ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGYtillman5.weebly.com/.../tillman_swot_itec.docx · Web viewtechnology use aligned to research-based, best practices that are most likely

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

Name: Jennifer Tillman Semester: Summer 2016

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 is being

used on a daily basis. Technology is being

used for formative and summative assessments.

Students in grades three through five are allowed to bring their own devices to school.

Students use technology to show their learning.

District adoption of Office 365 and Skype.

Teachers use technology to enhance student learning.

We are a state Science, Technology, Engineering, Mathematics (STEM) certified school.

Day to day instruction is not aligned to research-based best practices.

Daily instruction needs to support student engagement, deep understanding of content and transfer of knowledge.

Teachers are not aware of the benefits of using Office 365 to enhance student learning.

Teachers are not consistently using technology to enhance student learning.

Blended learning and flipped classrooms are a potential with the amount of technology available to our school.

There are opportunities for students to collaborate with experts outside the school.

There are opportunities for students to collaborate with each other.

There are opportunities for students to show their learning to stakeholders outside of the school.

Teachers want to learn how to use technology to support student

Technology being used for skill and practice.


engagement, deep understanding of content and transfer of knowledge.

Technology can easily be integrated into STEM/Problem Based Learning units.

Summary/Gap Analysis: The International Society for Technology in Education (ISTE) Policy Brief: Technology and Student Achievement – The Indelible Link (2008) stresses the importance of correct technology implementation. Technology use should be centered on student collaboration, project-based learning, and real world simulations. Technology integration should be aligned to curriculum standards and should occur daily. Technology allows students to be active participants in their learning process. The International Society for Technology in Education (ISTE, 2016) essential conditions state that technology should be appropriate for the task and should foster development of higher order thinking skills. Although technology is being used on a daily basis at my school, we need a shift in how we use technology. Student centered instructional practices such as STEM and problem based learning units are already being used at our school. These units just need more meaningful, real world technology integration. Teachers want students to use technology in meaningful ways. With appropriate modeling and professional development, we can learn ways to use technology to its full potential.

Data Sources:International Society for Technology in Education. (2008). Technology and student achievement--The indelible link. Retrieved from http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

International Society for Technology in Education. (2016). Essential conditions. Retrieved from http://www.iste.org/standards/tools-resources/essential-conditions


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? Explain how will you advocate for a solution.Strengths Weaknesses Opportunities Threats

A technology team is in place to lead the creation of a shared vision technology plan.

Teachers believe technology use is important and necessary.

Teachers believe technology should be used to allow for critical thinking, communication, and collaboration.

There is no official shared vision for research based technology use.

Teachers are not sure how to align technology best practices to curriculum instruction.

Teachers believe technology use is important and necessary.

Our staff works well together. There is a true spirit of connection in doing what is best for students.

Time to create an official shared vision for technology.

Summary/Gap Analysis: Our rating on the ISTE Lead and Transform Diagnostic Tool (61%) reveals it is imperative for our school to spend time developing


a shared vision that is aligned to our district technology vision (see Appendix A). Having a shared vision ensures successful implementation of a technology plan. It stresses the importance of effectively using technology on a daily basis. A shared vision lays the foundation of what we want to achieve regarding technology and helps to guide our decisions. Miller (2016) stresses the importance of finding technology that works for your school as a whole as well as finding technology that works for individual classrooms. Schools should always keep in mind their school vision when using technology and not try to keep up with neighboring schools and districts. Having a shared vision will allow us to all be on the same page working toward the same goals. It will keep us focused on our technology goals and drive our technology integration. All staff members value technology and use it regularly. Staff members were given a survey to determine their thoughts, feelings, and needs regarding technology at our school (see Appendix B). When asked what technology integration should look like at our school, 61% of teachers reported they wanted to use technology in ways that enhanced student learning (see Appendix C). We have a belief system in the importance of using technology and we want to use technology in meaningful ways. However, we need to create a clear written vision of where we are headed with technology and what we need to do to accomplish our goals. All stakeholders will be more consistent in working to meet goals when we all have specific roles and are all held accountable.

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

Miller, J. (2016, May 31). The arms race of technology integration – Teching out for the wrong reasons. Emerging Ed Tech. Retrieved

from http://www.emergingedtech.com/2016/05/arms-race-of-education-technology-integration-for-wrong-reasons/

Responses from the Survey Instrument (in Appendix C) created by J. Tillman.

