Swot Jacobs

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

Name: Christy Jacobs Semester: Summer 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
Technology through MAPS is Not all teachers are connecting Professional Learning Teachers view the learning
used as a measurement tool to classroom lessons to real-world Communities are being curve to implement the
determine each individual applications. implemented that allow for technology as not worth the
students level of understanding teacher collaboration and hassle.
and instruction required for Not all teachers are using supportive efforts to use
reading, language arts, and higher order thinking practices technology in the classroom. Teachers feel they will struggle
mathematics. in their classroom instruction. when implementing technology
Teachers have access to a due to connectivity issues and
Select classrooms are using Day to day instruction is not computer lab once a week to classroom management.
technology to flip their aligned to research-based best implement technology
traditional classroom practices practices. enhanced lessons that correlate Teachers have no desire to
to those fueled by project-based with CCGPS and support grow in how they deliver
learning. engagement and understanding content to students to meet best
of concepts. practices and 21st century
learning skills.
Summary of Results/Conclusions: Fitzgerald High School and Ben Hill County Schools is in the process of re-defining its mission
and vision and introducing RTI and Professional Learning Communities. With this shift in administration and direction (obtained
through interviews of administration and instructional coaches, along with professional development), there has been a push to better
assess students through using MAPS as a measurement tool to determine each individual students level of instruction and Lexile.
With this strong technology resource in play, teachers will have beginning data to fuel their differentiated groups and prepare
technology resources that align with where students are and resources that best support the curriculum being taught. It is a defining
moment in our district to provide all means necessary to show teachers how to incorporate real-world applications along with the
importance of implementing higher order thinking process and not simply a means to regurgitate and remember information. By
providing opportunities for teachers to collaborate within departments to support each other in designing and sharing positive
implementations of technology through instruction, teachers will become knowledgeable of effective instructional use of
implementing curriculum through technology. Also, with the availability of a computer lab once a week, technology is available to
fuel instruction for the day to allow for student achievement and growth in both curriculum and technology.
Recommendations from Gap Analysis: As Fitzgerald High School is designated as approaching on the diagnostic tool through
ISTEs Essential Conditions, several gains and improvements are envisioned to improve through a full roll-out of RTI and PLCs that
is set to take place during the 2017-2018 school year. Besides these two initiatives that could and should incorporate technology in
order to be successful, it is important that teachers are aware of the ISTE standards for technology integration in order to ensure that
technology is taking place at the same time with curriculum. Teachers and administration will need professional development
regarding the standards and how to implement them effectively without teachers viewing it as one more thing to do. It could be
suggested that the school take on the viewpoint of Matthew Farber and Google with the implementation of a genius hour or 20
percent time where students pick their own projects that relate to both their interests and the curriculum, one day or hour per week,
that incorporate technology. This would allow classrooms to move more in the direction of project-based learning and allow teachers
to feel comfortable with implementing technology integration as they would not be required to lead a full classroom or group
instruction regarding technology (which is especially good for teachers who are not comfortable with technology themselves). Farber
(2017) states in his article Standards-Aligned Genius Hour, in the 21st century---with so many tools that support personalized learning-
-- should all students always be learning the same concept at the same time, and at the same place?
Data Sources:
ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)
ISTE Standards for Educators
Administration Interview
Instructional Coach Interviews
Baseball Card- Performance Matters- NWEA MAP Spring 2017 Data
Technology Integration at FHS Survey (Created by Candidate, See Appendix B for results)
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?
Technology leaders are in place The school improvement plan A school and community Community stakeholders take
at each school to provide does not have technology super team has been created to social media to discuss
assistance, help with adoption, integration plans built into the to re-write the school vision, concerns with the vision of the
and to promote the vision of document for improvement. mission, and beliefs along with school instead of taking part in
technology integration. goals and objectives from a visionary discussion with the
All stakeholders are not leadership, learning, and school.
Current administration is directly involved with the resource capacity.
effective in technology use and creation of a shared vision Some parents are not
is proactive and supportive of (school or district). responsive to any means of
technology integration. Teachers, instructional coaches, communication by the school
All stakeholders are not fully and administration will be held which makes it difficult to
aware of the shared vision accountable for reaching the involve them in the creation
(school or district). goals and objectives that process of the school vision and
correlate to the new vision of direction.
the school.
An official vision with
technology integration has not
been created for the school nor
district.
Defined roles and

