Documente Academic
Documente Profesional
Documente Cultură
Beth Wardlaw
Technology is mostly
being used by the
teachers, not the
students.
Many teachers are not
fully utilizing the
student Google
accounts.
Many teachers are
hestiate of technology.
There is not an adequate
amount of technology
for our students.
There is not enough
adequate professional
development for
technology.
Many teachers are not
in favor of going 1:1
with chromebooks.
Encouraging more
teachers to attend
Technology Tuesdays
where they can learn
how to utilize more
engaging technology.
Encourage the county
office and
administration to
provide more
professional
development for
technology.
Several new staff
members being hired
next year is an
opportunity to provide
technology refresher
training to get everyone
on the same page and
help newly formed
Summary/Gap Analysis:
Teachers are primarily using technology for direct instruction, presentations, and typing essays rather than to engage students in
collaboration and critical thinking activities. While teachers are providing students with some technology time, it is often used for drill
and practice instead of higher order thinking. Students are exposed to more advanced technology if they are in a Business Computer
Science class, or in the STEAM program. Many teachers expressed in the survey that they would like to use more technology if it was
provided and/or they had more adequate professional development in using it.
Data Sources: Teacher Technology Survey , Floyd County Schools Technology Plan
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?
Strengths
Weaknesses
Opportunities
Threats
Armuchee Middle
School follows the
district vision for
technology.
Floyd County Schools
has been given a grant
to allow for more WiFi
spots in the schools and
faster data connection,
allowing for BYOD to
be possible in the near
future.
Floyd County College
and Career Academy
allows for technology to
be used in order to
prepare students for
tomorrows workforce.
The academic
teachers and the CTAE
teachers work together
The teachers at
Armuchee Middle
School are not aware of
the vision for
technology in our
school or district.
Our technology plan for
the system shows many
areas of weakness.
Teachers struggle to
embed the technology
standards, as many are
unfamiliar they exist,
into research based
lessons.
Technology is not
viewed as essential by
our population, as many
students fail to have
basic technology
available to them.
(school survey)
Lack of technology
leadership within the
building to develop a
shared vision for
technology
implementation.
Few teachers have
training within the field
of technology to help
support and create a
school wide vision for
technology.
Technology use is not
equitable across student
groups; higher level
students use technology
more frequently and for
projects that require
higher-level thinking
skills while technology
is used as a reward or
for drill-and-practice
more frequently with
lower-level students.
in every lesson.
Include local school
governance teams, and
all community stake
holders in the decision
making process.
Summary/Gap Analysis:
Floyd County Schools has developed a strong technology vision, mission, and specific 3-year technology plan, however teachers are
minimally aware of this plan and it has not been used to drive a school-based technology vision or technology plan. Providing
efficient, up-to-date technology is an essential function of all school districts in the 21st Century. DOE technology survey data shows a
steady improvement over the past 15 years throughout our system. This includes a better network infrastructure and greater access to
technology based hardware and software. However, the student to computer ratio has dramatically risen to over 5.28 students per one
modern internet connected instructional computer. The system needs to be prepared to use all sources of funding available to help
bring this number back down. Starting in June 2014, Floyd County will utilize e-rate and SPLOST IV funds to improve switches at the
central office, install twenty or more wireless access points in all primary, elementary, and middle school, and thirty new wireless
access points for all of our high schools. When we reach our 1:1 goal, our plan is to eventually have four Instructional Technologists at
Armuchee Middle
School follows the
district technology plan.
Floyd County Schools
have a strong
technology plan for our
system.
Technology director has
excellent ideas
regarding 1:1
implementation for our
system.
75% of teachers at
Armuchee Middle
School did not know the
plan for Technology at
our school or district
level.
Our school does not
currently have its own
guide to technology use
at our school, even in
the SIP.
Teachers and
administrators should
create a localized
technology data team to
speak and give feedback
for/from our teachers
and students.