Survey Instrument created by J. Tillman (in Appendix B).

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 Threats The district has a

technology plan. We have a good

relationship with parents and the community to help address the needs of beyond school access.

Students in grades three through five are allowed to bring their devices to school.

We have a plan in place for students who bring their devices (BYOD plan).

Teachers are not aware of the district technology plan.

We do not have a school level technology plan.

We do not have technology goals integrated into our school strategic plan.

We have not considered the needs of diverse populations.

Finding culturally-relevant digital content.

We teach in a fairly high SES area.

Parents will want to work with us to ensure success for their children.

Our technology specialist can help to create a plan.

We can use our BYOD plan to develop a detailed technology plan for our school.

Overlooking changes in demographic data.

Teachers will need to give additional time into creating a technology plan.

Summary/Gap Analysis: We need to create a detailed comprehensive plan of the steps needed to reach our technology goals. This plan will guide us in what technologies to use and where to start. Funding, professional development, and implementation evaluation needs to be included in our plan. Imperative in our plan will be strategies for addressing the needs of diverse learners at our school. Historically, our school has not had a very diverse population. Over the last two years, we have noticed a shift in the diversity of our school. This past school year, I have had personal conversations with various teachers regarding how our population is shifting. Now is the time for us to address meeting the needs of all of our learners as our community begins to become more culturally and economically diverse. Today, not only does the digital divide apply to access to technology, but also how technology is used with low socioeconomic status (SES) and female students. Both Boser (2013) and ISTE (2008) claim disadvantaged students are less likely to use technology to develop needed technology skills as well as higher order thinking skills. Boser (2013) found that low income students and students of color are using technology for drill and skill activities as opposed to using technology to further develop higher order thinking


skills. We need a plan for how we are going to use technology with low SES students, girls, and special education students. This will avoid teachers only using technology as incentives or for skill and drill activities with these students.

Data Sources:

Boser, U. (2013). Are schools getting a big enough bang for their educational technology buck? Retrieved from https://www.americanprogress.org/wp-content/uploads/2013/06/UlrichEducationTech-brief-3.pdf

International Society for Technology in Education. (2008). Technology and student achievement--The indelible link. Retrieved from http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups – ie. females.)

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? How will you advocate in regard to digital equity issues among low SES and gender groups (ie. females)? Do students/parents/community need/have beyond school access to support the shared vision for learning?

Strengths Weaknesses Opportunities ThreatsStudents in grades 3-5 are allowed to bring their own devices to school.Teachers on every grade level share a laptop cart.Computer lab and the learning commons have technology available for teachers/students to use.We have a good relationship

We are not sure if parents/students have needs for beyond school access.

Foundation supports teachers with grants for technology uses.Parents will want to work with us to ensure success for their children.The learning commons and computer lab can be used for beyond school access before and after school.Possible partnership with West

Students do not have continuous access to individual devices.Funding for 1:1 technology.Restrictions of students taking school devices home.


with parents and the community to help address the needs of beyond school access.We have an after school student technology club.

Cobb Regional Library for beyond school access.Recruit girls and low SES students to become a part of the technology club.

Summary/Gap Analysis: When surveyed, all teachers felt that students had equal access to technology within our school (see Appendix C). All students including those with special needs, girls, and low SES students are offered the same digital opportunities. Even if students do not have devices from home that they can bring to school, classroom teachers have other options of technology for everyone. This causes me to wonder about consistency of access. Does equal access mean having a student to device ratio of 1:1 for the entire day? Our students have consistent access, but sometimes work in groups because there are not enough devices for every child to have one designated device all day, every day. Goals concerning 1:1 should be included in our technology vision if stakeholders would like the initiative at our school. While all teachers addressed access to technology within our school, when surveyed, only 11% of teachers mentioned student access to technology at home (see Appendix C). Devaney (2014) points out that students who do not have devices or access to the Internet at home miss out on the same learning opportunities they have at school. They also lose the opportunity to connect and collaborate with their peers. I am not sure if all of our students have access to devices and the Internet at home. Equitable access at home will need to be considered in our technology plan. Students should have the option of coming to school early are staying later with parental supervision to work on necessary assignments. We can also look into developing a partnership with our local library, so that students can have free access to the Internet and computers when visiting the library. I will advocate both options and gather a small team of teachers to help plan and implement technology access for students beyond school. As girls begin to enter middle school, their views about technology begin to change (Ring, 2008). At our school, girls receive the same technology opportunities as boys, helping to lay a foundation for girls to develop a strong interest in technology. In addition to meeting the needs of low SES students, I will advocate for an increased effort to provide female community stakeholders the opportunity to model technology careers on our designated STEM days. We also have a student technology club that meets after school. I would like to determine the percentage of girls and students of various races/ethnicities that are in the tech club. I believe they are both low percentages. A plan can be put into place on how to recruit more girls and students of color to the tech club. Although it is an after school program, I believe it is a good start in making sure both student groups have a good foundation in technology. All student groups should be represented within our technology club.

