue. Given that teachers have common planning time among grade levels, they have
the opportunity to use this time to share ways in which they incorporate student-centered and differentiated instruction. Although our school
and district doesn’t have a technology coach, RRLA also has several teachers that are technologically inclined and would be willing to share
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What is the current reality in our school?
their classroom with others for observations of lessons using best practices and 21st century skills. With these practices put into place,
teachers that are feeling apprehensive about implementing new technology into their classroom, will hopefully become more comfortable
with using this in their classroom.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.

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?
Strengths Weaknesses Opportunities Threats
MCSD has written a 3 year Not all teachers share the same Given that Muscogee County Parents and students are not
technology plan that includes a vision for educational has a 3 year technology plan in included in planning for
vision and mission for technology within the place, teachers at Reese Road technology in the classroom.
executing the plan. classroom at RRLA. Leadership Academy will learn
the importance of educational
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
RRLA has a vision that Not all stakeholders are technology.
includes the use of best involved in creating the vision
practices and technology to for RRLA. All stakeholders should be
produce achievement. involved in creating the RRLA
Not all teachers are aware of vision.
The RRLA principal the technology plan that has
understands the need for been put into place by the All stakeholders will play a role
technology within the school district. in the vision and be held
for student achievement. accountable for carrying out the
RRLA requires that teachers RRLA vision.
use research-based best
practices in the classroom. A written form of the RRLA
vision will be given to students
100% of teachers surveyed and parents at the beginning of
revealed that technology is each school year and should be
used in daily instruction. signed by all stakeholders.

75% of teachers surveyed Use surveys to measure the

stated that students use effectiveness of a shared vision
technology daily. at RRLA.
Summary of Results/Conclusions:
Muscogee County School District (MCSD) strives to create a “We” mindset to inspire and equip all students to achieve unlimited
potential. MCSD is a beacon of educational excellence where all are known, valued, and inspired (Muscogee County School District,
2017). The mission statement of Reese Road Leadership Academy (RRLA) is to develop today’s achievers into tomorrow’s leaders
using the 7 habits, best practices, and technology. Results from the Educational Technology survey revealed that teachers and staff
members at RRLA do not share the same vision as it relates to technology (see Appendix C.) Although, 100% of teachers that were
surveyed (see Appendix A.) stated that technology is used in daily instruction. The principal at RRLA understands the need for
technology implementation within the classroom and its importance to student achievement. Mrs. Long stated that “21st century
learning calls for technology in every classroom (see Appendix D); Teachers must be comfortable with implementing that technology”
(personal communication, January 20, 2018).
Recommendations from Gap Analysis:
According to the Gap Analysis (see Appendix B.), Reese Road Leadership Academy is in the Approaching Level for shared vision,
scoring 59% (ISTE, 2018). There are opportunities to improve the vision and technology implementation at RRLA. Since Muscogee
County has a written 3 year technology plan in place, teachers at Reese Road Leadership Academy will learn the importance of
educational technology. It is crucial that all stakeholder groups collaborate to carry out the vision and create a plan that clearly states
why and how technology will be used to within the classroom (Sheninger, 2014). RRLA needs to formulate a team to write the vision
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What is the current reality in our school?
and mission statement, including all stakeholders. Since parents and students are not currently included in this team, a representative
from each group will be included as a stakeholder. A written form of the RRLA vision will be given to students and parents at the
beginning of each school year and should be signed by all stakeholders. It will be included on the school website as well. All
stakeholders will play a role in carrying out the plan. Allowing stakeholders to provide input about the vision and plan will ensure an
established and shared vision among all at RRLA (ISTE, 2018). Other recommendations from the Gap Analysis include developing
multiple ways for communicating the vision around the school such as posters, images, messages; and conducting simple polls “to
measure the effectiveness of a shared vision: How many people within the organization can explain what the vision is?” (ISTE, 2018).
With these revisions put into place, students, parents, teachers, and administrators at RRLA will share the same vision for technology
integration and best practices in the classroom.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
Long, K. Personal communication. January 20, 2018.
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.
Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. SAGE Publications. Kindle Edition.

