ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGYreidmoore.weebly.com/.../8411953/robin+reid-mooreswot_analy… · Web viewSWOT Analysis Template for Technology Planning Needs Assessment

SWOT Analysis Template for Technology Planning Needs Assessment What is the current reality in our school?

Name: Robin Reid-Moore ITEC 7410, Semester: Summer 2015

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,

QCCs)? 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? (See Creighton Chapters 5, 7)

Strengths Weaknesses Opportunities Threats

Group collaborative enthusiasm for technology among various staff members

Technology is used by some teachers to create problem-based authentic lessons that target Georgia Learning Standards

Constructivist teaching methods are used by variousstaff members.

Technology is being used in a Math support program for a select group of students

Most teachers offer after

Emphasis is placed on drill and practice activities in some classrooms

Many teachers are still unsure of how to incorporate technology to teach engaging lessons

Many students are still experiencing traditional teacher-centered lessons

Technology programs are not offered for other content areas

Time to complete professional development is limited

Many students do not access or

Three teachers on the same grade level are completing their degree in Instructional Technology and would be valuable in promoting the use of technology

Extended classrooms beyond the traditional time schedules.

Provide opportunities for class observations of teachers already utilizing student-centered learning

Encourage teachers to apply for more technology-related mini-grants

Create opportunities for all

Lack of equitable access continues to impede student learning based on research-based best practices

Time constraints continue to be a negative factor in gaining stakeholder commitment to integrating technology in lessons

Focus of school improvement plan does not include all curriculum content areas in regards to STEM certification


school websites like Edmodo for students/parent to access beyond the school walls

School improvement committee is working towards improving curriculum and creating engaged student-centered learning

Teachers have expressed an interest in using technology to master Georgia Learning Standards (GPSs, QCCs)

have the capability to access these sites

STEM certification is focused more on a few content areas rather than integrated into all content areas

Many parents and other stakeholders ae not aware of the benefits of technology integration with research-based practices

stakeholders to see the benefits of technology integration

Consider providing stipends for teachers who are motivated to attend professional development in the area of technology integration with research-based practices

Summary/Gap Analysis: In regards to Essential Condition 1, Effective Instructional Uses of Technology Embedded in Standards-Based,Student-Centered Learning, there are some strong collaborative, constructivist groups at our school who are using technology to create problem-based authentic lessons that target Georgia Learning Standards. Our school improvement plan includes an interest in improving curriculum and student learning through research-based practices. Most teachers already have a school-home communication website like Edmodo to improve communication and working outside of the school walls. There are three teachers who are completing their degree in Instructional Technology who would be valuable in assisting with technology integration. The major gap in this essential condition is that many teachers still do not have the knowledge and skills necessary to integrate technology with content standards to support student engagement, a deeper understanding of content, and transfer of knowledge. Time constraints, lack of equitable access, and lack of inclusion for technology in the School Improvement Plan, widens this gap. With an improvement in the quality of professional development and raising awareness of a technology plan by including in the school improvement plan, we may see this gap decrease.

Data Sources: Observation; Teacher Reports; Personal Communications; Edmodo (teacher lesson plans); SWOT Survey,


School Improvement Plan

Creighton, T. (2003). The Principal as Technology Leader. London, England: Corwin Press, Inc.

Edmodo

Data from teacher SWOT Survey: See Appendix A

Fulton County Schools Technology Plan 2012-2015: http://www.fultonschools.org/en/divisions/it/Documents/2012_2015%20Final%20tech%20plan.pdf

Northwestern Middle School Improvement Plan:http://school.fultonschools.org/ms/northwestern/Documents/SGC/Strategic_Plan_2014.pdf

ESSENTIAL CONDITION TWO: Shared Vision

ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community. Guiding Questions:

Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?

To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology can be used to enhance student learning? What do they believe about technology and what types of technology uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred technology uses in the future aligned to research and best practice?

To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing tomorrow’s workforce? For motivating digital-age learners?