responsibilities have not been
created for how a to be created
vision will play out.
Summary of Results/Conclusions: As one of three areas that were noted as beginning on the ISTE diagnostic tool (see Appendix
A), a shared vision is an avenue needed and necessary for technology growth at Fitzgerald High School and in the Ben Hill County
School district. We currently have a team in place that is defining a new vision, mission, and beliefs for the school district, however,
the vision does not directly state the incorporation of technology. The school improvement plan does not have technology integration
plans built into the document for school improvement neither. While we have the staff in place to promote a vision of technology
integration and administration that is proactive and supportive, it is detrimental to use and success of technology at Fitzgerald High
School to have a definitive vision in place. When creating the vision, it will be essential to involve all stakeholders so that everyone
has a voice and comes to a consensus of how the vision will be implemented---a necessary component of all parties being fully aware
and participatory into the direction which the vision will lead. It is equally important for defined roles and responsibilities of who is
accountable for reaching the goals and objectives that correlate with the vision in order for it to be successful and come to fruition.
Recommendations from Gap Analysis: As one of three designated areas of weakness on the diagnostic tool, it is evident that several
aspects need to take place in order to improve the shared vision of technology integration at Fitzgerald High School. The school must
first incorporate technology into the vision. By including all stakeholders (students, parents, teachers, administrators, and community
members) in the process of voicing the necessary components of a shared technology and curriculum vision, a place will be created
for technology in each classroom. Once the shared vision has been designed, the school must update the technology plan and then
incorporate technology into the schools improvement plan. If technology is not evident in all three documents with an input from all
valuable stakeholders, then technology integration will not be viewed as an integral part of the education for students and their growth
which at Fitzgerald High School. As a Microsoft district, it is will be valuable for all staff to view Education Weeks webinar, 21st
Century: Preparing for the Schools of Tomorrow (2017) based on author Gary Marxs book 21 Trends for the 21st Century and the
root of the most important trends reshaping todays society. The webinar examines shifting demographics, constantly emerging
technologies, environmental challenges, and more, offering a deeper understanding of the interplay between these dynamics and how
to prepare educators for the schools of tomorrow (Marx, 2014).
Data Sources:
Meeting Notes from Super Team created to re-define the mission, vision, and beliefs for Ben Hill County Schools
Teacher Interviews
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 district has an outsourced The school does not have a Communities in Schools (CIS) Teachers and administration are
technology team that is plan for addressing the needs of is a strong organization that not aware of technology
available help plan technology our SES students and their supports the school. This standards.
initiatives and meet with having access and devices organization could assist with a
technology teams and teachers. while at home. plan to provide allotted time for Some teachers resist change
device use and connectivity and do not want to change their
Hurricane Time embedded at The schools technology plan and/or transportation to both. teaching practices from how
the end of each day but within has not been updated in 3 years they have always done
the instructional school day which correlates the The transportation department things.
allows for additional support unimportance of an effective could be an avenue to provide
and the opportunity for students plan and vision in place. bussing to and from the school Finding time for the technology
to use devices and connectivity and/or public library as a plan committee during the school
if they do not have access to Additional hours are not to provide access and meet the day is difficult for all members
either at home. available after the instructional needs of our SES students and and other responsibilities and
school day for parents and families. committees have meetings after
A district level employee has students who do not have school.
been appointed to strictly access to internet or devices Include more females on the
instructional technology and outside of school. technology committee at the
will be able to further push the school.
agenda of technology use and
update plans with the assistance
of technology teams.
Summary of Results/Conclusions: Implementation planning was another area designated as beginning on the ISTE diagnostic test
for essential conditions. Hurricane Time at the end of the instructional day is a step in the right direction as Fitzgerald High School
makes strides towards providing and planning for our students of low socioeconomic status. While we do not currently have a plan in
place to address the needs of meeting our SES students, devices, and access when they are at home, we are beginning to work on
closing the gap that prevents equality of educational success while at school. Planning for our SES students and our females can occur
at the same time in which the schools technology plan is updated. With a district instructional technology coach in place and a
technology director through an outsourced company, we have the leaders in place to begin the planning and updating process. It is
important to note, however that these leaders must designate time to allowing technology representatives and committees the
opportunity to meet together to design avenues throughout the plan to adequately plan and guide technology use in the school and
classrooms, as well as, to adequately plan for the needs of diverse populations to included our areas of high needs: students with SES,
females, and students with disabilities.
Recommendations from Gap Analysis: Fitzgerald High School is in dire need of a technology plan that is current and visionary
regarding the direction of technology use for all students in the classroom. Through using the technology leaders already in place, a
rotating team needs to be created to include all stakeholders (students, parents, teachers, administration, and community members) at
Fitzgerald High School. Through designated meetings, a technology map needs to be created that includes short and long term goals
that meet the needs of all races, genders, students with low SES, and students with disabilities while on and off school campus. The
technology map and plan need to define the direction of technology at the funding currently available with the knowledge that changes
can take place as grants or additional E-Rate funding becomes available. It is critical for this plan to be created with visionary goals so
that it is always looking forward as students who are learning in imaginative ways today, with the support of technology, will be
valuable assets to the workforce in the future (Petersen, 2017).
Data Sources:
Technology Director Interview
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?
The school supports students The school does not have Labs are available for All board members are not
with disabilities by providing enough devices to provide classroom use once a week (per supportive of a means to
supportive and adaptive equitable access for all of our content area) to promote the provide devices for all students.
technology for their learning students. use of technology in engaging
needs. and standards-based learning. Board office administration is
The school does not have a more concerned with misuse of
Parent nights are held once a plan to promote access or Promote the Technology device instead of opportunities
month to assist parents with provide devices for students to Student Association to female through devices.
being proactive in their childs use outside of school. students.
education. Parents are assisted Minimal staff are available
with registering their child for The school does not have Bring in successful females before and after school hours to
the SAT/ACT and are given a mobile devices for all staff to who now work in technology provide access to a lab due to
fee waiver (SES) and access to use in professional related fields to talk with extracurricular school
devices and connectivity during development or to take home. students in CTAE classes. activities, committees, etc.
this time.
The Work Based Learning
Select classrooms with their program can initiate more
own laptop carts are providing technology related jobs for
all students with devices and female students.
incorporating project-based
learning for students to grow
and develop through
technology and the curriculum.
Each student and staff member

