Standard 4.1 - Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)
Artifact - SWOT Analysis
Reflection
In order to begin the technology planning process at my school, it is important to first have a complete understanding of the existing instructional technology environment. Developing a detailed analysis of strengths, weaknesses, opportunities, and threats (SWOT) at Centennial Place allowed me to identify disparities in both equipment and instructional technology use within the school. This artifact demonstrates my ability to model and promote strategies for achieving equitable access to digital tools and resources.
Important to the development of the SWOT analysis is an understanding of the educational framework of our school, district, and state. In Georgia, the NETS-S standards for student use of technology are embedded within performance tasks in the Common Core Georgia Performance Standards rather than as a separate, stand-alone subject to be covered. At Centennial Place, all instruction is based on these Common Core standards, and technology use is expected of students as they complete lessons and projects. However, I have observed disparities within the student body as well as among teachers which indicate difficulties in ensuring equitable access to tools and resources. For example, although students can search the Internet, they sometimes are challenged finding good digital resources to use. It is important for teachers, especially me, to model strategies that teach students ways to evaluate resources. One way to ensure students, teachers, and parents have access to good tools is to promote the use of respected digital tools and resources, including those that are provided through state and school networks. This is especially important for those families that may not have computers or Internet access at home, and need extra support in using technology resources in the school library.
Teachers of older students at Centennial Place generally follow best practices in developing authentic, student-centered instruction that incorporate information technology, but for younger students there is still a focus on drill and practice technology and assessment. In order for younger students to develop the skills they will need, however, it is important for me to model technology-related best practices in the media center that will engage students. It will be helpful that technology is one of the pillars of our school instructional model, but to be most effective technology professional development and tech support must be strengthened.
As I developed this SWOT analysis, I was reminded that planning for our technology environment is extremely important. Teachers and parents generally share a vision for technology use to build 21st century learners, but this vision has been expressed only in general terms. In addition, I learned that weaknesses can also be considered opportunities for growth. Describing weaknesses and threats in the SWOT analysis helps me understand where resources and professional development need to be focused to be the most effective. To strengthen this SWOT analysis I would like to further survey school stakeholders in depth about technology issues, and use that information to collaboratively analyze our school’s technology environment in preparation for developing a comprehensive school technology plan.
The work that went into creating this SWOT analysis will impact school improvement when this document is used as a foundation for school technology planning in which all stakeholders participate. Instructional technology use can be fully integrated across the curriculum when there is effective planning with goals and objectives. This can be assessed through school climate surveys of teachers and parents, as well as by improvements in teacher performance on regular Level of Technology Integration (LoTI) surveys. The full impact will become evident through high student academic achievement, including student participation in collaborative projects with students in other schools.
In order to begin the technology planning process at my school, it is important to first have a complete understanding of the existing instructional technology environment. Developing a detailed analysis of strengths, weaknesses, opportunities, and threats (SWOT) at Centennial Place allowed me to identify disparities in both equipment and instructional technology use within the school. This artifact demonstrates my ability to model and promote strategies for achieving equitable access to digital tools and resources.
Important to the development of the SWOT analysis is an understanding of the educational framework of our school, district, and state. In Georgia, the NETS-S standards for student use of technology are embedded within performance tasks in the Common Core Georgia Performance Standards rather than as a separate, stand-alone subject to be covered. At Centennial Place, all instruction is based on these Common Core standards, and technology use is expected of students as they complete lessons and projects. However, I have observed disparities within the student body as well as among teachers which indicate difficulties in ensuring equitable access to tools and resources. For example, although students can search the Internet, they sometimes are challenged finding good digital resources to use. It is important for teachers, especially me, to model strategies that teach students ways to evaluate resources. One way to ensure students, teachers, and parents have access to good tools is to promote the use of respected digital tools and resources, including those that are provided through state and school networks. This is especially important for those families that may not have computers or Internet access at home, and need extra support in using technology resources in the school library.
Teachers of older students at Centennial Place generally follow best practices in developing authentic, student-centered instruction that incorporate information technology, but for younger students there is still a focus on drill and practice technology and assessment. In order for younger students to develop the skills they will need, however, it is important for me to model technology-related best practices in the media center that will engage students. It will be helpful that technology is one of the pillars of our school instructional model, but to be most effective technology professional development and tech support must be strengthened.
As I developed this SWOT analysis, I was reminded that planning for our technology environment is extremely important. Teachers and parents generally share a vision for technology use to build 21st century learners, but this vision has been expressed only in general terms. In addition, I learned that weaknesses can also be considered opportunities for growth. Describing weaknesses and threats in the SWOT analysis helps me understand where resources and professional development need to be focused to be the most effective. To strengthen this SWOT analysis I would like to further survey school stakeholders in depth about technology issues, and use that information to collaboratively analyze our school’s technology environment in preparation for developing a comprehensive school technology plan.
The work that went into creating this SWOT analysis will impact school improvement when this document is used as a foundation for school technology planning in which all stakeholders participate. Instructional technology use can be fully integrated across the curriculum when there is effective planning with goals and objectives. This can be assessed through school climate surveys of teachers and parents, as well as by improvements in teacher performance on regular Level of Technology Integration (LoTI) surveys. The full impact will become evident through high student academic achievement, including student participation in collaborative projects with students in other schools.