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
The district has a technology RRLA doesn’t have a Since our district has a RRLA doesn’t have a
plan that will help schools technology coach position; the technology plan, RRLA needs technology plan.
determine how technology is academic coach plays both to form a technology team to
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What is the current reality in our school?
implemented. roles. create a technology plan at the Low-SES families don’t have
school level. access to a computer or the
The district has put practices When planning takes place, internet.
into place to ensure technology technology may or may not be Other stakeholders including
use within schools. considered. parents need to be involved in Our school and district has not
the technology team. implemented 1:1 status for all
The Reese Road Leadership A more detailed use of students yet.
Academy SIP mentions the use technology is needed in the Some teachers are not aware of
of technology for instructional RRLA SIP to ensure it is used technology standards.
purposes. in the classroom.
Teachers don’t want to take the
All Reading and Math When asked, teachers stated time to plan for technology.
curriculums are offered that they rarely find new ways
digitally and can be printed. to incorporate technology into
These programs offer read the classroom.
aloud accommodations.

All assessments are offered

digitally.

All curriculum can be accessed

from home.
Summary of Results/Conclusions:
Muscogee County School District recently formed a three-year technology plan that will help schools determine how technology is
implemented. The district has also put practices into place to ensure technology use within schools such as replacing all reading and
math curriculums with ones that are offered digitally and can be printed. These programs offer read aloud accommodations and all
assessments are offered digitally. Bowser and Zabala (2012) state that providing digital text in multiple formats enables educators to meet
the needs of all students, including students with disabilities. Both of these programs can be accessed from any device.
The Reese Road Leadership Academy SIP mentions the use of technology for instructional purposes, but doesn’t go into detail about
how technology should be used. “It only makes sense to harness the power of technology as a catalyst for authentic engagement and
application of concepts among our learners” (Sheninger, 2014, p. 134). A more detailed use of technology is needed in the RRLA SIP to
ensure it is used in the classroom. RRLA doesn’t have a technology coach position, so the academic coach plays both roles, which is a
weakness for our school. Teachers meet weekly to plan, but when planning takes place, technology may or may not be considered.
When asked, teachers stated that they rarely look for new ways to incorporate technology into the classroom (see Appendix E.) Many
teachers not just at RRLA, but throughout the district are not aware of technology standards.
Given that our district has a technology plan, RRLA needs to form a technology team to create a technology plan at the school level.
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What is the current reality in our school?
Before the plan can be written, our school needs to ensure that parents are involved in planning. To address the needs of all,
stakeholders need to take into consideration the fact that some low-SES families that do not have access to the computer or internet.
Another issue that needs to be considered while planning, is that our school has not reached 1:1 status for all students yet.

Recommendations from Gap Analysis:

Although our school does not currently have a technology plan, RRLA is performing at 82%, meeting the requirements for
implementation planning, according to the Gap Analysis (ISTE, 2018, see Appendix B.). To strengthen technology implementation at
Reese Road Leadership Academy, the technology plan should include short-term and long-term goals that are achievable in the
allotted time period (ISTE, 2018). These goals and how to accomplish them, should be written in detail in the plan. Important
milestones and timelines should also be included to ensure accountability for all. ISTE (2018) recommends that there is a division of
responsibilities and resources, which includes human, financial and time. With all stakeholders on board with technology planning, the
curriculum at RRLA will be strengthened and aligned with technology and curriculum standards.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.
Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. SAGE Publications. Kindle Edition.

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?
Strengths Weaknesses Opportunities Threats
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
Every classroom has at least 5 Not all teachers recognize the Since every classroom has at Not all teachers understand
computers, an need for technology to address least 5 computers and an issues related to equitable
interactive/SMART board, and equity issues. interactive/SMART board, access as it relates to
a teacher laptop. teachers have the tools to technology.
Not all teachers take advantage ensure equitable access.
There are two computer labs at of the equipment available at Low-SES families don’t have
RRLA. RRLA. Since the media center has access to a computer or the
tablets and Chromebooks internet.
The RRLA media center has Some teachers don’t have the available for check out, most
class sets of Chromebooks knowledge for integrating students have access to a device Our school and district has not
available for check out. technology in engaging, when needed. implemented 1:1 status for all
student-centered lessons. students yet.
Training for Google apps will Teachers can sign up to use the
take place at the beginning of 25% of teachers stated that computer lab outside of their Gender groups are not currently
the school year. technology is available for allotted time if needed. recognized as not having equal
teachers and for student access.
The RRLA media center has rotation. Since we have the tools for
class sets of tablets available equitable access, RRLA could
for teachers to check out. 25% of teachers stated that offer a time after school for
technology is only available for parents to come use the
MCSD accommodates students teacher use (laptop, projector, computer with their child.
with disabilities with assistive some instructional tools)
technology if required for Since teachers will be trained
instruction and/or assessments. 50% of teachers surveyed, on Google apps, which is a
stated that there are never cloud computing program,
All curriculum can be accessed enough devices when using students will have access to
from home. technology in the classroom. work from home.