have an Office 365 account that
allow free Office product
downloads on up to 5 devices
(SES).
Summary of Results/Conclusions: I was shocked that equitable access rated as meeting on the diagnostic tool with only 45/100 (see
Appendix A) as this is an area where I feel we have a way to go in terms of providing computers and resources necessary for our
students, teachers, administrators, and parents in order to support engaging, standard-based, and student-centered learning. We have,
however, made strides with the adoption of Office 365 by providing all students and staff with a school e-mail, the availability to
download Office products on up to 5 devices (at no cost- supporting our SES students), and multiple capabilities and avenues of
technology integration available through Office 365. Also, in terms of meeting the needs of equitable access for diverse populations,
Ben Hill County Schools provides all students with disabilities supportive and adaptive technology for their learning needs as directed
through their IEP. While we have meet the needs of our SWD students, we are not in a position to provide enough devices for
equitable access for all students at Fitzgerald High School. At this time, there is no plan in place to provide mobile devices for
students or staff for use outside of school. Without the use of individual devices, we are making strides towards equitable access by
select classrooms having their own laptop cart for individual student use and classrooms (within a department) having access to a full
computer lab at least one time a week. There are also promethean panels and projectors in each classroom along with a teacher
desktop available for assistance with instruction. Further opportunities for growth are available in terms of equitable access even
though this category was designated as having met the requirements of ISTEs diagnostic tool. In terms of our female students, we
can bring in successful females who now work in a technology related field to talk with students in CTAE classes. We can also
initiate more technology related jobs through our work based learning program and promote the Technology Student Association to
more female students.
Recommendations from Gap Analysis: Strides are needed in order to meet the needs of females and students with low socioeconomic
status at Fitzgerald High School. To encourage our females through the use of technology and technology related work fields,
successful females who work in technology related fields could be brought in to CTAE classrooms for demonstrative and seminar
purposes. A push could also take place with promoting the Technology Student Association for female students along with
professional development regarding how teachers can better encourage female students to be successful and explore technology when
completing class assignments or projects. In terms of students with low socio-economic status, a rotation can be established of
teachers creating the availability for a lab to be open for students, parents, and community members for a few hours after 5PM one or
more times per week. The teachers who are scheduled for those hours could get comp time and leave early with class coverage for the
amount of time they are coming back to work at night. This schedule will allow for the needs of our low SES students, family, and
community members to be met as they would have access to resources to be successful in school and the world with regards to
technology competency and growth in todays 21st century.
Data Sources:
Special Education Instructional Coach Interview
ESOL Teacher Interview
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.)
Several teachers take pride in There is no technology coach A technology leadership team Some district administration
staying up to date on available at the school level to can be established to designate and teachers do not like
technology skills and best assist teachers who want to leaders per hallway or change. They are close to
practices through technology in implement new tools and department for quick fixes and retirement and do not want to
their classroom. technology procedures. troubleshooting if the take the time to learn
technology support team is not something new.
Several teachers are capable The instructional coaches are immediately available.
and comfortable using digital busy implementing new Our system currently has two
tools to increase productivity processes and procedures for The media specialist stays active e-mail servers. Because
and enhance learning. RTI and PLCs and do not have abreast on new technology a timeline has not been put in
time to acquire new skills and tools and innovations and how place for teachers to move
New administration pushes promote technology use in the they can be correlated within materials over the district is
technology use as she is very classroom. the curriculum to promote showing there is no need to
proficient in using technology project-based learning. She learn a new system if it
as a means to collaborate and could be an avenue for continues to provide both.
create. assistance and support for
teachers. Some teachers are scared of not
being able to answer
Remind 101 allows technology questions if they
communication with all staff run into issues when
members through their cell implementing and therefore