What strategies have been deployed to date to create a research-based shared vision? What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to

improved student achievement?

http://school.fultonschools.org/ms/northwestern/Documents/SGC/Strategic_Plan_2014.pdf

http://www.fultonschools.org/en/divisions/it/Documents/2012_2015%20Final%20tech%20plan.pdf



Strengths Weaknesses Opportunities ThreatsFulton County has a vision for technology use in the district

Some teachers have the experience and training to help create a vision and technology plan

Students have expressed an interest in having more technology which is evident in our School Improvement Plan

Some teachers believe we need more access to technology in order to help students achieve standards, demonstrate what they have learned, and to provide additional resources for classroom instruction

Most personnel are not aware of district technology plan and lack of school plan

Our school doesn’t have a strong technology plan in place

Our school vision includes a goal for research-based practices without the mention of technology

Develop a school vision that includes technology integration aligned with research and practice that includes input from all stakeholders

Provide opportunities for all stakeholders to have professional development about technology integration and how it motivates digital-age learners

Some teachers do not view technology integration as critical for motivating and improving student learning

Time constraints continue to be a negative factor in gaining stakeholder commitment to creating a new vision for technology

Summary/Gap Analysis:

In regards to Essential Condition 2, Shared Vision, our school district has a comprehensive technology plan. As a result of our teacher survey, many teachers have expressed a need for more technology at our school to help our students master content standards. Our school improvement plan indicates our students are asking for more technology in the classroom. We currently have a small group of teachers, including several graduating from Kennesaw State University in Instructional Technology, who would be valuable in assisting in creating a shared vision for technology. A large gap between what the county has planned and our school improvement plan exists. Although our school vision includes many key components like:

Achieving academic excellence through engaged learning


Displaying respect and confidence Embracing diversity Fostering productive citizens in a global, digital society Facilitating and inspiring lifelong learners, technology integration isn’t linked to these ideas. Most of our faculty, staff, and

other stakeholders aren’t aware that we need a new vison and due to time constraints some may not be as concerned about a shared vison. With the support of a few strong technology teacher/leaders and our principal along with input from our stakeholders, it is possible to strengthen our shared vision for Northwestern Middle School.

Data Sources: Observation; Teacher Reports; Personal Communications; School Improvement Plan; District Technology Plan

Data from teacher survey: See Appendix A



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? Strengths Weaknesses Opportunities Threats

STEAM Committee is focused Technology in other content Align School Improvement The focus of the SIP is on





on improving technology integration to earn STEM certification

Our district has a 3-year technology plan in place with specific goals and intentions outlined

Our School Improvement Plan expresses a desire to produce global digital citizens

areas like Social Studies and Foreign Language is not a focus for improvement

The district technology plan expires this year and an updated plan has not been revealed

Our school improvement plan does not mention technology integration specifically andfaculty and staff are not all aware of school improvement plan, and district technology plan

There is no specific technology plan for school

Plan goals for: Achieving academic

excellence through engaged

learning Displaying respect and

confidence Embracing diversity Fostering productive

citizens in a global, digital society

Facilitating and inspiring lifelong learners

with technology integration

Design professional development as discussed in SIP, to provide opportunities for personnel to learn about engaged learning with technology

Design a 3-year technology plan for Northwestern Middle School

Encourage all stakeholders including students parents and community to contribute input to technology plan

Encourage all stakeholders to become familiar with the district technology plan

enhancing student learning through STEM certification disregarding other key content areas

Focus of SIP is more focused on student behavior and achievement rather than technology

Not every teacher is comfortable enough with using technology to commit to helping create a plan


Summary/Gap Analysis: In regards to Essential Condition 3, Planning for Technology, we have a group of individuals invested in promoting STEAM in order to gain STEM certification. Our school district has a current 3-year technology plan in place for technology integration however it has not been successful in extended to individual schools. Our school improvement plan does include a vison for creating global, digital citizens. A major gap however exists between a plan to improve STEAM and a lack of any type of technology plan which includes integration of technology for all content areas. The word technology is only mentioned twice in our school improvement plan, once in regards to STEAM initiative and the other in regards to student desire for more technology. By addressing these issues and combining our current school improvement plan, along with a strong technology plan, we can improve this weakness. By encouraging all stakeholder to become familiar with the district plan, and share a role in developing a school technology plan, we can create a strong plan that also incorporates the vision in our overall school improvement plan.

