ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewTeachers use technology each day to enter attendance and grades in Infinite Campus, check and respond to emails, and

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

Name: Kelli Torpy Semester: 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 ThreatsWhen technology is used with students, it is almost always used to promote student achievement of the Common Core Georgia Performance Standards.

Teachers use technology each day to enter attendance and grades in Infinite Campus, check and respond to emails, and submit lesson plans.

Many of our teachers are taking the initiative to research and utilize the best instructional practices. Over the past few years, the number has seemed to have increased and more teachers seem to be using more technology

Teachers do not have an understanding of the ISTE-S Standards and are not incorporating them into lesson plans. They also do not know how to effectively implement technology into lessons to improve student engagement and achievement.

Teachers are using technology for lower-level cognitive skills and for drill and skill practice.

Teachers and students do not always have access to the technology resources necessary.

The occasional professional learning sessions conducted at

Our administration shares a shared vision of technology. They encourage technology use and work hard to ensure our technology needs are improving and will be better met in the future.

A new district-wide technology support personnel has recently been hired to help with the technology needs of our district.

Teachers are observing peers in our school and can see how others are effectively implementing technology in their lessons.

Other immediate issues like discipline, graduation rates, and EOC and pathway testing and scores may take away from the promotion of technology.

Standards are constantly changing, especially for core content areas.

Some teachers will resist change and will not implement technology into lessons.


strategies and practices.

Every classroom has a projector, either a Mimeo or ActiveInspire board, and at least one desktop computer.

Each department as a Chromebook cart with 30 Chromebooks assigned for their department only.

our area RESA are ineffective.

Summary of Results/Conclusions:ISTE’s diagnostic tool rates Swainsboro High School’s (SHS) level of proficiency at approaching for student-centered learning. The results from the technology vision survey (co-created and administered) verify that most technology is used in the classroom as an addition to learning opportunities. Students use technology is used to receive knowledge (through teacher use of a PowerPoint, etc.), present knowledge, or practice skills. It is not used frequently to support student engagement and achievement, deep understanding of content, or to demonstrate a transfer of knowledge. Teachers at SHS understand the importance of integrating technology into lessons and are trying to incorporate it so it aligns with their standards. However, this is not being done successfully because our teachers do not have an understanding of the ISTE standard and how to implement them.

Recommendations from Gap Analysis: According to the ISTE Essential Conditions (2017), “Successful student-centered teaching emphasizes both creative and effective use of technology to meet students’ learning goals.” In order for this to work, teachers need to understand the ISTE standards and have the skills and knowledge to implement them correctly and effectively in the classroom. Teachers need to also change their teaching approach. We need to move away from a traditional classroom setting that so many of us are comfortable and step out of the box and worked towards a student-centered classroom. Increasing the use of technology and changing the way it is used will help with this shift in learning. SHS needs to focus on changing teacher attitudes about implementing technology. Providing proper training and/or professional development will help to reduce their concerns and frustrations and will give them the confidence they need to increase their use of technology in a student-centered classroom setting.

Data Sources:ISTE. (2017). Essential conditions. Retrieved from http://www.iste.org/standards/essential-conditions

Lead and Transform Diagnostic Tool on the ISTE site (results in Appendix C)

http://www.iste.org/standards/essential-conditions


Personal Observations

Responses from co-created Survey Instrument (results in Appendix B)

ESSENTIAL CONDITION TWO: Shared Vision

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

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

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

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

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

improved student achievement? Strengths Weaknesses Opportunities Threats

Most of our teachers are willing and eager to learn about and implement different technology strategies into their lessons to improve student engagement and achievement in our schools which align with our vision.

Our School Improvement Plan

Our school do not have a technology plan separate from our SIP. We only have a section about technology in the SIP, but it does not provide clear guidelines on how teachers are expected to use technology.

Teachers, students, parents,

Our school and district level administration will better lead our school and district towards a shared technology vision.

Our school should work to develop a school specific technology plan.

The technology plan should be

All stakeholders will not provide input into the technology plan.

Parents and community members may not understand the relevance and importance of a technology plan and integration.


(SIP) includes technology integration to support and strengthen students’ mastery of learning goals.

and community members are not fully aware of our technology vision and plan.

better communicated to teachers, students, parents, and community members.

When developing the technology plan, all stakeholders need to provide input.

A past technology grant for individual student Netbooks failed at our school. This failure has resulted in negative feelings towards technology from our teachers, students, parents, and community.