RRLA has parent laptops Grants can be written to get

available for check out. more technology in the
classroom.
50% of teachers stated that
teacher technology, student Boys and Girls robotics clubs.
devices for center rotation, and
access to mobile devices Coding lessons implemented.
technology is available.
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What is the current reality in our school?
ESOL services are available at
RRLA.

Summary of Results/Conclusions:
At Reese Road Leadership Academy, every classroom has at least 5 computers, an interactive/SMART board, and a teacher laptop.
There are also two computer labs at RRLA. 50% of teachers stated that teacher technology, student devices for center rotation, and
access to mobile devices technology is available for use in the classroom (see Appendix A.). The media center has class sets of
Chromebooks and tablets available for check out. The Chromebooks are new to our school, so training for Google apps will take place
at the beginning of the school year. Reese Road Leadership Academy teachers can also sign up to use the computer lab outside of their
allotted time if needed.
Currently, MCSD accommodates students with disabilities through assistive technology if required for instruction and/or assessments.
MCSD has math and reading curriculums that can be accessed digitally or printed, allowing curriculum to be accessed from home. To
address low-SES families, RRLA has parent laptops available for check out, but not all families don’t have access to the internet.
RRLA could allow parents to come to the school after hours to use the internet with their student. RRLA also serves English
Language Learners providing ESOL services.
Even though RRLA has several forms of technology, not all teachers take advantage of the equipment available at RRLA. Some of the
data that was collected seems to be contradictive because 25% of teachers stated that technology is available for teachers and student
rotation, but 25% of teachers also stated that technology is only available for teacher use (laptop, projector, some instructional tools)
(see Appendix D). This could be due to the fact that some teachers don’t have the knowledge for integrating technology in engaging,
student-centered lessons (see Appendix C.)

Recommendations from Gap Analysis:

The Gap Analysis report revealed that Reese Road Leadership Academy is performing at 63% for equitable access for all students
(ISTE, 2018, see Appendix B.). Our school and district have not implemented 1:1 status for all students yet, but plan to by the end of
the three-year plan written by the district. There is a need for more devices; 50% of teachers surveyed, stated that there are never
enough devices when using technology in the classroom (see Appendix A.). But, not all teachers understand and recognize issues
related to equitable access as it relates to technology such as digital divides with gender groups and/or low-SES. Equitable access
means more than providing devices and connectivity; “It also means giving every student the opportunity to learn from teachers who
understand how to use technology to both enhance learning and create quality learning experiences for students with special needs”
(ISTE, 2018). Research shows that blended learning increases performance of low-SES students (Schechter, Macaruso, Kazakoff &
Brooke, 2015). In effort to reduce the digital divide between genders, RRLA media specialist will develop a boys and girls robotics club.
Research shows that men are more likely to pursue a STEM-related job than men (Beede, Julian, Langdon, McKittrick, Khan, & Doms,
2011). Coding lessons will also be implemented in the media center, encouraging all to participate in higher-order thinking skills.
The Gap Analysis report recommends that policy leaders should ensure that all individuals have the knowledge for accessing
technology and have guidelines for where to go for help to gain access. In order to accommodate diverse learners, technology plans
and leaders need to be flexible (ISTE, 2018).
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What is the current reality in our school?
Data Sources:
Beede, D., Julian,T., Langdon, D., McKittrick, G., Khan, B.K., & Doms, M. (2011) Women in stem: A gender gap to innovation. U.S.
Department of Commerce. Retrieved from http://www.esa.doc.gov/sites/default/files/womeninstemagaptoinnovation8311.pdf.
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.
Schechter, R., Macaruso, P., Kazakoff, E. R., & Brooke, E. (2015). Exploration of a
blended learning approach to reading instruction for low ses students in early elementary grades. Computers in Schools. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/07380569.2015.1100652.