Data Sources: Observation; Teacher Reports; Personal Communications; 3-Year School Improvement Plan, 3-year District Technology Plan




ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address 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? Do students/parents/community need/have beyond school access to support the vision for learning?


Teachers and administrators have access to computers and digital resources. All certified staff members have a dedicated laptop computer with login capability on any computer in the school district.

All classrooms have either a projector installed in the ceiling or a projector on a cart

All administrators have district issued cellphones for communication purposes

The Media Center has a variety of technology available including laptops, desktops, iPads, and Student Response System

The school has several iPad carts available for teacher classroom checkout

Classrooms have a least one desktop available for student use

Teachers have to put in a request to have digital resources installed on laptop computers

Small classrooms generally dedicated to students with special needs, do not have projectors installed in ceiling and rely on older projectors on a cart

Laptops in the Media Center are not available for use outside the Media Center, and are primarily used for Math Teach-to-One program

iPad carts have approximately ten iPads which is sometimes not enough for a large class

Internet access in portables is sometimes weaker than inside the school building

Frequent server issues especially when technology use is highest in the county,

Our technology specialist will make available digital resources for quick download on teacher laptops

All classrooms will have projectors installed in ceilings

All classrooms will have Smartboards including smaller classes for students with special needs

Laptops in media center will be available for school wide teacher checkout to ensure whole class digital access

The district should upgrade network capabilities to decrease number of outages during the school day

Media Center should have technology available for checkout for ELL and lower socioeconomic students, to ensure access outside of school day

Many of the desktop computers are older and run very slow

Students do not have equitable access to digital tools in classroom and many feel uncomfortable sharing their device (especially cellphones)

The county firewall sometimes limits student access to certain websites like YouTube which have valuable teaching videos available.

Our school does not have a dedicated Instructional Technology Specialist

Having equal digital rights is not a primary focus in school improvement plan nor community


A large number of students have access to electronic devices and computers for use at home

A large number of students have smartphones for use at school and home

The school has five computer labs available for teachers to sign-up through Microsoft Outlook

A large number of classrooms have Smartboards

Our School Improvement Plan vison includes a goal for embracing diversity which is a factor that effects equitable access

prevents student and teacher access

Only a few teachers utilize the Student Response Systems

Many students from lower socioeconomic groups do not have access to smartphones for use at school

Some students from lower socioeconomic groups do not have access to digital tools outside of school

Some parents have limited access to digital tools

Some classrooms, usually portables and classes for students with special needs and ELL, do not have Smartboards

During certain times of the year, benchmark testing, STAR testing the computer labs are not available for teacher signup

Media Specialist along with teachers with instructional technology knowledge could create tutorials for parents and community members to assist with access to tools such as Edmodo and eSchool

Open the media center once a week after school for a number of hours for students and parents without equitable access to utilize technology

Have dedicated computer lab for testing

Hold a student technology showcase to show stakeholders how technology is engaging student learning

Encourage new city public library within walking distance of school to purchase laptops for checkout or use

Invite parents and community members into classrooms using digital tools to see how technology is helping to create engaged learning

Students want and have asked


for more technology in the classroom which is evident in the current school improvement plan