Summary of Results/Conclusions:Our school does not have a vision for technology separate from our SIP. We also do not have a school specific technology plan but only have a district plan. According to the results of the survey I co-administered, 50% of teachers surveyed know that SHS is currently implementing a school wide technology plan, and 66.7% of teachers surveyed feel that SHS has a clear technology vision. The results of the ISTE diagnostic tool shows that SHS earned a beginning level for shared vision. It is very important for SHS to have a clear technology vision that teachers, administrators, parents, students, and community members understand. Knowledge and understanding of the vision is critical in for using technology to improve student growth and achievement and preparing them and motivating them to be ready for the 21st Century workforce.

Recommendations from Gap Analysis: Collecting input from all of the stakeholders will help with community understanding and collaboration (ISTE, 2017). I think this is one of our weaknesses. The survey conducted shows that teachers have somewhat of an understanding about the technology vision of our school, but what about the community members? The question was not answered in the survey. SHS needs to promote our technology vision with all stakeholders and request that parents and community members be involved in developing and maintaining a shared technology vision for our school.







ESSENTIAL CONDITION THREE: Planning for Technology

ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources. Guiding Questions:

Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into SIP?)

What should be done to strengthen planning? In what ways does your school address the needs of diverse populations in the school or district to include how race,

gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition.

Strengths Weaknesses Opportunities ThreatsOur administration has been working hard to make sure that the technology plan included in the SIP is strengthening. Administrators have recently asked for input from teachers on how our technology plan can be improved.

Lack of a technology coach at my school.

Lack of a school specific technology plan apart from the SIP.

The needs of diverse populations (race, gender, socio-economic, and geographic diversity) are not addressed in our technology plan.

A better technology plan and technology components, including diversity, can be integrated into the technology section of our SIP.

Our administrators, instructional coach, and technology savvy teachers will continue to work together on our SIP.

Develop a school specific technology plan that provides a clear technology vision of our school.

Time constraints and other issues that emerge that take precedence over technology like new teacher support, data assessment and analysis, testing, and discipline.

Funding (federal, state, and local) could be decreased or cut in the future.

Summary of Results/Conclusions:SHS receives federally the funded Title II, Part D: Enhancing Education Through Technology – ARRA (Ed Tech) Competitive Grant and has been provided technology-based professional learning through Central Savannah River Area Regional Education


Support Agency (CSRA RESA). These give guidance to technology planning in our school system.

The Emanuel County School system has a five year technology plan in place. This district technology plan addresses the county’s goals for technology, including infrastructure, purchasing, access to technology, and missing technology. Diversity is not something that is addressed in the plan.

A committee will be established and will be working on revising SHS’s SIP, including the section dealing with our technology plan. Technology is becoming a major factor in education in our county. With the revision of the plan, teachers will have a clearer image of the technology plan and will have a better understanding of its expectations.

Recommendations from Gap Analysis: To improve technology planning at SHS, diversity is a major component of the technology plan that needs to be addressed. Since 100% of the students at SHS receive free lunches, it is crucial that our system and school focuses on diversity and implementing a plan that will close the diversity gap within our system. How technology should be used is another area that needs to be addressed. Administrators, teachers, and other faculty need to have an effective guide on how instructional technology should be implemented in the classroom. SHS needs to work on not only having a plan for technology but also focus on effectively planning for successful integration and use of instructional technology in all classrooms.

Data Sources:Personal Observations

SHS SILT Team. (2013). School Improvement Plan. Retrieved March 10, 2017 from Swainsboro High School website http://emanuel2.shs.schooldesk.net/LinkClick.aspx?fileticket=LpM4ZEYIlGI%3d&tabid=7226&mid=12356

ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)

ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.Guiding Questions:

To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to support engaging, standards-based, student-centered learning?

To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning?

What tools are needed and why?


To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of strategies that would benefit your school/district? (required)

Do students/parents/community need/have beyond school access to support the shared vision for learning? Strengths Weaknesses Opportunities Threats

Teachers ensure equitable access to technology for all of our students on school assignments.

Our teachers are aware of the circumstances of our students outside of school and are careful to give fair assignments to all students.

The media center, with 30 computers, is open for students before classes begin, during students’ lunch times, and after school.

Our school has 3 computer labs and 11 Chromebook carts for teachers and students to use.

Wi-Fi access points are located in various locations around the school so students can connect to the Wi-Fi network in any classroom.

Technology is not being arranged or distributed in the most effective way to maximize engaging, student-centered learning that is standards-based.

We only have 3 computer labs (with desktop computers) that are open for the whole school and these are not available all of the time.

Our Wi-Fi connection can sometimes be unreliable and students cannot always access the websites that are needed for assignments.

Our county is a low SES area and most students and parents do not have access to technology at home.