Data Sources:


Devaney, L. (2014). 7 reasons digital equity is a social justice issue. eSchool News. Retrieved from http://www.eschoolnews.com/2014/11/12/digital-equity-access-938/


Ring, S. (2008). Tech gURLs: Closing the technological gender gap. Edutopia. Retrieved from http://www.edutopia.org/computer-science-technology-gender-gap

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 ThreatsAll staff members are skilled in the use of technology for their productivity responsibilities as teachers.We have several skilled staff members using technology to enhance standard-based student learning.

We do not have full time access to technology specialists.All staff members are not skilled in using technology to enhance and support student learning.

Technology specialists are available for support.We have several skilled staff members using technology for standard-based student learning.Teachers want to use technology in new and meaningful ways.

Teachers need to devote time to acquire skills necessary.Teachers are not confident in their technology skills.


Summary/Gap Analysis: ISTE Essential Conditions (2016) state that teachers need to know how to use technology to enhance learning as well as for productivity. At our school, teachers are proficient, as well as more comfortable, with using digital tools for productivity. However, based on our skilled personnel score (75%) on the Lead and Transform Diagnostic Tool, there is room for improvement (see Appendix A). Students need to learn technology from teachers who are confident, knowledgeable, and skilled at integrating technology into student-centered learning. Skilled personnel within our school are spread out across grade levels and specialist positions. Even though we do not have access to a full time technology specialists, we know who to seek for answers to immediate needs. As a staff, we still need to acquire skills and knowledge regarding using technology to enhance student instruction. We need more knowledge on technologies that will allow our students to communicate and collaborate with each other and stakeholders involved in our vision.

Data Sources:International Society for Technology in Education. (2016). Essential conditions. Retrieved from http://www.iste.org/standards/tools-resources/essential-conditions

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

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 ThreatsWe have informal opportunities to learn from each other.

Professional development opportunities are volunteer.

Several skilled personnel are on staff to conduct professional

Professional learning opportunities are added time


Administration is very conducive to supplying professional development needs.

Professional development opportunities are not matched to individual skills.Currently, there is no formal way of assessing what teachers want to learn.

development.Our district technology specialist can be available for professional development or to model lessons to students.Teachers will be open to completing a technology needs survey.

commitments.

Summary/Gap Analysis: EdTech Digest (2016) released an Education Week special report finding that although more than 50% of teachers feel comfortable using new technology, they use it mostly for skill and practice. Teachers need more professional development to learn ways to use technology to transform their teaching instruction. The International Society for Technology in Education (2008) lists professional development as an important factor necessary for successful technology implementation. Teachers need professional development to learn how to integrate technology in meaningful, authentic ways. Students are able to practice skills such as communication, collaboration, and problem solving when technology is integrated in meaningful ways by teachers who receive needed professional development (ISTE, 2008; Rebora, 2016). When surveyed, 94% of teachers at Ford stated the need for professional development (see Appendix C). Some staff members added the need for time to practice within the professional development to become more familiar with new technologies. They also stated the need for ongoing development as technology continues to change and develop (see Appendix C). Administration expressed the need for the staff to continue sharing new applications during monthly staff meetings (J. Frost, personal communication, June 27, 2016). Rebora (2016) further confirmed the viewpoints of my colleagues when he found “teachers gave the highest ratings to idea-sharing with other teachers, collaborative planning time with colleagues, and job-embedded training or coaching.” We need to learn about new technologies available to enhance learning and time to practice with other teachers. We also need a platform to discuss issues with what we have learned. We can use our Edmodo group to post questions or tips to our peers to make our professional development more meaningful.