phones for quick they do not implement to
communication and assured maintain that control of
delivery. knowledge.
Summary of Results/Conclusions: According to the diagnostic tool, skilled personnel scored 50/100 and ranked as approaching
according to ISTEs tool for analyzing essential conditions. To further analyze viewpoints of faculty, a technology integration survey
was conducted to six personnel all from various departments at Fitzgerald High School (English, Science, Math, Social Studies, and
CTAE). The survey was created to determine viewpoints regarding technology integration that focused on all aspects of ISTEs
essential conditions and how well they were being implemented within personal classrooms and at Fitzgerald High School as a whole.
Of the faculty surveyed, 77% or 3.83/5.0 rated themselves as being capable and comfortable with using digital tools to increase
productivity and enhance learning and 83% or 4.17/5 rated themselves as taking pride in staying up to date on technology skills and
best practices through technology in their classroom (see results from survey, Appendix C). Therefore, of the faculty surveyed, it is
evident that practices are in place with technology integration and, that Fitzgerald High School does have skilled personnel who take
pride in continuing their skills to stay abreast of the newest trends in technology. However, from the interviews conducted with
administration and additional staff, there are staff who do not like change and who would not rate as fairly on the survey regarding the
essential condition of being skilled personnel. With this in mind, there are ways that Fitzgerald High School can continue to support
and improve the growth of all faculty to ensure that FHS is providing skilled teachers to teach curriculum through technology
integration.
Recommendations from Gap Analysis: There are several areas and recommendations available to allow for continued growth for all
faculty and staff at Fitzgerald High School so that all are considered to be skilled personnel in the area of curriculum and technology
integration. One recommendation is to create a technology leadership team where leaders are designated per hallway and department
that allows for quick fixes and troubleshooting if the technology support team is not immediately available. It is also the
recommendation to take full advantage of the media specialist when wanting to implement technology. The media specialist can co-
teach with the classroom teacher to increase his/her confidence in technology integration. Other opportunities available for the
continued growth in skilled personnel is the introduction of communication through Remind 101. With teachers who do not check
their e-mail and due to the district still running two active e-mail servers (which is extremely confusing), using communication
through cell phones will ensure that communication is effectively received and it will increase the confidence in teachers through
using technology devices.
Data Sources:
Teacher Interviews
Skilled Personnel Survey Results (Created by Candidate, See Appendix C for results)
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?
Professional learning and Only teachers who designate Professional Learning occurs Time is an issue with
relevant training, concerning the importance of technology every other week for the professional learning as
technology, is available to meet growth through conferences are duration of a planning period teachers want to be grading
teacher needs and realities. allowed to attend for (45 min.). This session, while papers, working on lesson
professional learning IF not focused on technology, plans, or meeting with their
Professional learning resources funding is available. could include a technology tool PCL group for what they feel is
are continually updated to or agenda to provide for effective use of their time
reflect current trends and The district instructional technology growth and promote than weekly PL meetings.
technologies. technology coordinator attends the necessity of use in the
conferences herself and then classroom. Some teachers come to
Teacher planning days have not attempts to re-deliver, however professional learning with an
been designated as PLC it does not have the same effect The school can use its Twitter attitude of aggression and do
(professional learning and drive if more teachers were account to encourage its staff to not view ongoing professional
community) days to promote able to attend themselves. create an account and follow learning as an avenue for
the necessity to meet with educational figures for growth.
content teachers, review data, Professional learning is often professional growth.
and create a plan of success and content specific and therefore Funding for conference
growth for all students. does not meet the needs or attendance and for substitutes is
provide ways of differentiation a threat to professional
for our CTAE (Career, learning.
Technical, and Agricultural
Education) teachers.
Summary of Results/Conclusions: Professional training is taking place every other week for the duration of a planning period (45
minutes). Training during this time is being used to cover RTI and the implementation of PLCs. There is an opportunity, however,
to squeeze in technology PL by including a technology tool or agenda to provide teachers with the opportunity for technology