Summary/Gap Analysis: In regards to Essential Condition 4, Equitable Access, our principal considers this factor to be extremely important. In my interview with Dr. Kullar, she indicated that her vision for the school is that every child will have access to a device. Our school is already preparing for equitable access. We have now purchased at least two iPad carts and a large cart of laptops for the media center. All teachers and administrators have assigned laptops for portability and all administrators have school issues cellphones as well. Classrooms have desktops, smartboards, and projectors as digital tools. We have a large number of computer labs available for sign-up. A large number of our students have access to digital devices like smartphones to bring to class and have appropriate devices for use at home and our school vision includes a vision for embracing diversity which can be an important factor in regards to equitable access. While analyzing the gap, I realized that although we have in writing that equitable access is a goal of our school, we are still in need of a clear vision and plan for this condition. Our small classrooms are lacking in equipment like overhead projectors and smartboards, therefore limiting students with special needs access to equitable tools and equipment. As our school is located in an affluent suburban area, many of our students who are from lower socio-economic homes do not have equitable tools like their peers. Some of their parents have limited access as well especially non-English speaking parents. Internet access can vary depending on the county server and high usage and computer labs are not available for use during achievement testing periods. Some of the equipment that we do have for students are older slower desktops with firewalls that limit student access to sites that may have valuable information or videos. Equitable Access is an extremely important factor to consider for effective technology integration. In order to improve this condition it will be necessary for our school to update older equipment, improve technology support, create help sessions for parents and community members, devise a program for students from lower socioeconomic groups to have access to technology outside of school hours, and hold technology showcases for modeling for parents and other stakeholders. We should invite parents and community members into the classroom to see the benefits of engaging technology-enhanced lessons to benefit funding and support. Finally, we should encourage outside sources such as our new local library to start up programs for students and parents outside of school without equitable access to support their needs outside of the school walls.

Data Sources: Observation; Teacher Reports; Personal Communications: Principal Interview; Teacher Survey

Advocacy toolkit. (n.d.). Retrieved July 5, 2015

International Society for Technology in Education. (2009). ISTE essential conditions. Retrieved from ISTE Standards: http://www.iste.org/standards/essential-conditions


Data from Teacher Survey: See Appendix A

Data from Principal survey: See Appendix B

Data from ISTE’s Lead and Transform Diagnostic Tool: See Appendix C


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.


All teachers have received training using the Student Information System, Safari Montage, and other key tools such as Microsoft Outlook 365,

Teachers do not receive enough follow-up support in the classroom due to time constraints to create engaging lessons and

Technology implementation trainings should occur at least monthly in PLC meetings to increase knowledge and skills

Some parents and community members do not have adequate skills to keep up with student learning



and math and reading assessment through STAR/AR School email is used consistently for communication between faculty, staff, and parents as well as Teacher Access Center (TAC) for student information, discipline records, and teacher gradebooks.

Teachers have been trained in using Fulton Connect which provides access to records and IEP’s for Special Education teachers as well as access to student chronological performance on standardized testing and other assessments

Most teachers maintain a classroom website which is updated frequently

strengthen their skills

Teachers do not have enough planning time to plan for technology based lessons

Technology is used primarily for drill-and-practice

Teachers do not have a clear understanding of the pedagogical implications of technology integration

Many teachers don’t have a “vision” for what skills are necessary for effective technology integration

Maintaining a class website is not mandatory

The STEAM committee should develop a suggestion for instructional technology use in all classrooms

Teachers should receive training on the pedagogy implications of technology integration to improve their knowledge and skills

Provide training opportunities for parents and community members to improve their knowledge and skills and their ability to support students and personnel

Some content areas are not considered as valuable for technology integration

Teachers do not have enough time to explore technology resources and won’t because there is not an incentive for doing so

Some personnel are adamant about utilizing traditional teaching methods and don’t see the value in becoming more skilled in technology integration

Summary/Gap Analysis: In regards to Essential Conditions 5, Skilled Personnel, all faculty and staff have appropriate training on utilizing county-wide programs such as the Student Information System, Safari Montage, Microsoft Outlook 365, STAR, Fulton Connect, and TAC. All teachers utilize email for personnel and parent communication. The major gap in this essential condition occurs because personnel have the knowledge and skills to use technology productively but they do not have the knowledge and skills to use technology constructively, or for instruction. Current teachers who are becoming educated and skilled in Instructional Technology could be utilized to mentor other personnel. Skilled personnel can work with administration on devising ways to


improve parent and community knowledge and skills.

