ESSENTIAL CONDITION ONE: ACCESS TO...

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

Name: Laura Williams Semester: Summer 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 ThreatsTechnology is used daily by teachers in all areas of content including special areas such as PE and Music.

52% of teachers surveyed in the Personalized Learning Survey utilize devices for math small group instruction to provide more individualized learning.

100% of teachers surveyed in the Personalized Learning Survey utilize devices for district initiatives such as progress monitoring through STAR Assessments in math and reading.

Many teachers are still focused on Skill and Drill practice with devices.

There is a lack of rigor in lessons presented in most content areas when utilizing technology (SIP, 2017).

Teachers from different content areas and departments want to support colleagues and share effective instructional uses in their Professional Learning Community and grade level meetings.

Modeling effective use to support differentiated learning.

Kennesaw State Instructional Technology Coach support starting Fall 2017 to aid in current resources specific to student and teacher’s needs (Fulton County Technology Strategic Plan, 2015).

Outdated devices unable to provide compatibility for current digital tools.

Teacher intimidating by time they put into planning a lesson with technology integration and the technology failing.


Summary of Results/Conclusions:In the Spring of 2017, Hembree Springs teachers were surveyed in preparation of the Personalized Learning rollout from the district. The survey conducted had thirty-one participants and included open-ended questions to allow for detailed responses. This was used throughout this SWOT. Teachers at HSE are strong at using technology on a day to day basis. Our Specials Department makes technology a priority in their instruction. Our physical education class is constantly seeking new opportunities to integrate digital tools including health tracking software to educate students on the importance of their heart rate, number of steps, and water hydration. Our music teacher makes sure to utilize many different musical applications including one that allows students to connect visual art with music in which a student can draw on the smartboard and the application will create a sound with their movements. This makes the connection of rhythm for our younger students. When we dive deeper into the how devices are being used, we see that over half of our teachers are using devices to support small group instruction. With Fulton County Schools pushing the Personalized Learning movement, this is a necessity for differentiation. Personalized Learning is the process of teaching each student where they are. If a student is already strong in a standard, they are moved on or offered extensions instead of sitting through the lesson. If a student is behind in the prerequisite skills for a standard, they are using technology to support interventions and strategies to bring that student up to speed. The days of whole group, full class period lecture are over and Personalized Learning is being supported with devices brought in by Fulton County Schools. However, with this movement, we are staring at the great task at hand when educating many educators with what utilizing digital tools in the classroom should look like. Many of our teachers are still using devices for skill and drill practice. There is no data collection with these applications and the students do not seem to be gaining anything other than a time filler for a center rotation. There is also a lack of rigor to instruction when implementing digital tools in the classroom. Most teachers are hesitant to lead instruction with new resources found and instead use digital tools as an afterthought. There are more and more district-level trainings being provided to support this need of change when implementing digital tools.

Recommendations from Gap Analysis:With so many opportunities available for support, I feel as though we can get HSE where it needs to be in the next year. One thing we have working in our favor is that there are a good number of strong teachers confident in their digital tool usage abilities and they want to support their fellow peers. Many of them have really supported a new learning initiative for math group rotations called, Tabor Rotations with digital tools to monitor progress and collaboration. As this is an area of need as addressed by the Personalized Learning survey completed at HSE, we see that modeling and collaborative planning are good ways to get the other 48% on board with using these tools to support small group instruction. One area that can support this collaboration with teachers is using the Professional Learning Community meetings to discuss effective strategies and tools for small group instruction. The small group instructions is driven based on the data collection. Starting in the Fall of 2017, HSE will have a Kennesaw State Instructional Technology Coach providing support for use of digital tools in effective ways. He or she will be mentoring teachers on a regular basis. This will provide the much-needed support that will hopefully lead to authentic learning experiences in each content area.

Data Sources:Personalized Learning Survey (See Appendix B for results)Hembree Springs Elementary School Strategic Plan. (2016) Retrieved from http://school.fultonschools.org/es/hembreesprings/


Instructional and Information Technology and Strategic Plan Update. (2015). Retrieved from www.fultonschools.orgTeacher Interviews

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

There is an official vision provided by Fulton County Schools that outlines expectations, funding, and resources.

Most teachers believe that technology is vital for student engagement and producing digital-age learners.

100% of survey teachers are aware of what a shared vision

There is not an official shared vision for the school yet.

Lack of time frame for implementation of authentic learning experiences expected in content areas.

All stakeholders will take part in the creation of the shared vision during School Governance Council meetings and Parent Teacher Association meetings.

Students will be interviewed and surveyed to determine what they feel are skills they will need to be successful in digital world.

Lack of shared vision or lack of all being a part of the creation will lead to teacher interpretation of what they feel should be happening in their classrooms for integration. This will lead to a non-cohesive environment.

Only 39% of teachers surveyed related technology devices supporting project creation and word processing skills though


will provide for our school in terms of unification with technology according to Shared Vision Survey.

almost 100% agree it is an area we are lacking in according to the Personalized Learning Survey.