growth and promote the necessity of technology use in the classroom. With 100% required participation in the current trainings and
administrative support, introducing technology professional learning in this format would only strengthen the awareness and necessity
of technology integration through curriculum in the classroom. The survey of results from classroom teachers did, however, indicate
that the professional learning teachers are receiving, concerning technology, meets their needs and current realities. There are also
learning resources which are continually updated to reflect current trends and technologies on the school website available for all staff.
An area of weakness to be addressed is the need for participation in conferences. While this mainly a funding issues concerning
conferences fees and substitute pay for staff attending, there are avenues available to pursue, through community stakeholders, that
could open doors to allow for greater staff participation in conferences where technology integration is excitedly taking place.
Recommendations from Gap Analysis: While this was the second highest area on the ISTE diagnostic tool, it is integral for the
continued growth of personnel to implement technology professional learning. Professional learning, while it is not technology based,
is taking place every other week and is required for all faculty at Fitzgerald High School. To continue to promote professional
learning through technology, tools could be incorporated into this required training and through the use of social media. The school
could encourage all staff to create a Twitter or Facebook account where they could follow the school. If time did not allow for
technology integration during each professional learning session, technology tools and a community of technology literacy could be
created through social media. The school also tried to create a faculty blog during the 2016-2017 school year, however it was not
successful. The blog could be rejuvenated for the 2017-2018 school year through professional learning, regarding the set-up and
functionality, so that all staff members are comfortable regarding the knowledge of how to post. Through social media and blogging,
continued growth through professional learning can occur and promote technology growth if technology sessions are not available
during designated professional learning settings.
Data Sources:
ESSENTIAL CONDITION SEVEN: Technical Support
ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
To what extent is available equipment operable and reliable for instruction?
Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current down
time averages acceptable?
Is tech support knowledgeable? What training might they need?
In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use technology
in the classroom?
Technical support, through an Staff must understand how to Training sessions could take Funding is an issue to retain the
outsourced technology submit a ticket to the help desk place to cover quick fixes outsourced company.
company hired by the district is in order to receive technology and troubleshooting on
quick, available and reliable for assistance. classroom devices to assist We are currently completed 3/5
technology issues that may teachers with issues that may years of our contract with the
arise. School start-up is extremely arise if support is not readable outsourced company.
slow with turnaround time as available.
The technical team has install the team goes one to one Some teachers try to
new fiber in the high school instead of trying to fix issues Expand the current technology troubleshoot themselves and
and put in new wireless access that may apply to groups of leadership team to having they are not competent to how
points. This should increase people. representatives from each the device works or the safety
connectivity for device use and department and a balance of of using the device. They are a
will be turn on for the 2017- The technology support work male and female teachers. threat to tearing up the device
2018 school year. hours do not start until 8AM. past fixable by the school
Schools are teaching at 7:30 technical support.
AM and therefore there is no
assistance for the beginning Websites are blocked due to
part of the day of issues were to firewalls and teachers have to
arise. submit a valid reason and
instructional methods for
wanting the site to become un-
blocked.
Summary of Results/Conclusions: Technical support rated as the highest category on the diagnostic test for ISTEs essential
conditions. Fitzgerald High School and Ben Hill County Schools are fortunate to have an outsourced technology support team that is
designated to technology support, integration, inventory, purchasing, and assessment of wear and tear of devices. The survey showed
that teachers feel supported by the team and that their efforts are quick, available and reliable for technology issues that may arise. An
area of concern with the team is the duration of their support. The team was brought on under previous administration for a five-year
contract. School year 2017-2018 will be the 4th year of having the support team and while they are extremely effective, they are