Data Sources: Observation; Teacher Reports; Personal Communications; SWOT Survey, Teacher Survey



Data from SWOT Survey: See Appendix C


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)? 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?




59% of teachers reported wanting more professional development at our school

Professional development for technology opportunities are available online through the district

School Improvement Plan includes a need for an increase if professional development opportunities for teachers aligned to TKES

When they are available, they are not always well-attended

Technology related professional development tends to be isolated as a separate topic

We do not have access to an Instructional Technology Coach

School Improvement Plan does not include a need for professional development in the area of technology integration

There was only one school community technology-related professional development opportunity this year in the form of an Ed Camp

There are no incentives for teachers for completing Professional Development

Provide more informal time for professional learning opportunities

Provide professional development opportunities in small group settings that show technology use for engaged lessons.

Consult with Instructional Technology Coaches about beneficial professional development activities

Provide incentives for teachers participating in professional development opportunities

Teachers feel they have limited time to participate in “extra” activities

Online portal sometimes doesn’t work

The PSC suspended PLU requirements for certification renewal. Teachers do not seem as interested in attending professional development

Most teachers do not want to attend large group training opportunities

Summary/Gap Analysis: In regards to Essential Condition 6, Ongoing Professional Learning, a gap exists between the professional development that is offered, their inability to attend due to time constraints, yet a large percentage of teachers asking for more professional development. Another gap is the lack of commitment from the district Instructional Technology Coaches to provide consistent professional development opportunities for faculty and staff. Most professional development opportunities that are


offered are focused more on skills rather than integrating technology with lesson plans. Finally, our school improvement plan does not appear to have a strong commitment to professional development aligned to ISTE standards. We need more professional development for our media specialist so that her knowledge and skills of ISTE standards, combined with a select group of teachers with strong technology integration skills and knowledge of Learning Forward Standards, can begin to teach others about constructivist learning and meaningful technology integration.

Data Sources: Observation; Teacher Reports; Personal Communications; SWOT Survey, NMSSIP, Principal Interview



Data from Principal Survey: See Appendix B

Data from SWOT Survey: See Appendix C

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? Strengths Weaknesses Opportunities Threats


Technical support/Assistance is readily available at school

The district maintains a fully-staffed technical support department

The Helpdesk is available over the phone or by submitting a work order online

Internet Access is sometimes poor especially when more people are on the network and during yearly standardized testing for online test-takers

Although we do have onsite technology support, it is based hardware/software Troubleshooting

There is limited support for instructional issues when teachers are trying to use technology in a lesson

Our school could identify teachers with more training in technology integration to conduct professional development and support other teachers

The Media Specialist who is aware of ISTE standards should receive more training on assisting teachers with technology integration

The district can allocate more funds towards updating the district network to meet current and future demands

There are only 1-2 on site technology specialists to troubleshoot problems

The district network is limited and sometimes cannot always keep up with the number of users

Summary/Gap Analysis: In regards to Essential Condition Seven, Technical Support, a large gap exists between where we are and where we want to be. Although our district maintains a technology team along with a Helpdesk, the number of support staff is limited. Our technology specialists are knowledgeable and skilled, however onsite assistance is limited to troubleshooting issues rather than assisting teachers with classroom instructional integration. District and school network issues are common even disrupting standardized test takers. Our Media Specialist although is aware of ISTE standards, has little ability to troubleshoot technology problems and support teachers in technology integration. The district should provide professional development for the Media Specialist in assisting teachers in the classroom and troubleshooting issues.

Data Sources: Observation; Teacher Reports; Personal Communications






Data from ISTE’s Lead and Transform Diagnostic Tool: See Appendix C

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? (QCCs/NET-S) 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/QCCs as appropriate? How is student technology literacy assessed?