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
When new programs using Not all teachers and staff are RRLA could offer peer Many teachers are not willing
technology are implemented, knowledgeable about how to coaching on new programs to learn how to use technology.
the district provides training to use certain programs/tools, when needed.
teachers and administrators. even the ones put into place by When other staff such as
district. Model lessons using new paraprofessionals are not using
The school district provides programs can be offered when technology every day, they are
training on tools/software when 33% of teachers surveyed requested by expert teachers not fluent with how to use it.
requested. revealed that they disagree that and coaches.
all faculty, teachers, and
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What is the current reality in our school?
A website is available through administrators are skilled users All staff including
the intranet for teachers to of technology to improve paraprofessionals should be
explore training opportunities. teaching, learning, assessment, trained to use technology
evaluation, and school efficiently.
management.
Leaders can put policies into
place when hiring to ensure
individuals have the correct
technological skills.
Summary of Results/Conclusions:
When new programs using technology are adopted, the district provides training to teachers and administrators for proper
implementation. The school district also provides training on tools/software when requested. MCSD provides a website through the
intranet for teachers to explore training opportunities to increase their skill level. Even though MCSD provides the means for training,
not all teachers and staff are knowledgeable about how to use certain programs/tools, even the ones put into place by district. Most of
the time, paraprofessionals are not required to attend training, which causes a gap in their skills. They are also not using technology
every day, so they are not fluent with how to use it.
Recommendations from Gap Analysis:
According to the educational technology survey (see Appendix C), 33% of teachers surveyed, revealed that they disagree that faculty,
teachers, and administrators are skilled users of technology to improve teaching, learning, assessment, evaluation, and school
management. Many teachers are not willing to learn how to use technology. This data reflects the information obtained from the Gap
Analysis report. Reese Road Leadership Academy shows great weaknesses in the area of skilled personnel, scoring 43% in the
beginning stage of implementation (ISTE, 2018). Skilled personnel must know how to use digital tools to “increase productivity and
enhance learning” (ISTE, 2018). Teachers and administrators must be leaders and examples for students in order to encourage proper
technology use. In order to strengthen this area, all staff including paraprofessionals should be required to demonstrate certain
technology skills. RRLA could also offer peer coaching on new programs or refresher courses when needed. Model lessons using new
programs can be offered when requested by expert teachers and coaches. The instructional technology coach will provide tips and
strategies for implementing technology as well. After more in-depth training and modeling of educational technology, teachers should
be prepared to appropriately utilize Web 2.0 tools in the classroom.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.
Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. SAGE Publications. Kindle Edition.
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What is the current reality in our school?

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
MCSD provides professional Many teachers do not Since MCSD provides Some teachers don’t want to
learning opportunities voluntarily sign up for training. professional learning put in the time to embed new
throughout the school year in opportunities throughout the techniques and programs using
the areas of technology and Many teachers do not use school year, RRLA could also technology into lesson plans.
best practices. techniques and strategies offer incentives for using
learned during training in the strategies and techniques from
Professional learning national classroom. workshops when observed.
standards for professional
learning. According to the survey given, MCSD should offer more
most teachers want to see formal trainings throughout the
Educators have the opportunity results of success before trying year to ensure use in the
to attend formal and informal something new. classroom.
workshops throughout the year.
Most trainings are informal. Given that training is offered
Teachers and administrators throughout the year for
have access to adequate Technology isn’t integrated teachers, MCSD could make
training for educational into all professional learning sure that each training has a
technology. opportunities. technology component aligned.
This will ensure integration in
Stipends are offered for certain the classroom.
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What is the current reality in our school?
workshops.
Monitor the use of technology
within the classroom.
Summary of Results/Conclusions:
MCSD provides professional learning opportunities throughout the school year in the areas of technology and best practices.
Professional development is aligned with professional learning standards. Educators have the opportunity to attend formal and
informal workshops throughout the school year. According to the educational technology survey conducted (see Appendix C.), all
teachers and administrators have access to adequate training for educational technology. Although training is provided through the
district, technology is not always integrated into the trainings. Most training takes place informally, usually at school after hours. This
could be hinder the effectiveness of workshops because by the end of the day, most teachers are tired and not willing to participate
fully. This could result in teachers not using techniques and strategies learned during training in the classroom. There is a need for
more formal trainings off campus to allow teachers time to be fully engaged.
Recommendations from Gap Analysis:
The Gap Analysis report revealed that RRLA is performing at 86% for Ongoing Professional Development, meeting the requirements
for ISTE’s Essential Conditions (ISTE, 2018, see Appendix B.) In order to strengthen this area, educators at RRLA need to have
adequate time to build networks and collaborate with each other. This will enhance their “ability to effectively apply digital tools in
the classroom” (ISTE, 2018). Since MCSD provides professional learning opportunities throughout the school year, RRLA could also
offer incentives for using strategies and techniques from workshops when observed. Leaders at RRLA can support professional
learning by offering regular access to diverse professional learning opportunities such as online courses, virtual classroom coaching,
and asynchronous collaborative teams and also by providing opportunities based on educators’ needs and realities (ISTE, 2018).
Monitoring the use of technology in the classroom will help leaders make decisions for workshops. Ongoing professional development
builds the confidence of teachers, which will result in more implementation in the classroom. It is also important that teachers and
other support staff have the opportunity to reflect and plan after trainings in order to plan next steps. With these practices put into
place, professional development at RRLA will be more effective and will enhance the learning of students.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
Long, K. Personal communication. January 20, 2018.
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.
Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. SAGE Publications. Kindle Edition.