Data Sources:Trends: Risk takers, challenges, and digital learning. (2016, June 9). Edtech Digest. Retrieved from https://edtechdigest.wordpress.com/2016/06/09/trends-risk-takers-challenges-and-digital-learning/

International Society for Technology in Education. (2008). Technology and student achievement--The indelible link. Retrieved from http://www.k12hsn.org/files/re search/Technology/ISTE_policy_brief_students_achievement.pdf

Rebora, A. (2016). Teachers still struggling to use tech to transform instruction, survey finds. Education Week, 35(35), 4-5.


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

Our technical support personnel is very knowledgeable.Our technology specialists is very helpful with instructional issues.

Filing a tech support request takes additional time.Technical support is not always readily available.Our district technology specialist is not readily available.

Technical support is available. The process for getting technical support can take up to 2 days.The process for getting help with instructional issues can take a few days.


Summary/Gap Analysis: The technical support essential condition was one of our highest ranking conditions (84%) according to our Lead and Transform Diagnostic Tool (see Appendix A). The technical support person assigned to our school is very knowledgeable and approachable. Sometimes, we can catch our support person in the hallway and she is always open to quickly resolving issues. However, our technical support person is not in our building every day. When she is not available, there is a formal procedure in place for technical support issues that takes a little longer for issues to be resolved. Over the last few years, “down times” when technology is not available has greatly decreased. An initiative set forth in the Georgia Department of Education Technology Services’ Three Year Plan (2013) is to provide “fast and ubiquitous access to data and tools.” Georgia’s primary goal is to allow schools to achieve a minimum of 100MG of bandwidth as we move toward more individualized instruction with technology. This is a huge jump from our current allotment of 3MG of bandwidth. Having more bandwidth will allow more stakeholders to access the Internet at the same time without a disruption in speed or service.

Data Sources:Georgia Department of Education Technology Services (2013). Three Year Technology Plan. Retrieved from http://www.gadoe.org/Technology- Services/Documents/3%20Year%20Technology%20Strategy%20White%20Paper%20May%203%202013_webposted.pdf


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 ThreatsStudent technology standards are available to teachers.The district integrates technology skills into content area standards.

Students and parents are not aware of technology standards.Technology standards are not used in a way to enhance student learning.We have very few digital curriculum resources available to use from the district.

The district integrates technology standards into content area GPS performance tasks.

Student technology literacy is not assessed.Finding district technology standards is an arduous process.District technology integrated standards and lessons are outdated.

Summary/Gap Analysis: The Curriculum Framework Essential Condition (2016) states when integrating technology in a way to “maximize its potential benefits — such as the development of higher-order thinking skills — educators must weave it into the curriculum in such a way that the tool matches the desired learning outcome.” From my personal observations, I can understand why we scored 58% on the Lead and Transform Diagnostic Tool curriculum framework condition (see Appendix A). Although the district integrated technology into content standards, it is not done in a way to help teachers. While looking for resources on the Internet, it was very difficult to find specific technology standards within our content area standards. It was time consuming and ineffective. Teachers will only devote so much time to finding resources they need. ISTE standards and integrated standards should be readily available to teachers at our school or clearly placed on the District Intranet. I did find a link to ISTE standards, but I feel everything should be much easier for parents, students, and teachers to access. ISTE Essential Conditions (2016) proposes that students acquire more technology skills needed for future success with careful and appropriate technology implementation. Technology should be changing our school. Boser (2013) proposes that teachers are not using technology to improve education. Technology is merely an addition to the classroom and not a means to increase student achievement, improve delivery of instruction, and teach students necessary technology skills. Our teachers will need to take the time to look through grade level standards to find appropriate places to integrate various technologies.