Digital curriculum resources and tools are widely available for teachers to integrate into standards-based instruction on a daily basis. Digital resources that are accessible include Safari Montage, the online catalog from the media center, NetTrekker, Discovery Education Streaming, Edmodo, MackinVia, Brain Pop, Renzulli, Blackboard Collaborate, Google Earth, GALILEO, Solo, Gale Virtual Reference Library, Proquest Professional Collection,

Educators, parents and students have very little awareness of student technology standards

Technology standards are not aligned to content standards on a day to day basis to integrate with instruction due to an overall lack of awareness of standards

Student technology literacy is rarely assessed usually only if taking a computer connections class

The media specialist can post “how to “ videos on school website to help stakeholders see how technology can be integrated for engaging lessons

The media specialist could place information about NTES-S and NETS-T on the resources page of the school website for administration, teachers, parents, students, and community

The technology specialist along with media specialist

There is not a school wide plan in place for implementing technology

Teachers do not know about ISTE standards

Parents do not know about standards and sometimes think their children are just “playing games” on the computer.


Edutopia, PBS Learning Media, ITunes U, Promethean Planet, Kathy Schrock's Guide to Everything, Teacher Tube and School Tube.

could create a database of student technology literacy assessments to be used by all teachers

Summary/Gap Analysis: Fulton County as a district recognizes ISTE standards recommended by the Georgia Department of Education in their Technology Plan however they are not implemented in our school. The majority of teachers don’t know about the ISTE standards and don’t have access to measurements of student technology literacy. ISTE standards should be included and /or referenced in overall school improvement plan to indicate the importance of technology integration into daily lesson plans. The use of these standards should be included in teacher weekly lesson plans and curriculum materials. All stakeholders should be given information on ISTE standards and parents and students should be made aware that these standards exist so that they understand the engaging experiences that technology resources have to offer and don’t equate instructional games for learning as merely “playing games on the computer”.

Data Sources: Observation; Teacher Reports; Personal Communications; Edmodo (teacher lesson plans); SWOT Survey









Appendix A: Teacher Survey Items

Likert, 5 response categories: Strongly Disagree-Strongly Agree

Open ended Response Questions

1. All students in our building have equitable access to technology on a daily basis.

a. Average Response: 2.8

2. Teachers in our building have equitable access to technology on a daily basis.


3. The school district provides a variety of online learning environments with appropriate training.


4. I regularly collect and analyze student data from formative and summative assessments.


5. I have received adequate training on how to collect and analyze student data from formative and summative assessments.


6. How do you envision technology integration using current and future technologies?

a. Number of either no Response/I Don’t Know: 8

7. How is technology training implemented at your school?

https://docs.google.com/forms/d/1KQxe146t3p1zkRsE_WIqX3z6KGo_EJa-pniQS3eYFQQ/viewform?c=0&w=1


a. Average Response: Large and small group interactive setting: 4

Both lecture and interactive settings: 9

Large and small group lecture setting: 4

Small group interactive setting: 4

Large group lecture setting: 5

Large group interactive: 1

Small group lecture setting: 2

8. How would you prefer to receive training on interpreting and using data?

a. Average Response: Small group setting: 20

Online Platform: 7

Large Group Setting: 1

One-on-One Setting: 1

9. Students from all ability levels are able to have their unique needs met with the assistance of available technology resources.

a. Average Response: 2

| 10. The technology-based professional development opportunities that are offered fit my needs as a teacher in an online learning environment.



11. In our community, parents are given the opportunity to learn technology skills that support student learning needs.


12. What are ways in which we can use technology to better meet the needs of students from diverse populations?

a. Participants without a Response: 4

Varied Responses:

kahoot - reviewsocrative - interactive discussionresearch - various sourcesonline programs - pre-fab for application and/or enrichmenthomework - Edmodo - coursework updates when absent

Perhaps an easier way to differentiate without drawing attention to the student that their work selection is different from follow classmates.

Offer more tablets for each classroom

Finding videos, lessons and review games that are diverse and that address different interests of the students.

Help them demonstrate what they have learned.

All classroom should be equipped with lap tops for writing, products, and online programs (like teach to one) which would help students achieve the standards.

Have more technological tools available: iPads, iPhones, tablets etc. available for all our students

Offer that all content areas have access to I-pads and laptop carts for the classroom.

Provide alternatives for low-income families?