Conduct more surveys
to inquire about
technology weaknesses
of the staff in the
building
Data collected on
technology integration
during GA KEYS
observations by
availability to
technology outside of
the school.
Teachers may not share
a common vision or
ground on the
implementation of
technology in the
classroom.
Lack of time to learn
precision on
technologies, they are
often overlooked or not
used due to the
teachers ability to
understand.
Lack of specific
technology, such as
iPads, is not available
due to lack of funds.
Development of strong
technological lessons
take time and many
teachers do not want to
create more time
constraints on
themselves as they
create their plans.
Summary/Gap Analysis:
Access to viable, efficient technology remains in the forefront for Floyd County Schools. The technology gap has closed in the past
three years in relation to what we have and what we need to meet our goals; however, meeting the demands of changing technologies
never ends. Teachers have access to limited technology during the school. Internet is readily available and all teachers and staff have
their own computer during the school day. Teachers and students both have access to a Google Drive account including their own
email to communicate and collaborate. FCS currently has networked computers in all classrooms, and one or more academic
computers labs for student use. All high and middle schools have various vocational computer labs. All middle and high schools have
Funding for
professional learning
has been restricted from
the state the past few
years which has cut
back on some staff
development programs
and activities.
Teachers are not held
accountable by
administration for
technology use.
Have administrators
start documenting
technology use in TKES
walk through and
observations.
Summary/Gap Analysis:
Technology instruction integration supports engaged learning by giving students opportunities to use higher order cognitive strategies
and provides increased time on task. Students are motivated and challenged to become critical thinkers with experiential activities,
interdisciplinary units, personalized learning, research and problem-solving skills, project-based learning and meaning-making
activities. Administrators need to make sure teachers are using the technology to analyze, synthesize, and evaluate and to support the
alignment of standards, instruction, and assessment. Teachers will begin to expect students to gain knowledge in doing technology.
Teachers should hold the expectations that students will learn to use technology as resource and productivity tools and to use the
Funding for
professional learning
has been restricted from
the state the past few
years which has cut
back on some staff
development programs
and activities.
Administration is
hesitate to let teachers
go to PD during the
enhance their
professional skills
embedded within
their duties and
responsibilities and to
assure professional
learning is an on-going
process.
FCS assures
professional learning
activities are
scientifically and
researched based
programs by working
closely with State and
local RESA personnel.
Math teachers have
been given live binders
to use with their
SMARTboard and
training was provided to
all SPED teachers.
and informal
opportunities to learn.
Technology related PD
is usually isolated into
separate learning
experiences.
Summary/Gap Analysis:
In 2013, Floyd County Schools hired a certified Instructional Technologist to help with professional development related to
technology. While this position has greatly enhanced integrating technology into the curriculum, a gap still exists between what we
There is a strong
internet connection that
helps teachers stay
connected throughout
the day.
Technology specialists
are very knowledgeable
and are able to offer
suggestions and
solutions to problems
when they do arise.
Teacher computers were
5.28:1 student to
computer ratio shows
that the gap in pupil to
computer ratio has
gotten to levels that
make teaching in a
modern classroom
unacceptable.
Tech support is often
slow due to the high
volume of work they
have to do.
Summary/Gap Analysis:
There is definitely a wide gap in what we have and what the schools desire regarding student use computers. Floyd County Schools
historically does not buy student machines; however, we provide them to the classroom by refreshing labs and moving older
computers. A big concern at this point, with computers, is getting all students and teachers on the same operating system. At this point,
all new computers are equipped with Windows 7 (OS) and Office 2010; however, we have a large number of computers that are
running Windows XP and Office 2000/2003. Starting June of 2014, FCS technology department began a three phase project to
upgrade all teacher XP computers, all upgradable lab XP computers, and discard all non-upgradable XP machines. All students and
employees have access to modern Internet connected computers including subgroup areas of gifted students, special education
students, and ESOL students. However, there are such a large number of students and technology needs, that response time is not as
good as it should be. Teachers are often waiting a significant amount of time to have technology needs addressed.