ESSENTIAL CONDITION SEVEN: Technical Support

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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
All classrooms at RRLA were When SMART products quit All classrooms at RRLA were Some teachers don’t know how
just updated with laptops that working, our technical just updated with laptops. to correct problems that arise
are very reliable and efficient assistance has to contact the with technology.
for student use. company, causing loss of Teachers at RRLA that are
instructional time. tech-savvy can train others on Some teachers don’t know how
MCSD provides technical troubleshooting. to contact tech support.
assistance on software and Since all curriculum is offered
hardware when issues arise. online and digital, when an Students that understand how Some teachers don’t want to
interactive board is not to use technology, can help use technology due to problems
Technical support responds working, teachers can’t use with troubleshooting. that may arise.
very quickly after a ticket is technology effectively.
submitted. Make the website more user-
Only 25% of teachers seek help friendly for submitting help
When requested, tech support is from the school district for tickets.
very knowledgeable about how technical assistance.
to fix problems.

MCSD provides technical

support with instructional
issues as it relates to
technology.

75% of teachers stated that

when problems arise, they seek
out fellow teachers for help,
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which means that teachers at
RRLA are knowledgeable with
troubleshooting.
Summary of Results/Conclusions:
All classrooms at RRLA were just updated with laptops that are very reliable and efficient for student use. Teachers also just received
new laptops that are updated with the latest technology. MCSD provides technical assistance on software and hardware when issues
arise. Technical support responds very quickly after a ticket is submitted. Most tech support staff is very knowledgeable about how to
fix problems with software, hardware, and/or instructional issues. Although tech support is available, 75% of teachers stated that when
problems arise, they seek out fellow teachers for help (see Appendix A.) This indicates that many teachers at RRLA are
knowledgeable with troubleshooting.
Many classrooms have SMART boards, but when these products quit working, our technical assistance has to contact the company,
causing loss of instructional time. This could create problems since all curriculum is online and accessed through the interactive board.
Recommendations from Gap Analysis:
According to the Gap Analysis, Reese Road Leadership Academy is on track for technical support scoring at 82% (ISTE, 2018, see
Appendix B.). This area could be strengthened by allowing tech-savvy teachers to train others on troubleshooting. Students that are
knowledgeable with technology could also assist in this area. ISTE (2018), suggests that technology must be maintained to ensure that
devices are useable by teachers, students, and staff. Having a support plan in place, allows teachers to maximize learning time. Other
suggestions that will enhance the use of student and teacher devices is having a sufficient infrastructure to support levels of technology
use and allowing teachers to have access to specialists. Along with training on how to troubleshoot, teachers can be provided with
websites and guides for troubleshooting.
Many teachers are unaware with how to submit a help ticket with the school district, so more adequate training for how to do this is
important. MCSD may need to consider making the website for this more user-friendly. Creating a step-by-step guide for how to
request technical support would help teachers with obtaining the help they need. There will always be the fact that some teachers
refuse to use technology due to problems that may arise, but with these efforts put into place, RRLA will hopefully minimize
resistance by teachers.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

