Swot Carla C Garcia

ITEC 7410/EDL 7105 SWOT Analysis for Technology Planning Needs Assessment
What is the current reality in our school?

Name: Carla Civita-Garcia Semester: ITEC 7410 Spring 2017.
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
Lack of time allocated Continue the External propagation of
1:1 Laptop program (4- to training teachers development of trans- technology for the
12 grade) about useful disciplinary projects and development of Global
Daily use of technology technology. collaborative learning competencies (projects
by teachers and students Lack of tech support experiences that positively impact
th
4 grade and up office hours Promote reoccurring the community)
(communication, Senior and more cross-level projects that Other private schools
instruction, LMS-Haiku traditional teachers have positive impact at perspective parent and
for newsletters, digital lack confidence and school and beyond marketing
assessments, student interest in Explore classroom tech communication
project display, and incorporating more integration based on PD
resources) technology in their attended
Weekly use of tech by instruction Fine tune curriculum
younger grades through knowledge transfer and
laptop and I-pad carts skills acquisition and
and tech lab (for their impact on tech
research, survey, content implementation and
retention, summative usage in the classroom
assessments) For development of
1-2 InGen classes Global competencies in
(Tinker lab) per rotation our students with real
(coding, creation, impact in the community
creativity, and design Opportunity to increase
thinking approaches) communication with
Student collaborative admissions department to
projects (use of Google showcase student work
platforms for and curriculum alignment
communication, with purposeful tech
creation, and implementation
presentation)
Alignment of Backwards
Design Curriculum
(UbD) framework and
technology
implementation for
students development of
21st century skills
Increasing number of
trans-disciplinary
projects and learning
experiences using the 3-
D printer, tools such as
SketchUP, and Google
platforms
Summary of Results/Conclusions:
The Lovett School invests generously on the newest technology and makes it available to both members of the faculty and its students.
The institution also allocates generous budgets for professional development and the UbD curriculum has been at the front and center
of the schools ongoing work. Students benefit from the use of technology to collaborate, learn, communicate, problem solve, and
expand and apply their understandings. They have been using technology to recreate monuments from war eras using 3-D printers,
supporting small business in underdeveloped countries through micro-loans via Salsa contests, and applying sustainable systems
(floating islands for water purification) in our campus pond. However, there are opportunities to fine tune the alignment between
curriculum design and purposeful technology integration to continue fulfilling the schools Vision for Learning Statement and
managing these projects for more permanent and positive impact. Targeting work that focuses on the use of technology to instill
collaboration, communication, integrative thinking, and global competencies in our students will turn them into active learning agents
beyond classroom walls. This objective, if communicated among the schools community, can improve the dissipation of our
institution strengths and academic achievements diminishing the external threats of other private schools competition for new
enrollment, turning opportunities into strengths. As mentioned in the Community Tool Box website, section 14: Determine where
change is possible so opportunities can turn into strengths. Also, the approaching result seeing in the Curriculum Framework of
ISTEs Lead and Transform Diagnostic Tool identify an area of growth at Lovett for Content standards and related digital curriculum
resources that are aligned with and support digital age learning and work. (ISTEs Essential Conditions).
Recommendations from Gap Analysis: (since no equity gap present at my school, I will focus on the future of technology
integration).
From the survey conducted at school, 37.5% of teachers use technology for instructional technology in their classrooms 5 or more
times per week. The same percentage of teachers uses technology 3-4 times per week. Teachers demonstrated to feel fairly
comfortable with the frequently used technology (Smart board, emails, Haiku postings, word processing software), but they also feel
they are not tech savvy lacking knowledge about the new advances or best practices due to lack of time or a structure that would
facilitate its implementation. In addition, 37% of the survey participants do not fell they use technology intentionally to support lesson
instruction. Therefore a plan of action should be implemented to support teachers in gaining confidence and interest in staying current
with the latest technology, especially since at our school it is accessible for us. This initiative should use as inspiration successful
projects already completed at school and continue to promote Global competencies (investigate the world, share perspectives,
communicate ideas, and take action) among our students.
Data Sources:
Essential Conditions. (n.d.). Retrieved April 05, 2017, from https://www.iste.org/standards/tools-resources/essential-conditions
https://docs.google.com/a/lovett.org/forms/d/e/1FAIpQLSc6h0x8rnIxyzGg0q1zkjJVWorHKAiIEDGRC2MyWvBA8hvJbg/viewform
?usp=sf_link
Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrows workforce? For motivating digital-age learners?
What strategies have been deployed to date to create a research-based shared vision?
What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
The Schools Vision for Teachers feel Through the new Best practices become
Learning (V4L) inspires comfortable with old curriculum work, obsolete in reasonable
students to use 21- technology practices opportunities to better time
century skills and and keep using them align instructional Other private schools
technology plays an despite new tech technology practices could have a more
important role in resources are available across each grade level connected Academic
developing those skills. at school Opportunities for Tech Team with