Data Sources: Teacher Technology Survey , Floyd County Schools Technology Plan, Walter Creek Middle SWOT
Administration should
start checking lesson
plans to make sure they
align to both content
and technology
standards
Include the technology
standards in
observations.
Teachers can share their
knowledge of the
technology standards
with other teachers.
Technology leaders can
create learning
opportunities for
educators on ways for
best practice in
implementing
technology standards
into everyday lessons.
Summary/Gap Analysis:
Technology should be seamlessly integrated into all curriculum areas. Teachers need to feel totally at ease with using available
technology just as they would any other teaching tool. We feel that all students need basic instruction in keyboarding skills and using
Appendix
Teacher Technology Survey
Summary
What subject and grade level do you currently teach?
6th grade ELA
PE 6-8
ELA 8
6,7,8 Social Studies
8th ELA
Music - 6, 7,8
6-8 SED
6th&7th Math/Science
6th grade math/science
6-8 Connections-Technology and BCS
6-8 Band
non user
0%
beginner
33%
confident
50%
17%
How would you rate your classroom use of technology for students?
seldom or never
8%
8%
monthly
25%
weekly
17%
daily
42%
67%
0%
LCD Projector
25%
11
92%
Microsoft Office
50%
25%
25%
DVD/VCR
42%
Online learning
17%
Document Camera
33%
Moodle
0%
Blogs
8%
Wikis
8%
8%
Ipod Touch/Ipad
50%
58%
Other
0%
Internet
not adequate
50%
not offered
8%
25%
adequate
17%
I can get very frustrated and therefore I dont use technology very often.
8
%
I have a basic understanding of technology tools. I use the computer mostly to access email and online grading.
17
%
I can use several Microsoft Office programs. I do not teach students how to use these tools.
17
%
I am comfortable using a variety of technology tools in my classroom. I occasionally teach students how to use these tools.
50
%
8
%
Do know what the shared vision for technology in our system is?
yes
17%
no
75%
I expect students to use the digital tools and resources for research purposes (e.g., data collection, online
questionnaires, Internet research) that require them to investigate an issue/problem, take a position, make
decisions, and/or seek out a solution.
True
11
92%
False
8%
8%
online newsletters
50%
0%
podcasting
0%
digital documents
25%
50%
True or False: I assign web-based projects (e.g., web collaborations, WebQuests) to my students that emphasize
complex thinking strategies (e.g., problem-solving, decision-making, experimental inquiry) aligned to the content
standards.
True
25%
False
75%
Not Yet
25%
Aware of
25%
Learning
33%
8%
8%
I can design use technology for accessing information (browsing the web, opening an attached file, retrieving
information from a flash drive/CD-ROM)
Not Yet
25%
8%
Learning
17%
8%
33%
Do your students have unlimited access to technology during the day? (Or in your classroom?)
Yes
8%
No
11
92%
0%
Unsure
67%
25%
8%
Yes
50%
No
42%
What is that?
0%
How would you rate your comfort level using Google Drive?
0%
17%
25%
42%
8%
Strongly favor
17%
favor
25%
Somewhat favor
17%
Neutral
25%
oppose
8%
0%
How do you think 1:1 with Chromebooks could benefit your classroom?
Students will have access to technology 24/7.
I have not been satisfied with the reliability of the Google based products that my students have used in the classroom. I would much rather them
have access to IPads or Microsoft products, as they have proven more reliable when my students are trying to work with technology.
would allow fitness tracking, nutrition logs, etc
I believe the possibilities would be endless with unlimited access for all students. I would be 100% willing to seek more training in using technology
in my classroom if I/my students had daily access to these resources.
If I had the training, I would be able to advance my student's knowledge so they could be more interested in school subjects.