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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
MCSD technology plan is Not all teachers are not aware Given that MCSD has a Technology literacy for
aligned with technology of technology standards. technology plan in place that is students isn’t currently
standards. aligned with technology assessed.
Some teachers choose printed standards, all educators need to
All curriculum resources are resources over digital ones. have training on how to carry 21st century skills are not
available digitally. out this plan. embedded in curriculum.
Some teachers are resistant to
All frameworks and resources using digital resources in the Since our
are housed on Canvas and classroom. curriculums/resources are
offered digitally. offered digitally, teachers have
75% of teachers that were access to proper materials.
surveyed, stated that digital
sources that are being used by Teachers can peer coach each
students in the classroom is other to ensure use in the
through the use of computers, classroom.
laptops, and/or tablets; not the
use of Web 2.0
tools/applications.
Summary of Results/Conclusions:
The MCSD technology plan is aligned with technology and content standards. Math and reading curriculums are offered online. All
frameworks and resources are housed on Canvas and offered digitally to all teachers. Even though content is offered online, some
teachers choose to print materials and limit the use of technology for students. When asked, 75% of teachers stated that digital sources
that are being used by students in the classroom is through the use of computers, laptops, and/or tablets; not the use of Web 2.0
tools/applications. Students must be fluent in Web 2.0 tools, which should be embedded in the current curriculum.
Recommendations from Gap Analysis:
Reese Road Leadership Academy is performing at the proficient level for Curriculum Framework, scoring 88% (ISTE, 2018). Since
all of our curriculums have technology embedded, our school is aligned with suggestions provided through the Gap Analysis Report.
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
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A curriculum framework must provide how and when to use technology. Given that MCSD has a technology plan in place that is
aligned with technology standards, all educators need to have training on how to carry out this plan. Teachers must also be trained on
technology standards. Since our curriculums/resources are offered digitally, teachers have the tools needed to fulfill curriculum
frameworks. ISTE (2018), recommends that curriculum frameworks provide opportunities to use technology for real-world
applications. “A curriculum framework bridges the gap between overall curriculum goals and the use of technology for learning and
teaching” (ISTE, 2018). Technology should support curriculum, not replace it. Teachers that are knowledgeable with technology
implementation and Web 2.0 tools can model lessons for peers as needed. They may also provide coaching as well. To ensure students
receive 21st century skills needed to be successful, RRLA must evaluate student technology literacy throughout the year. This will
help with future curriculum planning.
Data Sources:
ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results
ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#
LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework
Muscogee County School District (2017). Technology Plan. Retrieved from
https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M CSD_Technology_Plan_2017_2020.pdf.
Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times. SAGE Publications. Kindle Edition.
 ITEC 7410/EDL 7105 SWOT Analysis Template for Technology Planning Needs Assessment
What is the current reality in our school?
References

Beede, D., Julian,T., Langdon, D., McKittrick, G., Khan, B.K., & Doms, M. (2011) Women in stem: A gender gap to innovation. U.S.

Department of Commerce. Retrieved from http://www.esa.doc.gov/sites/default/files/womeninstemagaptoinnovation8311.pdf.

Bowser, G. & Zabala, J.S. (2012). AIM for digital equity. ISTE, Learning and Leading with Technology. Retrieved from

https://files.eric.ed.gov/fulltext/EJ982838.pdf.

Crompton, H. (2015). Know the ISTE Standards for Coaches: Visionary Leadership. ISTE Education Leadership. Retrieved from

https://www.iste.org/explore/articleDetail?articleid=375.

ISTE (2018). GAP Analysis Report. Retrieved from https://www.iste.org/standards/lead-transform/diagnostic-tool/results

ISTE. (2018). ISTE Essential Conditions. Retrieved from http://www.iste.org/standards/essential-conditions#

LoTi. (2017). LoTi Framework. Retrieved from https://www.loticonnection.com/loti-framework

Muscogee County School District (2017). Technology Plan. Retrieved from

Schechter, R., Macaruso, P., Kazakoff, E. R., & Brooke, E. (2015). Exploration of a blended learning approach to reading instruction for

low ses students in early elementary grades. Computers in Schools. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/07380569.2015.1100652.