The Academic Teachers do not keep up collaboration across teachers daily
Technology Team with latest trends and grades and disciplines instruction
(ATT) evaluates best technology Schedule more FEAST
research data and best instructional practices Faculty Forums where
practices so there are teachers teach useful
implemented and used technology tools to
across the three schools fellow teachers.
divisions. (Currently only twice/
Teachers are committed year)
to develop activities and Allocate more faculty
projects that instill the meetings geared
Vision for Learning towards technology
Mission and highlight integration and V4L
their work in their
Haiku page
The school showcases
collaborative projects
aligned to V4L at the
schools Gallery and on
the website throughout
the year
The School is applying
the Backwards Design
(UbD) framework to its
curriculum and better
aligning the V4L
mission
Instructional coaches
are available to support
the development of
lessons and projects that
better align to the V4L
mission and also seeing
connectivity among
disciplines
LS Connect is an online
publication sent by the
librarian once a month
to highlight resources
and tech tools available
for teachers to explore.
Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively,
engage creatively, and collaborate purposefully. This Vision for Learning has been our driving force to the development of
pedagogies that will prepare our students to become agents of change and successful professionals in the near future. Through the
effective use of technology, students learn to collaborate, interact, solve problems, and take action. The school embraces new
technology practices with the support of the Academic Technology Team that access the needs and best practices of the schools three
divisions (lower, middle, and high school). However, teachers do not keep up with the technology changes and usually find
themselves immersed in the daily instruction and routine, lacking time to update themselves and try new technology tools. These
results were seen in ISTEs Lead and Transform Diagnostic Tool with a 66/100 and 71/100 ratings for the Share Vision and Skilled
Personnel respectively as areas approaching expectations.
Recommendations from Gap Analysis:
The school has FEAST forums so teachers across the school can present instructional practices, tech tools, projects, and any other
successful work they have accomplished. Unfortunately, these sessions are only offered twice a year. Educators could benefit from
meetings in which teachers and sometimes the Academic Technology Team (ATT) could present advancements in technology and
how these new trends can be applied in each of the schools divisions. Offering specific examples could also inspire teachers to make
connections to units they teach and take the leap to try new tech tools. These presentations could also increase the communication
between the ATT and teachers across the school and help the development of a relationship to increase support year round. With a
new school-wide schedule next year and late student arrival every Wednesday, the assigned early faculty meetings can be allocated to
facilitate and support these efforts.
In addition, increasing other schools visits by our Academic Technology Team and our teachers can reveal better ideas on how to
keep technology current and the communication open so students benefit from the cutting edge technology while focusing on
developing 21st-century skills.
Data Sources:
The Lovett School. (n.d). Retrieved March 24, 2017, from http://www.lovett.org/page.cfm?p=3376
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.
The Lower School Hiring one or two more
The Lower School counts with only one tech specialists at the Other private schools
counts with a website technology specialist Lower School could have better fused
exclusive for that teaches and has the Support the curriculum curricula and
technology related responsibility to support as it transitions to the technology instruction
information (policies, teachers Understanding by Best practices become
rules, tech support, Teachers are too Design model and obsolete in reasonable
research links, and comfortable with the develop technology time
computer daily routines and lack benchmark goals for
troubleshooting) motivation to take risks each subject.
InGen studio (Tinker with new instructional Manage the faculty
lab) and kinder lab so technology meetings so the Tech
K-5th grade students are Academic Team can
exposed to technology introduce new
(computers, I-Pads, 3D technology and support
printing, video cameras, specific grade level
green screen, and departments with its
design thinking projects implementation
The school counts with Use technology related
various tech related subscriptions already
subscriptions that can available through the
enhance teachers InGen studio (ex:
lessons and student GoAnimate, Nearpod,
learning (GoAnimate, PearDeck, BrainPop)
Nearpod, PearDeck, Incentive Programs so
BrainPop to name a teachers take more
few) opportunities to learn
Opportunities of and apply new
professional technologies into their
development for every pedagogies.
department in local and
conferences abroad
The Lovett School
hosted the Goggle
Summit twice in the last
5 years. Lovett teachers
could attend it for free.
The Lovett School has a generous budget allocated for professional development and is actively engaged in hosting tech related
conferences and conventions. The school also promotes the fusion of subject units with technology and the collaboration among grade
levels and the InGen studio to enhance student learning and subject connections. Teachers are encouraged to explore new
technologies, but very few reminders are provided throughout the year. Teachers get immersed in their daily routines and tend to
forget the tech-related resources already available or avoid exploring them due to lack of time. The Academic Technology Team is
actively working at the school across all three divisions, but it could connect more dots by taking action in making themselves
available to the faculty (through faculty meetings, FEAST presentations, short newsletters, department meetings). The digital
resources regarding computer use are available to parents, teachers, and students and consolidated in a user-friendly Weebly page.