extremely costly for the district. Keeping them on is a worry for teachers and administration within the district as a means to continue
to allow for technology support in the classroom.
Recommendations from Gap Analysis: As the highest scoring category on ISTEs diagnostic tool, an opportunity for growth and
more assistance does present itself through providing training sessions for teachers covering quick fixes and troubleshooting on
technology they have in their classrooms. While we currently have a hired support team for the district, separate from Ben Hill
County Schools employees, a contract of only five years of support is in effect. If teachers feel more apt to support basic
troubleshooting needs then they can ultimately fix problems and be more confident with integrating and supporting their own
technology needs despite changes that may occur with the available support.
Data Sources:
Teacher Interviews
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?
Numerous technology At least 50% of teachers are not Teachers can include ISTE No mention of the ISTE NET
resources and support is knowledgeable of the ISTE standards in their syllabus and standards are made aware to
available to help teachers NETS standards for students state how technology will be teachers at any point during the
integrate their classrooms and teachers. used in their classroom during school year.
alongside their curriculum. the semester for students and
Student technology literacy and parents to sign. All parents are not supportive
ISTE standards are aligned to digital safety was addressed as of technology use in school.
curriculum and are available an afterthought at the A training session can be given
for students, educators, beginning of the year instead of to teach all staff of the ISTE
administrators, coaches, and throughout. standards and a part of their
computer science educators. lesson plan template can
include ISTE standards of use.
Summary of Results/Conclusions: Curriculum framework was designated as approaching when scored using ISTEs diagnostic
tool. There are numerous resources and support available to help teachers integrate with technology alongside their curriculum and
ISTE standards provided for administrators, coaches, teachers, and students are already aligned to the curriculum. Opportunities for
growth within this condition for students, parents, and teachers could be met with the inclusion of ISTE standards on each classroom
syllabus. By stating how technology will be used in the classroom during the semester to promote curriculum growth, which students,
parents, and teachers sign, then you are assuring proof and setting guidelines for instructional technology integration. Instructional
coaches can also provide a lesson plan template that includes ISTE technology standards so this area can be designated when planning
and included in instruction. This also denotes the importance of technology integration, literacy, and digital safety and their needs of
being implemented in the classroom instead of these areas being address as an afterthought because it needed to be covered.
Recommendations from Gap Analysis: Putting technology into the vision of Fitzgerald High School and embedding the curriculum
with technology rich environments that allow students and teachers to implement higher levels of Blooms Taxonomy requires
students, parents, teachers, and administration to be aware of the ISTE standards for students and teachers. By making all parties
aware of the standards, accountability will take place to ensure that technology is at the forefront with curriculum framework and
planning. With a transition taking place to ensure technology has a place at Fitzgerald High School, it is the responsibility of all stake
holders to be aware of the standards and to look for effective implementation to share with school staff as a means to encourage
continued use and growth.
Data Sources:
References
Farber, M. (2017, June 22). Standards-Aligned Genius Hour. Retrieved July 06, 2017, from
https://www.edutopia.org/blog/standards-aligned-genius-hour-matthew-farber
ISTE Standards for Educators. (2017) Retrieved from: https://www.iste.org/standards/standards/for-educators
Marx, G. (2014). Twenty-One Trends for the 21st Century: Out of the Trenches and Into the Future. Retrieved July 06, 2017, from
http://www.edweek.org/ew/marketplace/books/twenty-one-trends-for-the-21st-century.html
Petersen, R. (2017, July 05). Exploring Technology as a Creative Force. Retrieved July 06, 2017, from
https://edtechmagazine.com/k12/article/2017/07/exploring-technology-creative-force
Appendices
Appendix A:
Appendix B:
Appendix C:
Skilled Personnel
5
4
Survey Range
0
1 2 3 4 5 6
Two Series of Questions Surveyed
Series1 Series2

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ITEC 7410/EDL 7105 SWOT Analysis Template 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 CONDITION TWO: Shared Vision

Defined roles and

ESSENTIAL CONDITION THREE: Planning for Technology

Each student and staff member

ESSENTIAL CONDITION FIVE: Skilled Personnel

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ESSENTIAL CONDITION SEVEN: Technical Support

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

ISTE Standards for Educators. (2017) Retrieved from: https://www.iste.org/standards/standards/for-educators

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