Data Sources:


Boser, U. (2013). Are schools getting a big enough bang for their educational technology buck? Retrieved from https://www.americanprogress.org/wp-content/uploads/2013/06/UlrichEducationTech-brief-3.pdf

International Society for Technology in Education. (2016). Essential conditions. Retrieved from http://www.iste.org/standards/tools-resources/essential-conditions


Appendix A

Lead and Transform Diagnostic Tool Results


Appendix B

Survey Instrument created by J. Tillman


1. What should technology integration look like at Ford?2. What factors deter you from using technology?3. Which three Web 2.0 tools/programs did your students use the last 3 months of school?4. Which three Web 2.0 tools/programs did you use the last 3 months of school?5. Do you feel digital equity is provided for low socioeconomic status (SES) students in our school?6. Do you feel digital equity is provided for gender groups (females) in our school?7. Do you feel as if you need more professional development to design and implement technology enhanced learning experiences

for your students?8. What type of technology support do you feel you need?


Appendix C

Responses from Survey Instrument Created by J. Tillman

Data was collected June 23, 2016 through June 28, 2016. Questions were created in Google forms and a link via email was sent out to the staff at my school. Everyone had the opportunity to participate in the anonymous survey. Hoping to receive true participant thoughts, I did not want to include examples or choices for my survey questions. Those taking the survey may tend to choose an answer given rather than fully thinking through to determine their own answer. Eighteen staff members participated in the survey. When using the data from this survey, I divided the total number of responses by the number of answers with appropriate responses to receive a percentage of the participants. For example, 17 out of 18 participants responded they wanted professional development to get 94%.

Table A1

What should technology

integration look like at our school?

What factors deter you from

using technology?

Which three Web 2.0

tools/programs did your

students use the last 3 months of

school?

Which three Web 2.0

tools/programs did you use the last 3 months of

school?

Do you feel digital equity is provided for low socioeconomic

status (SES) students in our

school?

Do you feel

digital equity

is provide

d for gender groups (female

s) in our

school?

Do you feel as if you

need more professional development to design and

implement technology enhanced learning

experiences for your students?

What type of

technology support do

you feel you need?

Technology should be used for

research and publication of

student work and ideas.

Computers not working

properly, not enough

computers

Yes I feel that more

professional development

with technology is

always needed since

A more defined

framework/set of

standards to include vertical

alignment


new applications

are constantly

being created.

and suggested

applications.

students use classroom

technology at every appropriate

opportunity to increase

individualized learning

lack of access to technology/ lack of devices in classroom

mobymax, , bing (school

version, BrainPop, Jr.

connected.mcgraw-hill.com, mobymax, discovery education streaming

depends on number of

classroom devices to which students

have access

NO more in-class devices for student

use and training for

teachers who need additional training

Every room should have access to a

device- 1 to 1 in the best case scenario, but

minimum 2 to 1.

Issues with connectivity/sl

ow speeds, students not

knowing how to use/connect

their own devices, and

incompatibility of Apple with Flash Player

Edmodo, Cobb Digital

Library/Mackinvia, Brainpop

Yes, mostly because of the

provided laptops/iPads.

There seems to be no problem with equity between gender groups.

I feel like there are so many tools,

specific training on one or two would be helpful.

I would love to have

some written guides after

learning how to use an app/Web tool so I can

reference back how to

use it.Technology

integration should be seamlessly

used to implement grade level standards

and allow students to utilize critical thinking

skills. Most

Lack of enough working

devices and blocks by the county (Skype especially!!)

Edmodo, Sway, Seesaw, Class

Dojo

Edmodo, Class Dojo, Sway, slide shark

Yes Always! Technology

is always changing and improving! It

is exciting how quickly changes and

new programs are

Training on Office 365 and all the features as well as new programs

being created

throughout the school


students are motivated by the

use of technology. Integration should

foster that motivation and

allow students to be proud of their digital projects.

coming out. year!

Real world application to

solve problems, research and

present information, and communicate and collaborate with

others.

Slow or dropped net work, not enough

devices, not totally

comfortable with

applications because there is not enough

time to practice.

Edmodo, Seesaw, Office

365 -Sway

tomorrow Yes Yes Someone on hand to help during the school day and some time to

collaborate with others

about implementat

ion and integration.

Seamless integration with

the curriculum as well as supporting

materials and instruction.

The fear of the unknown.