The Lower School will hire a new technology specialist to support the teaching (K-5th grade) in the InGen studio, collaborate among
disciplines and the tinker lab, and offer office hours to the faculty.
As the LS is now at a turning point and designing new curriculum with the UbD framework, a development of technology benchmark
goals for each subject and grade-level will enhance the appropriate use of technology as teachers plan their curricular units.
Remind teachers of the already purchased tech resources and subscriptions through the library and the InGen studio.
In the category of Implementation Planning of the ISTEs Lead and Transform Diagnostic Tool, The Lovett School was rated at
meeting expectations with a 80/100 score.
Data Sources:
The Lovett School. (n.d.). Retrieved March 26, 2017, from http://www.lovett.org/page.cfm?p=3375
Lower School Laptop Program. (n.d.). Retrieved March 23, 2017, from http://lovettlslaptopprogram.weebly.com/
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?
1:1 laptop program Technology resources Offer technology Other private schools
th
from 4 to 12th grade that are available are workshops for integration of
All faculty and students not fully explored by introduction and technology and better
are given Google faculty (specially in the application of new teacher support
accounts and have Lower School) technology Wide range of
access to Google Lack of time to explore Allocate time during technology related
platforms and integrate new faculty meetings to courses after school for
The school provides technology in teachers support specific students at other
laptops to all faculty lessons departments implement independent schools
members Many of the technology the best instructional
Teachers use Haiku learned in conferences tech tools in their
(Learning Management can fade away if not classrooms
System) to post utilized properly and in Offer after school
information, resources, a timely manner technology courses for
students work, and students
digital assignments. Increase the
Teachers communicate communication between
with parents through the admissions office
electronic newsletters and the technology
and with information implementation, as well
posted on Haiku as, students
Teachers and students accomplishments using
have access to I-Pad technology.
carts, video cameras,
green screens, 3-D
printers, and thrones
(middle and upper
school only)
All classrooms are
equipped with SMART
boards
Administration allocates
time to teach faculty
how to store
documentation,
curricula, and
instructional resources
in Google Drive in a
consistent manner.
4th and 5th grade parents
are offered technology
informational sessions
at the beginning of the
school year about
students laptop rules
and regulations
The Lovett School offers technology devices and access to all its students and faculty members. From Kindergartner to third grade,
students have access to I-pad and laptop cards, as well as classes in the InGen (tinker) studio. Fourth-grade students and up are offered
the 1:1 laptop program. Each classroom is equipped with Smart boards and/or Elmo projectors. The school is investing time and effort
in revamping its curriculum using the backward design framework (UbD). Administrators have allocated time to instruct the faculty
on how to better store documents, resources, and curriculum in Google Drive. This approach has helped teachers visit shared Google
files and analyze curriculum units for potential collaboration across disciplines and grade levels. Introduction to Haiku workshops are
offered at the beginning of the school year so new faculty can learn about the Learning Management System utilized at school.
Teachers raise the concern that they lack time to revisit or explore new technology learned in professional development workshops
and conferences. They value the opportunity to use a uniform model that is consistent across the board to design their curriculum.
They also value the support and guidance from the administration team.
The analysis of the Equitable Access category of the ISTEs Lead and Transform Diagnostic Tool also demonstrated a meeting
expectation rating at the Lovett School.