Sheninger, E. (2014). Digital Leadership: Changing Paradigms for Changing Times.

SAGE Publications. Kindle Edition.https://www.muscogee.k12.ga.us/Documents/InformationServices/Technology/M

CSD_Technology_Plan_2017_2020.pdf.
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Appendices

Appendix A: Elementary Tech Use Survey

Please complete the following survey. Information from this survey will be utilized to determine current levels of technology
integration as well as teacher needs for further professional development.
* Required
1. What grade level do you teach?
Pre-Kindergarten/Early Intervention
Middle School
High School
Post-Secondary
other
2. How many years have you been teaching? *
0-5 years
6-10 years
11-15 years
16-20 years
21-25 years
26-30 years
more than 30 years
Option 1
3. How would you describe the technology availability in your classroom? *
Technology is only available for teacher use (laptop, projector, some instructional tools)
Teacher Technology is available as well as devices to provide for center rotations
Teacher technology, devices for center rotation and access to mobile technology is available
Teacher Technology is available as well as access to stationary labs
Teacher Technology is available as well as a BYOD (Bring Your Own Device) program for students
Teacher Technology is available as well as 1:1 devices for students (device for every student)
4. When I need assistance with technology or want to integrate technology in my classroom, I would ask *
Fellow Teachers
Instructional Technology Coach
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Administrators
County/System Technology Staff
Students
Seek out websites with information
other
5. I want to use technology in my classroom but ________________ *
There are never enough devices.
I don’t feel comfortable teaching a technology lesson.
I don’t have time for something extra. There are too many things I am required to teach.
No one has taught me how to use the technology tools.
other
6. Select the digital sources that you (teacher) most frequently use to guide your instruction. *
Social Learning applications (e.g. EdBlog, Skype, etc.)
Productivity applications (e.g. Edmodo, Google apps, Socrative, Animoto)
Content applications (e.g. Khan Academy, Brainpop, etc)
Support applications (e.g. Prezi, Wordle, Quizlet, Google Earth, Youtube)
Productivity tools (e.g. data base, word processing, multimedia, spreadsheets)
Communication tools (e.g. blogs, wikis, journals, discussion boards)
Hardware (e.g. laptops, mobile devices, interactive boards, digital responders, digital cameras)
Digital resources, non-digital artifacts or environmental (e.g. manipulative, displays, guess speakers, photos, games, art supplies)
7. Select the digital sources that your students most frequently use. *
Social Learning applications (e.g. EdBlog, Skype, etc.)
Productivity applications (e.g. Edmodo, Google apps, Socrative, Animoto)
Content applications (e.g. Khan Academy, Brainpop, etc)
Support applications (e.g. Prezi, Wordle, Quizlet, Google Earth, Youtube)
Productivity tools (e.g. data base, word processing, multimedia, spreadsheets)
Communication tools (e.g. blogs, wikis, journals, discussion boards)
Hardware (e.g. laptops, mobile devices, interactive boards, digital responders, digital cameras)
Digital resources, non-digital artifacts or environmental (e.g. manipulative, displays, guess speakers, photos, games, art supplies)
8. How often are you (teacher) using those digital resources during your instructional day? *
Never
One time per semester
One time per quarter
Once a month
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Once a week
Every day
9. How often are your students using those digital resources during your instructional day? *
Never
One time per semester
One time per quarter
Once a month
Once a week
Every day
10. How do your students use digital resources? *
Individual
Center rotation
Stations
Collaboration
Projects
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Appendix B: Results from ISTE Lead and Transform Diagnostic Tool

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Appendix C: Educational Technology Survey