Several business in our community offer free Wi-Fi, so students that have a device can have access to the internet at one of these businesses.

Our local public library is available for students and parents to access computers and the internet.

Our school can pursue grant opportunities to obtain additional funding to purchase more student devices.

Our technology plan in our SIP needs to be changed to include an equitable access and diversity section.

Most of our students are low SES. 100% of our students receive free lunches.

A large majority of our students do not have access to computers, the Internet, or necessary computer programs to complete school assignments.

Homework assignments that require computer access are unrealistic because so many of our students do not have access to a computer.

Summary of Results/Conclusions:Students at SHS have equitable access to technology resources while at school. Special needs classrooms are given the same types of technology and resources as regular education classroom, plus they also have access to other technology resources to help meet


the individual learning needs of students. Students have access to computers and other technology in the media center before and after school. Our school has three computer labs and several Chromebook carts that teachers can request to use to provide technology access to students. There are also many technology devices that students can check out from our media center to use for various classroom assignments. Since most of our students are low SES and 100% of our students receive free lunches, many do not have the technology resources available at home. Teachers are aware of this situation and are extremely careful when assigning homework and projects. Teachers must ensure that assignment do not have a technology component since our community has such a large gap with equitable access outside of school. SHS earned level of meeting on the ISTE diagnostic survey tool and 66.7% of teachers surveyed believe that teachers, staff, and leaders have equitable access to technology which shows that our school, administrators, and teachers are working to close the digital gap.

Recommendations from Gap Analysis: Even though our school is working to close the digital gap among students, there are still areas that can be improved. Technology access needs to continue to be a focus of our school. The media specialist and instruction coach need to ensure that all teachers have equal access to technology so that it is not being monopolized by only a few teachers. Our media center should have extended hours for students use of the computer lab to provide internet and computer access to students who do not have it at home. Grants should be written to secure funding for different technology like iPads to be purchased for classrooms or the media center for students to check out to use.

Data Sources:Lead and Transform Diagnostic Tool on the ISTE site (results in 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.)

Strengths Weaknesses Opportunities ThreatsMany of our teachers are taking the initiative to learn about technology and the research-based strategies used to implement them in the classroom.

Our administration is supportive of teachers further developing their technology skills to effectively implement technology into lessons.

Teachers have an understanding of the Microsoft Office suite of programs, Google programs like Gmail, Docs, Slides, etc., Infinite Campus, Unify, Kahoot, and other web based programs.

Teachers do not have the advanced technology skills needed to implement technology effectively in the classroom to improve student achievement.

Few effective technology professional learning sessions, continuing education sessions, etc. are offered to teachers.

Teachers only have a basic understanding of the Microsoft Office suite of programs and Google programs.

SHS shares technical support staff with 6 other schools in our district.

Technology trends change frequently.

After professional learning, teachers do not have a follow up on the progress of their technology use.

Make sure that there is at least one technology savvy teacher in each department to help with technology needs.

Make technology a focus for teachers and educate them on how to effectively use technology to increase student achievement.

Provide professional learning so teachers can build their skill set and learn more about why and how they should use technology.

Teachers are frustrated with the technology that does not function properly and are concerned with using it in the classroom.

Lack of funds prevent teachers from attending workshops and conferences that would provide them the necessary knowledge and skills to implement technology effectively.

Teachers may become dependent on using the same types of technology instead of learning new forms of technology and how to incorporate it into lessons.


Summary of Results/Conclusions:Many teachers in our school enjoy using technology and take the initiative themselves to learn about technology and strategies to effectively implement it in their classrooms. Teachers are required to have basic to mid-level technology skills since they are required to use email, word processing and presentation software, Infinite Campus, an online tool used to record attendance, monitor parent contacts, maintain grades, and other tasks, Unify, an online tool to create and manage test and scores, and various other programs/tools. Although we have a variety of different technologies and programs to use, teachers seem to get frustrated with the technology because they do not fully understand how and why they should be using it. Teachers feel comfortable with going to others, like our media specialist or other tech savvy teachers, when they need assistance. The media specialist and the tech savvy teachers are also willing to share technology tools that would assist teachers in improving student engagement and achievement, but this does not occur frequently.

Recommendations from Gap Analysis: As a school, SHS should have a set of technology expectations that all teachers should adhere to. Teachers also need to be provided more effective professional learning on how to implement technology strategies. Follow up after the sessions needs to occur to ensure that teachers understand the importance of using technology and how and why they should be using it. According to the ISTE Essential Conditions (2017), “The success of any technology initiative depends on seeing results.” Teachers need to see the results that come from learning and implementing technology strategies successfully in the classroom. Our teachers need more support to gain the knowledge and skills they need in order to use the technology tools we have at our school but also be able to research and find new tools that will improve students learning.



ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas. Guiding Questions:

What professional learning opportunities are available to educators? Are they well-attended? Why or why not? Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see

Skilled Personnel)



Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)? Do educators have both formal and informal opportunities to learn? Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate

topic? How must professional learning improve/change in order to achieve the shared vision?

Strengths Weaknesses Opportunities ThreatsOccasionally, our media specialist will offer professional learning sessions about a new technology device or program that our school has purchased on an as needed basis.

Core content areas have a common plan time that is conducive to professional learning.

Technology related professional development not addressed in our schools SIP.

We are offered very little technology-based professional learning opportunities throughout the school year.

Technology sessions that are offered are often times on a topic that teachers are familiar with or on a topic that is out of date or not relevant.

Technology implementation strategies are rarely addressed in professional learning.

Monthly technology related professional development could be offered to teachers to improve their knowledge.

All professional development sessions should include technology strategies.

Professional development modules could be created and shared with teachers online via Google Classroom.

Hire a technology coach to provide technology related professional learning.

Technology strategies will not be implemented into regular professional development sessions.

Teachers from each department will not be allowed to attend professional development, learning sessions, or continuing education sessions.

Summary of Results/Conclusions:At SHS, PLT are supposed to occur twice a month. This does not always happen. Also, elective teacher are sometime excused from attending the PLT because the content of what is being taught does not apply to our area. Our instructional coach does try to include technology into some of the PLTs, but she is not great at using technology herself. When technology topics are discussed, the instructional coach usually tiers to the PLT and provides learning on differing levels. Some teachers are able to attend other training provided by RESA or attend other conferences to learn strategies to incorporate technology in lessons. The technology PLTs and other trainings are not held frequently and often times do not address technology implementation. SHS needs to take advantage of more effective trainings that would provide teachers with the knowledge and skills needed to implement technology better. The teachers able to attend the trainings could then re-deliver the training and information to others at our school.


Recommendations from Gap Analysis: The ISTE Essential Conditions (2017) states that teachers need ongoing learning so that teachers can keep up with the ever changing technology in education. The instructional coach at SHS should provide more technology relevant professional learning that focuses more on technology pedagogy throughout the school year. Teachers should collaborate with the instructional coach to ensure that technology strategies offered during each professional learning session. Trainings and professional development need to meet the technology learning needs of all teachers and should focus on helping teachers reach the technology vision of the school. SHS also needs to provide informal learning opportunities so teachers can learn from colleagues, peers, and other knowledgeable people in our school district and community.



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

The media specialist at our schools is available to quickly respond to provide technology support.

Technology savvy teachers are available to help colleagues

Some of the equipment that we have available for students to use is out-of-date and not reliable.

Sometimes it is difficult to request a computer lab because

Provide some basic technical support training to the media specialist and teachers at the school level so they can provide assistance first.

Add additional technical

Not being to hire a school specific technology support personnel or a technology coach because of lack of funding.

District could downsize our



with technical problems.

Our district has a Help Desk system for teachers to email for technology support. This system allows for problems to be quickly resolved and documented.

they get reserved quickly.

SHS shares a small technical support staff (2 technicians) with 6 other schools in our district.

Technical support staff does not help teachers with instructional issues with technology.

The Help Desk system for emailing for technical support can often be a lengthy process. Support may not always come as quickly as it is needed.

support staff personnel to help solve technical problems quicker.

Hire a technology coaching position so that teachers will have the instructional and technical support needed.

already small IT departments which would increase the workload for technology support personnel.

Summary of Results/Conclusions:Our school system has an IT department consists of two technicians, a computer engineer, and the IT director. The technicians are divided between seven schools in our district which can sometimes cause delays in receiving technical support. They are responsible for installation, repairs, maintenance, troubleshooting, service and product quotes and recommendations, and various other technical support issues that arise. With our Help Desk system that we have in place, it is easy to request technical support. Some of the issues are resolved quickly, but other takes longer because of the small IT department we have. Our IT department is very knowledgeable in resolving technical problems that teachers are having, but they are not able to provide instructional support to teachers when they do not understand how to implement the technology to help with learning.

Recommendations from Gap Analysis: One recommendation that would increase the technical support would be to hire more technical support personnel. This would increase the amount of problems that they would be able to correct and would speed up the response time for correcting problems that teachers, administrators and students are having with technology. Training should be provided to the media specialist at each of the schools so that they can be the first responders to technical issues. The media specialist could be trained and/or certified to assist in completing more extensive technical issues. It would also be helpful for our IT department to hire or train current staff members to assist with technology pedagogy so they can offer assistance to teachers when it is needed or requested. According to ISTE Essential Conditions (2017), technical support can take on many forms. SHS needs to provide a variety of forms of support to help ensure teachers are getting the technical support they need.