In order to stay competitive with other independent, private school in the area, Lovett can benefit from offering after school classes
that are related to technology (coding, TV broadcasting, and robotics). As mentioned in other essential conditions above, by offering
more technology workshops throughout the year will equip teachers with confidence and curiosity, take new risks in the technology
instruction field, as well as, better support the development of curricula units. A more constant communication among the admissions
office and faculty will ensure that prospective parents are better informed about how technology is used and implemented at our
school to enhance student learning.
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.)
Teachers are aware that Allocate more tech Senior teachers could
Teachers are skilled at they do not explore new related faculty meetings quick or step down to
using technology to technology tools as (potentially separate an assistant teacher due
communicate (emails, much as they would like them by grade level so to pressure in staying
digital newsletters, to due to lack of time the tech instruction can current with the
Haiku), use basic and support. be more specific to the technology
software (word, excel), Not enough faculty curriculum) advancements and
and navigate Google meeting times allocated Hire more technology changes in pedagogies
platforms (Drive, to support the specialists to create a (include more digital
documents, slides, exploration of useful department capable of related work)
folders, surveys) to technology for supporting the needs of Other independent
create, share, and store instruction. the school and sharing schools in the area
information. One technology responsibilities advancing more
Teachers are specialist with too many Academic Technology uniformly with their
knowledgeable at using roles (teach classes, Team should have better technology
the SMART board. support teachers, presence at the LS by implementation and
The Administration collaborate in projects) offering workshops instruction and offering
models how technology in the Lower School during FEAST and/or more comprehensive
should be used Some teachers, faculty meetings tech training and
The school supports specially the senior Better divulge the online programs
teachers financially that ones, feel too much subscriptions available
wish to obtain masters pressure to stay current to enrich lessons and
degrees. (I am enrolled with the technology student learning
at KSU for the advancements in the
Instructional educational field
Technology masters
program because of this
support)
Some teachers that are
tech savvy take the time
to support their peers if
needed
Overall, teachers at Lovett know how to use technology to communicate, store, and share information. Google platforms and Haiku
are used and modeled by the administration so teachers follow the example. Lovett invests regularly on new technologies, from
devices to tech tools and online subscriptions, however, teachers express they do not have time to explore these resources regularly.
Senior teachers with more traditional pedagogy styles fell pressure to stay current with technology, but do not feel they have the
necessary support. Other teachers, like me, take advantage of the financial support our school gives us to pursue new degrees that are
technology related in order to improve the implementation of technology for effective class instruction. The community is very
supportive and those that are tech savvy are always ready to lend a hand and help teachers with presentations, Haiku features, tech
tools, and general troubleshooting situations.
Under the essential condition related to skilled personnel, The Lovett School was rated a 71/100 approaching the meeting
expectations mark with a 63/100 rate for empowering leaders. The LS has implemented a Leadership Team this year that consists of
department chairs and resource teachers that serve as main communicators between the Administration Team and the faculty at large.
The development of this team has empowered teachers to support each other, collaborate, and educate their department members so a
more comprehensive, inclusive, and uniform teachers community is created.