We need programs and devices to do formative assessments where the results are saved into a user friendly format for the teachers to analyze.

Our school needs to update the technology we currently have and provide more access to technology for teachers.

Have more trainings during teacher's planning or first thing in the morning.

Each student would have an I pad

Make sure all students, or at least all classrooms, have access to similar levels of technology.

Provide more access during school hours

"To provide additional resources for classroom instruction

To better vary reading levels of texts used in the classroom

To allow additional support to students who can complete an activity but need hints/structure"

Have devices that students can check out if they do not have technology at home.

By comparing the data that can be attained through formative and summative activities and assessments.

More availability of school technology to supplement for students don't have access to their own.

We can make sure that the tools that we have are working and up to date.

More Technology

Interactive methodology

Bilingual training


As it stands now it is not realistically possible for Social Studies teachers to do this. Our administration has reserved most of the technology in our school for STEM and foreign language classes. The most likely scenario for students to use technology is to bring their own. While many students have this, not all do. Having students work in pairs or small groups is an option, but not when collecting data about individual students. Collecting data on pairs or small groups is not necessarily indicative of where students stand in terms of what they have learned. It puts for the best of what the pair knows and does not give us a chance to address gaps that individual students may have. These gaps only become apparent when students work individually.

13. I regularly use data to adjust (through acceleration or remediation) the curriculum to meet the learning needs of all students.

a. Average Response: 4

Appendix B: Principal Interview

Dr. Kullar interview: January 13, 2015

1. What is the vision for the use of technology in your school? In other words, describe the school's aspirations and intents for how teachers and students will use technology in the teaching and learning process. (PSC 1.1)

My vision for the school is that every child will have access to a device. All textbooks will be loaded on the device. Typing classes will begin in Elementary school. Schools will build in time to teach students about how to be responsible digital citizens. Possibly offer a class on Social Media.

2. How are the professional learning needs identified in your school? Are they data driven? (PSC 5.1)

Identified through TKEYS data

3. What forms of professional learning are provided in your school? (study groups, learning teams, book studies, workshops, mentoring, peer observations, coaching, examining student work using protocols, lesson planning, etc.) Is it mainly individual or collaborative? Explain. (PSC 5.2)

Ed camp Morning Workshops


Monthly Sessions Time is an issue for conducting these professional learning opportunities.

4. What types of technology-related professional learning have been offered at your school within the last year? (Ex: whiteboards, wikis, blogs, etc.) (PSC 5.2)

Ed Camp

5. What type of follow-up support is provided AFTER a professional learning session in order to help teachers master new strategies and content and integrate them into their classroom practice? (PSC 5.2) 6. Is the professional learning aligned to the school improvement goals? If so, how? (PSC 1.2)

Time is an issue in this area Have used post professional learning surveys Professional learning is aligned to school improvement goals: STEM and PBUS

6. How is professional learning funded in your school? (PSC 1.3)

Multiple Sources: Cost Center, local, governance council

7. What are the incentives for teachers to participate in professional learning and to improve their practice? (PSC 1.3, 1.4)

Internal: Based on each individual teacher

8. Is professional learning offered that assists teachers in working with students with special needs and those who come from culturally and linguistically diverse backgrounds? If so, describe. (PSC 4.3)

Yes; Part of Development Plan : Special Ed Professional Development Program

9. In what types of collaborative school-wide professional learning teams do teachers participate? How are these related to the school improvement plan? (PSC3.7)

PLC’s: Directly related to student achievement. PLC’s are centered on essential questions.


10. How is the impact of professional learning on teacher practice and student learning evaluated? In other words, how do you know whether the professional learning is translated into practice? How do you know if the professional learning improves student learning? (PSC 5.3)

Classroom Observation % Student Growth Teacher Trainings: were tracked last school year.

Appendix C: ISTE’s Lead and Transform Diagnostic Tool (http://www.iste.org/lead/lead-transform/diagnostic-tool) Results for Northwestern Middle School

http://www.iste.org/lead/lead-transform/diagnostic-tool