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?

Strengths Weaknesses Opportunities ThreatsTeachers make sure that the technology they use during class is related to the standards that are being taught.

Teachers are not familiar with ISTE standards and therefore do not incorporate them into lesson plans.

Students and parents are not aware of the student technology standards.

Technology curriculum is not readily available for teachers. Teachers have to spend additional time researching strategies to incorporate into their lessons.

Provide professional development for teachers to learn how to integrate ISTE standards in lessons.

Educate students and parents on ISTE-S standards and their importance.

Allow teachers time to collaborate to align and create ISTE-S standards-based assignments.

Teachers may resist using ISTE-S standards because they may see it as adding to their workload.

Teachers lack the time and resources necessary to fully and effectively implement the ISTE standards.

Summary of Results/Conclusions:



ISTE standard are referenced in our district technology plan, but according to the survey conducted with teachers at my school, only 16.7% have been introduced to them. The school technology plan does not reference the ISTE standards. Teachers do not realize that these standards are there to be incorporated into the curriculum being taught. There is a gap that administrators and teachers need to close in regards to correlating content standards with digital curriculum. Teachers, parents, and students need to be educated on the ISTE standards and realize their importance and the implications associated with them. The ISTE Essential Conditions (2017) states that the curriculum framework influences “how and when technology is used for learning.” SHS teachers are not aware of the curriculum framework. With professional development and training on this topic, teachers can do a much better job of knowing how and when to use technology to improve student learning and achievement.

Recommendations from Gap Analysis: SHS needs to address the lack of a curriculum framework related to technology integration. Our school needs to look at the overall use of technology and technology literacy and use that data to drive technology incorporated instruction. Technology needs to be an integral part of all content standards. With the necessary education, training, and support, teachers will have a better understanding of the ISTE standards, why they are important, and how to use them to drive a student-centered learning environment that is engaging and improves achievement. The ISTE Essential Conditions notes that “technology use becomes part of the learning objective itself rather than simply a means of achieving it.” Teachers need to realize how to use technology as part of the learning objective for students. By doing this, we can begin to bridge the gap to ensure learning and growth for students.



References

ISTE. (2017). Essential conditions. Retrieved from http://www.iste.org/standards/essential-conditions







SHS SILT Team. (2013). School Improvement Plan. Retrieved March 10, 2017 from Swainsboro High School website http://emanuel2.shs.schooldesk.net/LinkClick.aspx?fileticket=LpM4ZEYIlGI%3d&tabid=7226&mid=12356

Appendices

Appendix A:


Survey Questions

Developed by Kelli Torpy (SHS) & Luci McNeely (SHS)

1. Do you feel that Swainsboro High School has clear a Technology Vision?

a. Yes

b. No

2. Does Swainsboro High School have a strong leadership model for technology implementation?

a. Yes

b. No

3. Does Swainsboro High School currently implement a school wide Technology Plan?

a. Yes

No

4. Do you believe the instructional technology at Swainsboro High School is adequately funded?

a. Yes

b. No

5. Do all students, teachers, staff, and leaders have equitable access to SHS’s technology?

a. Yes

b. No

6. Do you feel like you receive adequate professional development for the instructional technology that you are expected to use?


a. Yes

b. No

7. Have you received professional development concerning technology pedagogy?

a. Yes

b. No

8. Who is your technology go-to?

a. Media specialist

b. Another teacher

c. Yourself

d. Students

e. YouTube/other Internet Resources

9. Are you and your students able to rely on SHS’s technology?

a. Yes

b. No

10. Has your use of instructional technology ever been assessed/evaluated by school or district leadership?

a. Yes

b. No

11. Has the instructional technology you use ever been assessed/evaluated by school or district leadership?


a. Yes

b. No

12. Are outside sources (businesses, organizations, parents, etc.) involved in SHS’s technology implementation?

a. Yes

b. No

13. Are Emanuel County’s technology policies conducive to instructional technology implementation in your classroom? Please explain

your answer.

14. Have you ever been introduced to the ISTE-S standards?

a. Yes

b. No

15. What technology goals should SHS set for the next school year?

16. Describe how you use technology in your classroom?

17. Describe how your students use technology in your classroom?

Appendix B:











Appendix C:

Documents

ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewTeachers use technology each day to enter attendance and grades in Infinite Campus, check and respond to emails, and