As mentioned in other essential conditions above, the engagement of Academic Technology Team at the LS is imperative to keep
teachers inspired and engaged in implementing better technology instructional practices in their classrooms. In addition, a new
technology specialist should be hired to divide the multiple tasks our single tech specialist currently has and avoid her to feeling worn
out. Allocating technology training during faculty meetings can increase teachers interest in implementing tech tools in their
classrooms and better align these to the development of subjects curricula. Last but not least, the schools tech department including
the ATT and tech specialists should schedule to visit other independent schools and learn how they sustain technology innovation in
the classroom, communicate with teachers and guide them through exploration and practice so students ultimately benefit from more
authentic and purposeful instruction.
Data Sources:
?usp=sf_link
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?
Administration allocated The LS has only one Develop more Missing using up-to-
faculty meetings at technology teacher technology training date technology
beginning of the year to (specialist) that opportunities as internal already available at the
train faculty about Haiku teaches 3-5th grades workshops school. Instead
and the Google platform and assists teachers Include the ATT in continue using
The Lovett School has a with classroom faculty meetings to obsolete tools (not
partnership with Google integration expose and train taking risks)
Apps for Education Lack of motivation teachers to use new Other private schools
(teachers are proficient at among teachers to technology already taking better
communicating, storing incorporate new and available to the school approaches to keeping
resources, and creating meaningful Offer incentives to teachers engaged and
lesson plans and technology tools in increase participation in eager to learn more
presentations using Google their classrooms technology related about best technology
Drive) Some of the material professional instructional practices
Collaboration and learned in technology development courses available in the field of
creativity are promoted at related conventions is Create an accountability education.
The Lovett School and not explored, program to ensure
teachers seek to develop practiced, or used information is passed
partnerships with each enough. along to other
other using technology to department teams
enhance student learning. Dedicate faculty
Faculty has professional meeting to small and
development opportunities more directed group
throughout the year work so curriculum and
(conferences and technology enhance
conventions both local and lesson instruction and
abroad, summer studies, teachers see direct
and PBL planning with benefit
summer grants) Director of curriculum
development with the
support of lead team
members should educate
faculty by providing and
discussing technology
related articles. These
conversations can
support a mind shift
towards a more tech
friendly instruction
The Lovett School offers many opportunities for faculty to attend professional development throughout the year and during the
summer months and for that reason the school earned an 82/100 rating on the category of the ISTEs Lead and Transform Diagnostic
Tool. The school encourages teachers to collaborate and work with each other to increase connections and facilitate learning from
working with other educators. This cross-grade collaboration allows technology implementation not only for communication but to
facilitate and give more meaning to content instruction. Our partnership with Google Apps for Education offer teachers better
opportunities to share their work, communicate, and store student work and other resources. Google Drive has been essential in the
development of the UbD curricula and teachers are able to share each others lesson units seeking guidance and opportunities to blend
disciplines. However, a major concern regarding the amount of time available during each day to fulfill tasks such as instruct classes,
plan lessons, design curriculum, and attend meetings puts technology as one of the last priorities on their list. Teachers express a
strong interest in receiving support and training to implement the most current technology but lack time due to other priorities.
The school offers some faculty meetings geared towards technology exploration and use especially at the beginning of each school
year. Our current technology specialist in the LS has many responsibilities to fulfill, but not enough time to support every grade level
with the integration of useful technology in their curriculum. The school is currently in the process of hiring another technology
specialist to teach classes at the InGen studio and support faculty with technology knowledge, instruction, and implementation.