Edmodo, prezi, google docs

Google docs, Edmodo

Yes Yes Yes Lessons on practical use

that are grade and content specific

Access to working

technology in every classroom,

rising comfort level with

technology within our students,

Messy materials and non-working equipment!

n/a n/a I know that we have several

BYOD classes at school; I think and hope that

technology/equipment is provided

if a student is

I do, but I often have to

pursue outside

sources for professional development that can truly

I feel like the county

could perhaps better

support our schools with

more


consistent programs used

within classrooms throughout the

school, perhaps a designated technology instructor to

facilitate

unable to bring his or her own device and that socioeconomic

status would not determine a

students' access to such a BYOD

classroom. I think that our school does a good job

looking out for all of our students.

help in my art classroom (I am taking

an online 'flipping

your classroom'

course during July

with art teachers

from around the country).

Our administratio

n is very supportive in my pursuits of relevant

outside courses and resources.

resources to troubleshoot

and fix technology when issues come up. It seems that

tech department is stretched very thin!

Students using/discovering

new applications/progr

ams to problem solve, research

and present ideas.

Accessibility and not being able to easily

buy apps. Time to learn how to use a program and integrate it.

0 0 Yes Yes Yes It would be great if we

had a resource that would look at what we

are trying to teach and show us

great ways to integrate technology.

Use of computers and iPads as well

Not enough knowledge or

Yes Yes Yes Hands on classes to


as problem solving with a focus on real world issues.

resources learn and collaboratio

n to help implement ideas in the classroom

setting.Students using

technology throughout the day to research, practice skills,

produce presentations as well as problem solve problems that arrive to

develop independence.

Lack of devices,

computers and district

restrictions on websites we

can use.

Seesaw, Kahoot, edmodo

Plickers, Kahoot, seesaw

Yes, I feel some of the title ones

schools have extra findings that help

them with technology

education for the students.

Yes I do a lot of research

outside of school and

know how to use a lot of tools but,

more ways of integrated technology

more effectively might be

beneficial.

More ways to use

different tools

Use of the learning

commons, use of devices within class setting

edmodo, easel.ly,

socrative, seesaw

edmodo, easel.ly,

socrative, seesaw, class

dojo

low ses students may not have

their own device (byod) or access to the internet at

home to complete work

yes ongoing refreshers would be

great; updates on

new apps/technology should be ongoing

I would like to learn

more about apple tv

Each class fully equiped with

computers and ipads or easy

access to all, as well as teacher

Access. Padlet, seesaw, pebblego

Same Yes. Yes. Yes. County tech leaders in to

show us more

options.


and student friendly apps.Incorporating

technology into all subject areas.

I use it in the classroom, but get frustrated

when computers

don't work or the internet is down. Also,

the availability of computers

and devices...the

lack of working ones.

We used a lot of search sites

through Makinvia

Yes, that would be helpful.

trouble shooting and

easy programs to

reinforce things we teach in

class and a chance to practice.

Would like for it to be seamless -

with students and teachers using it

to improve instruction and

learning.

I see 3 main deterrents: 1.

Lack of time to practice or

implement in order to use

with fidelity 2. Lack of enough

computers/devices to have all

students working 3. Hiccups in technology available

(CTLS) that create more work in the

end

CTLS, Quizlet CTLS, Quizlet No - although we have few

economically disdavantaged

students, I did not see the needs

being addressed for those students outside of school.

I did not see

this being

an issue.

Yes - as long as it includes

embedded time to

practice/set-up what is

being taught.


It should be a mix of books,

manipulatives, other medii, and

devices.

Too much "face Time." I

find that the children want to use devices

only.

Power Point, Educreation, and Internet

Yes Yes That would help

Another body in the computer

lab would be a big help.

Teachers utilizing all available

technology in all subject areas.

Teachers should have access to

ipads and laptops. The best would be for each student

to have one!

Not all students have

access to technology which can make for

issues with sharing.

edmodo Edmodo Yes, we have access to laptops

and Ipads

Yes Yes I would like instruction

on new apps and

technology, also google

docs and how to use

that in a classroom.

Teachers and students utilizing technology tools to help learn and inform others of

learning.

Time to learn new "stuff."

Edmodo, office 365

Edmodo, office 365

Yes Yes Yes An introduction to something with TIME

to investigate.

Using devices to support lessons

Lack of working

computers and too few iPads in classroom

Seesaw, word, Educreations

Same as above Yes Yes Yes More age appropriate programs

that enhance and support curriculum