Swot Template Allgood
Swot Template Allgood
Swot Template Allgood
Ashley Allgood
instructional technology
training and can assist
novices with their own
implementation.
Teacher observations:
teachers watching peers
leading student-centered
lessons in the
classroom.
Summary/Gap Analysis:
Technology has been enthusiastically adopted by the majority of the faculty and staff. Teachers have been trying out various digital
tools into their lessons. Both teachers and students have seen numerous benefits of integrating technology in the classrooms.
However, technology usage is remaining in the hands of the teachers to facilitate their lessons. When students are using technology in
class, they are using it for lower-level thinking skills. There needs to be a shift in mind set in how instructional technology should be
used in the classroom. This shift would come as a result of the creation of a shared technology vision and plan. Professional
development, aligned with the new plan, would help teachers see how the students can use technology to actively construct their own
learning. Due to the districts learning management system, the teachers have the necessary framework for creating blending-learning
or student-centered lessons. The teachers have access to expertise and resources, but now need a plan.
Data Sources:
ISTE Standards for Teachers. (2008). Retrieved July 3, 2015.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Local School Survey
GCPS Three-Year Technology Plan. (2012). Retrieved July 3, 2015.
ISTE Diagnostic Tool
Brookwood High School- Local School Improvement Plan
Brookwood eclass implementation matrix
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the vision?
To what extent do teachers, administrators, parents, students, and other community members have a vision for how technology
can be used to enhance student learning? What do they believe about technology and what types of technology uses we should
encourage in the future? Are their visions similar or different? To what extent are their beliefs about these ideal, preferred
technology uses in the future aligned to research and best practice?
To what extent do educators view technology as critical for improving student achievement of the GPS/QCCs? To preparing
tomorrows workforce? For motivating digital-age learners?
What strategies have been deployed to date to create a research-based shared vision?
What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
Strengths
Weaknesses
Opportunities
Threats
The school and local
There is no stated
There are a number of
Time: there are many
community promote the
technology vision for
teachers trained in
school goals to be
use of technology in the
the school.
instructional technology
achieved. Are the
classroom.
that could assist in
administration and
Parent and community
creating a shared
teachers willing to set
The Local School
members are not
technology vision.
time aside for the
Improvement Plan
consulted for their
creation and
Parents and community
(LSPI) contains a
technology vision for
implementation of a
section on the effective
the school.
members are extremely
shared vision?
integration of
supportive of the school
technology in the
and would be willing to
classroom, illustrating
assist in the writing of a
that the administration
shared vision.
is supportive of full
The majority of teachers
technology integration.
would enthusiastically
The district has adopted
support the creation and
a learning management
implementation of a
system (eclass) to
shared technology
facilitate blended
vision.
learning.
The district has a
technology plan that is
based on national and
state standards.
Strengths
All faculty and staff
have access to
computers daily.
About 80% of students
have personal devices.
The media center has a
variety of digital tools
(laptop carts, cameras,
microphones, etc) for
teacher and student use.
Computer labs are
available for teacher
and student use.
Monthly local grants are
available for purchasing
classroom devices.
Weaknesses
With high-achieving
students, teachers tend
to use technology to
foster higher-level
thinking skills.
However, with lowerachieving students,
teachers tend to use
technology for basic
drill practice.
Computer classes have
a higher number of
male verses female
students.
Opportunities
The computer science
department offered a
one hour coding session
after school to give all
students an opportunity
to learn to code. This
class should be offered
again.
The school could obtain
more devices to loan to
students by having a
device donation drive,
where members of the
community can donate
their old devices
(tablets, mp3 players,
phones, etc) for student
and teacher use.
Threats
Slow-Internet
connection results in
inconsistent access at
school.
Computer labs have
fewer computers than
students due to
increasing class sizes.
Computer labs are
dominated in certain
months due to
standardized test
administration.
Summary/Gap Analysis:
Wireless issues and the number of available devices must be addressed by the district if each school is to successfully implement
technology in each classroom. The shared vision and action plan must address methods of ensuring digital equity across all
socioeconomic, ability, and gender-based groups. Teachers must be educated about digital equality so that they can make sure they are
not contributing to the issue. Teachers can help alleviate some of these issues by encouraging females to enroll in tech classes, by
offering coding classes open to all, and by using technology for higher-level thinking activities in all classes. Lastly, the community
should also be educated on this matter in order to gain their help in collecting devices and funding.
Data Sources:
ISTE Standards for Teachers. (2008). Retrieved July 3, 2015.
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Local School Survey
GCPS Three-Year Technology Plan. (2012). Retrieved July 3, 2015.
ISTE Diagnostic Tool
Brookwood High School- Local School Improvement Plan
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?
Strengths
Weaknesses
Opportunities
Threats
The school fosters an
Local professional
Eclass learning
Administration may be
environment of
development sessions
communities offer
unable or unwilling to
continual learning by
tend to be workshop
teachers with example
give teachers open time
offering professional
style where teachers
lessons and resources
for peer observations or
development classes to
are just shown the
that would help guide
tech training or
teachers during lunch
basics of the digital
their creation of
implementation.
monthly.
tool.
student-centered
Teachers may be
lessons.
The school requires
Professional
resistant to change the
The district has a digital
teachers to participate in
development does not
workshop style of
6 hours of tech-based
address how to create
guide that provides
professional
professional
student-centered lessons
teachers with a list of
development to a more
development each year.
that incorporate the
free web 2.0 tools that
intensive and thorough
technology.
would help them
method.
Teachers volunteer to
address
research-based
Teachers
lack
structured