Educating teachers about the ongoing changes in technology and its positive effects when appropriately implemented in the classroom
is imperative to shift their mindset and see the value of instructing with technology. The Leadership Team can facilitate the education
of teachers from all departments with valuable articles and reliable publications. The Director of Curriculum Development with the
support of the administration team can allocate more meetings throughout the year dedicated to technology. Teachers can then be
expected to work in small groups and with the support of the ATT and the tech specialists make the learning more subject specific
and therefore, the implementation more meaningful. Integrating technology into the curriculum can provide opportunities for
collaborative and self-directed learning activities that would not otherwise be possible. (Booth, 2008).
Not only getting faculty on board by educating them about the effect of technology on 21st-century learning, but also developing
incentive and accountability programs so teachers are motivated to invest time, shift their mindset, and utilize the resources available
to modify their pedagogies as they incorporate effective technology.
Since the school invests thousands of dollars by sending teachers to many parts of the country and the world trusting they will bring
and share new knowledge with the rest of the community, it is only fair to ask them to present in house what they have learned and
seek opportunities to implement new technology in their lessons. FEAST Forums and department meetings are ideal to share
knowledge and keep it fresh as the curricula continue to be developed in the LS. These presentations can inspire teachers to toss
old and obsolete technologies and take a dive into new waters exploring variation, authenticity, and effectiveness to increase
student learning in more meaningful ways.
As mentioned in other essential questions above, Lovett should continue to make other schools visits and sharing best practices so all
independent schools in the area can learn from each other and stay competitive in the market for families seeking private education.
According to Susan Booth in her article Technology Use in Independent Schools: Educational technology training opportunities are
provided outside of the school (87 percent), through in-service training at the school (86 percent), through opportunities for faculty to
share and teach each other about technology (68 percent), and through a designated technology staff person providing training to
faculty (63 percent). These high percentages keep institutions competitive with each other regarding technology implementation and
its direct association to the curricula, along with teacher capabilities and effective use of technology for instruction, cognitive
(problem-solving), interpersonal (communication) and intrapersonal (self-management) skills in their students.
Data Sources:
Booth, S. (n.d.). Independent School Magazine. Retrieved March 31, 2017, from http://www.nais.org/Magazines-
Newsletters/ISMagazine/Pages/Technology-Use-in-Independent-Schools.aspx
?usp=sf_link
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?
An effective School Peak Wi-Fi Increase the number of Relying on internet
Dude system is in place connections, mostly in technology related service provider during
to register issues and the afternoon can faculty meetings internet outages
technology sometime slow down or throughout the year Too many people can
malfunctions. The IT drop connectivity of Promote the technology decide to walk-in to get
department usually some devices specialists office hours help by the IT
responds within 24-48 Overload of requests for in every division department for a variety
hrs. technical support can of reasons
The IT department slow down the School
accepts walk-ins for Dude response
quick fixes as it counts Teachers in the LS do
with students covering not know what the tech
front desk for simple specialists office hours
troubleshooting needs are
The internet connection
is very reliable
throughout the school
campus
Each division (lower,
middle, and upper
schools) counts with
technology specialists
and office hours so they
can support technology
integration and any
troubleshooting teachers
might experience
Technology workshops
are offered at the
beginning of the school
year to support new
faculty with process on
break/fix issues and
technology
malfunctions
The Lovett Schools IT department is reliable and efficient. It counts with a School Dude online system to report technology related
issues and with upper school tech savvy students that cover the front desk and support easy fixes for teachers and other students that
walk in. Technology specialists are also available in all three divisions of the school to support any problem that might arise during
class instruction. They also offer office hours although not many teachers in the LS are aware of when these are. The Wi-Fi
connectivity throughout the school is fast and very reliable even in outdoor spaces on campus property. New and returning faculty is
instructed about the procedures (School Dude, IT Department location, tech specialist office hours) when encountering challenges
with technology malfunctions. On the category of Technology Support for the ISTEs Lead and Transform Diagnostic Tool, the
school was rated as meeting expectations with a high score of 90/100.
It is important to establish specific procedures based on the severity of the issue and categorize services that can be offered to the
walk-ins by the IT department so it can prioritize all requests including those received online via School Dude. Also, faculty must be
aware the tech specialists office hours so they do not interfere with lesson planning, meetings, or class instruction by waking in at any
time of the day.
Last but not least, evaluate the Wi-Fi connections throughout the day and months of the year and request the internet provider better
service/connectivity to cover the demand especially during peak hours.
Data Sources:
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students)
Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction
and not teach technology as a separate subject?
To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/CCS as appropriate?
How is student technology literacy assessed?
No enough emphasis is To implement ISTE Lack of knowledge
InGen lab go over some given to the ISTE standards to the about the ISTE
of the most commonly standards so faculty is established goals (state standards and current
used ISTE standards for not necessarily familiar and national standards) benchmarks can slow
students in the class with them for each unit designed the process in which
The InGen Lab is under the Backwards technology is
working on including Design framework as implemented effectively
the ISTE standards in more technology in the classroom
their curriculum using integration is align to Other private schools
the UbD framework each unit in every could have more
The Schools Vision for subject efficient methods of
Learning promotes the Educate all faculty communicating and
use of technology to about the ISTE educating parents,
enhance cognitive standards and get them teachers, and students
(problem thinking), familiarized with about technology
interpersonal specific examples literacy assessment
(communication) , and Dedicate faculty
intrapersonal (self- meetings to the
management) skills and application of ISTE
enhance learning standards as
Technology literacy is performance indicators
included and assessed in in real subject units of
numerous collaborative UbD
and grade level projects Post ISTE Standards for
students in the
technology tab of the
schools website and on
Haiku next to units
essential questions
The Academic Technology department makes sure all divisions use the ISTE standards as their benchmark to teach technology to
students. Classes at the InGen studio incorporate ISTE standards and students have a simple version of what those are. The curriculum
is inspired by the Schools Vision for Learning so lesson plans, projects, and assessments align with the performance standards and
transferred understandings that are expected from students. Our school can certainly improve communication with the faculty in
general about the ISTE standards and for this reason, this category was rated with an 75/100 approaching to meet expectations on
ISTEs Lead and Transform Diagnostic Tool.