The survey is a multiple choice with the following multiple choice answers: strongly disagree, disagree, neutral, agree, and
strongly agree.
1. Administrators, teachers, and other faculty members share the same vision for educational technology.
2. Access to current technologies, software, and online collaboration is provided for all students, teachers, faculty, and support
personnel in each classroom and both inside and outside the school and during and beyond the school day.
3. All faculty, teachers, and administrators are skilled users of technology to improve teaching, learning, assessment, evaluation, and
school management.
4. All faculty members are provided with timely, on-going, needs-based professional development opportunities for technology, skill
development, and application of technology in teaching and learning.
5. Technical assistance is provided for all faculty members and students which includes mentoring to enhance skills in managing
classroom hardware and software resources and facilitating effective instructional strategies to support teaching, learning,
communication, and collaborations.
6. All teachers and administrators are knowledgeable in subject areas they teach. Technology-based curriculum resources that are
appropriate in meeting content standards are readily accessible and appropriately applied.
7. All teachers and faculty implement student-centered lessons (meaningful active, cooperative, and project-based learning) that
facilitate appropriate student use of technology.
8. With administrator support, teachers model integration of technology and assess regularly to measure the effectiveness of
technology-supported teaching strategies.
9. Students, teachers, and faculty demonstrate real-world use for technology by connecting with the community.
10. School policies, financing, and reward structures are in place to support technology in teaching and learning for all students,
teachers, and other faculty members.
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Appendix D. : Interview Questions for Administrator

1. What is the vision for the use of technology in your school? In other words, describe the school’s aspirations and intents for how
teachers and students will use technology in the teaching and learning process.

2. How are the professional learning needs identified in your school? Are they data driven?

3. What forms of professional learning are provided in your school? (study groups, learning teams, book studies, workshops,
mentoring, peer observations, coaching, examining student work using protocols, lesson planning, etc.) Is it mainly individual or
collaborative? Explain.

4. What types of technology-related professional learning have been offered at your school within the last year? (Ex: whiteboards,
wikis, blogs, etc.)

5. Is the professional learning aligned to the school improvement goals? If so, how?

6. What are the incentives for teachers to participate in professional learning and to improve their practice?

7. Is professional learning offered that assists teachers in working with students with special needs and those who come from
culturally and linguistically diverse backgrounds? If so, describe.

8. In what types of collaborative school-wide professional learning teams do teachers participate? How are these related to the school
improvement plan?
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Appendix E.:Elementary PLC Adopter Survey

Everyone has different comfort levels when it comes to adopting new technology innovations. What type of adopter are you?
1. I am often looking for new innovative technology tools to try in my classroom.
Frequently
Sometimes
Rarely
Never
2. When a new technology is introduced in our school, I am the first one to try it.
Frequently
Sometimes
Rarely
Never
3. I incorporate technology in my instruction.
Frequently
Sometimes
Rarely
Never
4. I help others incorporate technology into their instruction.
Frequently
Sometimes
Rarely
Never
5. I am cautious about adopting new ideas until I see the results on others.
Frequently
Sometimes
Rarely
Never
6. I usually wait as long as I can to incorporate new technology in my classroom.
Frequently
Sometimes
Rarely
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Never
7. I come up with new ways to incorporate technology in my classroom on my own.
Frequently
Sometimes
Rarely
Never
8. When adopting new technology innovations, I do so only when it is required of me by the school or district.
Frequently
Sometimes
Rarely
Never

9. How frequently do you or your students use computers for each of the following:
Never
Daily
Weekly
Monthly
Yearly
Communicate with parents (e.g., newsletters, email, class web page)..............Daily
Teacher-student communication (e.g., responses to written work, posting schedules and activities)................................Never
Classroom management and/or incentives for students (e.g., reward for completed work)..............................................................Daily
Record Keeping (e.g., grades, attendance, IEP)................................................................Daily
Preparation for instruction (e.g., lesson planning, downloading materials)..................Daily
Student to student communication (e.g., publish student work on a Web page, keypals, e-group projects)..............................Never
Student inquiry (e.g., student research using electronic databases, WebQuest)..................Never
Student expression (e.g., Hyperstudio, PowerPoint collections of artwork, KidsPics, i-
movies).........................................................Never
Core Curriculum skills development (e.g., drill and practice on MathBlaster or Reader
Rabbit)...........................................................Weekly
Remediation (e.g., repeat a lesson, Accelerated Math, Jostens)...........................Never
Development of basic computer skills (e.g., keyboarding, mouse skills, troubleshooting).
Communicate with parents (e.g., newsletters, email, class web page)..............Never
10. Which of the following words would you use to describe your approach toward innovation? (Select all that apply.)
Ordinary
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Strategic
Proactive
Lagging
Slow
Average
Leading
Guarded
Inconsistent
Ambitious
Cutting edge
Trailblazing
Adventurous
Tracking
Cautious
Inattentive
Reactive
Negligent
Noncommittal
Patient
Reluctant