With the current work on using the UbD framework to design and establish a comprehensive curriculum, teachers must be introduced
and exposed to the ISTE standards so those can be incorporated into their curricula units. As mentioned in the Haiku Deck
presentation, adding substantive learning goals for each UbD unit with ISTE Standards can support the selection of performance
indicators so students can demonstrate their understanding. In addition, posting these standards at the InGen studio and in every class
can support the understanding that these benchmarks are used in multiple disciplines to enhance learning. Last but not least, it is also
important to create connections with other technology departments from other private schools and share best practices to keep
improving the communication and education regarding technology literacy.
Data Sources:
UbD meets DbMe - A Haiku Deck by Karen Alexander. (n.d.). Retrieved April 02, 2017, from https://www.haikudeck.com/ubd-
meets-dbme-art-and-design-presentation-60ILdQbiQ4#slide1
References
Booth, S. (n.d.). Independent School Magazine. Retrieved March 31, 2017, from http://www.nais.org/Magazines-
Newsletters/ISMagazine/Pages/Technology-Use-in-Independent-Schools.aspx
Lead & Transform Diagnostic Tool (beta). (n.d.). Retrieved March 21, 2017, from http://www.iste.org/lead/lead-transform/diagnostic-
tool
Lower School Laptop Program. (n.d.). Retrieved March 23, 2017, from http://lovettlslaptopprogram.weebly.com/
Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats. (n.d.). Retrieved March 21, 2017, from
http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/swot-analysis/main#.UmUzXJSgnDY
The Lovett School. (n.d.). Retrieved March 26, 2017, from http://www.lovett.org/page.cfm?p=3375
The Lovett School. (n.d). Retrieved March 24, 2017, from http://www.lovett.org/page.cfm?p=3376
Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
Appendices
Appendix A:
Keywords
ATT- Academic Technology Team
FEAST- Teacher forum
LS- Lower School
UbD- Understanding by Design Curriculum Model
V4L- Vision for Learning

Swot Carla C Garcia

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

What is the current reality in our school?

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

Essential Conditions. (n.d.). Retrieved April 05, 2017, from https://www.iste.org/standards/tools-resources/essential-conditions

ESSENTIAL CONDITION TWO: Shared Vision

ESSENTIAL CONDITION THREE: Planning for Technology

Recommendations from Gap Analysis:

Recommendations from Gap Analysis:

ESSENTIAL CONDITION FIVE: Skilled Personnel

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Gap Analysis:

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

Recommendations from Gap Analysis:

Essential Conditions. (n.d.). Retrieved April 05, 2017, from https://www.iste.org/standards/tools-resources/essential-conditions

FEAST- Teacher forum

LS- Lower School

UbD- Understanding by Design Curriculum Model

V4L- Vision for Learning

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