Summary of Results/Conclusions:In consideration of the current reality of the shared vision in our school, there are many strengths and weaknesses we are juggling. The school is supported by a county-wide vision, but most teachers are not aware of this existing. The belief of almost all of the teachers is that technology is vital in producing 21st Century Learners and providing authentic learning experiences for our students. When looking at the ISTE Standards for Students we see that Empowered Learners is a standard we set out to achieve with our students. Teaching the students at Hembree Springs to set personal learning goals and strategies to obtain them is something we are working on and it directly relates to our School Improvement Plan (ISTE Standards for Students, 2017). We do have the weakness of not having our own shared vision to allow for the school and community to plan and exist in a cohesive manner in regard to technology use.

Recommendations from Gap Analysis:In order to create a shared vision that represents Hembree Springs, we will use resources like SGC and PTA meetings to find the time and collaboration to build a shared vision. Hembree Springs needs to have more of a defined focus to allow for teachers to implement technology in meaningful ways which will lead to higher achievement. Our teachers believe that it is important, but do not know how to get there. For this reason, we need to provide them with a feasible timeline of professional development and collaboration. We also need to allow time for teachers to get to see other teach in their classrooms to see the digital tools in action.

Data Sources:ISTE Student Standards (2017). Retrieved from https://www.iste.org/standards/standards/for-studentsPersonalized Learning Survey (See Appendix B for results)Shared Vision Survey (See Appendix D for results)Teacher Interviews


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 ThreatsAll stakeholders are on board with supporting students that lack home devices due to socio-economic status.

The county has a clear plan for the expectations of each school.

The county set up a technology committee/organization to implement four members in every school to provide support. This is called the Vanguard Team.

Score of 76% from the ISTE Lead and Transform Diagnostic Tool (ISTE, 2017).

The school does not have a plan or resources to support at home Internet access for students with socio-economic needs.

The Vanguard Team (see strengths) are mostly made up of teachers and cannot make it into other classrooms to mentor as often as needed.

Little to no mention of diverse populations and the need to support technology in the School Improvement Plan.

Technology Coach starting in Fall 2017 to support content area integration and focus the needs of our diverse populations.

Provide students with a block of time to use school resources if lacking them at home.

Provide the three major apartment areas with Internet service for educational purposes only.

Discuss articles and evidence that support the needs of diverse student populations in Professional Learning Communities.

Teachers are unaware of what applying real world application with digital tools looks like in their classrooms due to the vague wording in the School Improvement Plan.

There is no time to train and mentor.

Lack of understanding diverse needs.

Summary of Results/Conclusions:


There is a clear plan of technology expectations at the county level, but not at the school level. While technology an understood importance, it stays hidden labeled as just an instructional strategy. For this reason, there is a lock of cohesive understanding of what this plan would mean. The Vanguard team supports instructional technology specifics in the mentoring capacity, however lacks the time to get into classrooms as most of them are teachers with classrooms of their own. All stakeholders at Hembree Springs are on board supporting students who lack home Internet access and devices and are actively seeking ways to provide community assistance. While the School Improvement Plan does mention Hembree Springs’ demographics and gender ratios, it does not address the needs of these specific areas and the individualized needs.

Recommendations from Gap Analysis:To plan a strong environment that will foster the digital learning that needs to take place, there is much work to be done. There needs to be clarity of what each population (gender, SES, and race) should be receiving in the area of technology to provide an equitable educational setting. There are also needs to be a program set up for educational Internet access in our three major apartment complexes where the majority of our student who have SES disadvantages live. As determined by a study looking at the digital equity in America, 75% of school systems surveyed do not have off campus strategies for providing Internet connection (Consortium for School Networking, 2016). Another part of the plan that needs to be set in motion is designated time to mentor all teachers in the use of these digital learning resources.Data Sources:ISTE Lead and Transform Diagnostic Tool (See Appendix A for results)Consortium for School Networking (2016). Digital equity infographic. Retrieved from http://cosn.org/sites/default/files/April%203%20DE%20Infographic%20.pdfTeacher Interviews

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

Each grade level is equipped with at least one cart of devices to support learning.

Each student in the third through fifth grades have been trained on usage of Office 365.

Strongest teachers for integrating technology are females in the building.

Technology team is organized for future technology support in a 3:1 initiative rolled out in Fall 2017.

Specific applications have been purchased to support our English Language Learners. They include iRead, Redbird, and MobyMax (SIP, 2017).

There is not a 1:1 initiative in the school.

Not all families have Internet access at home.

Not all teachers are using the data gained from the district resources based on leadership team meetings.

Female students will be encouraged to join the coding club.

Student’s needs will be assessed and research-based strategies will be implemented. This planning will take place during Professional Learning Community meetings.

Provide funding or explore options for Internet hotspots in specific community areas (Kang, 2016).

No funding for staff or devices for afterschool parent resource center for homework assistance.

English Language Learners’ classrooms lack devices.

Summary of Results/Conclusions:The teachers and students are given many resources to provide a way to reach all learners. Fulton County provides district-wide licensing to applications proven to increase student achievement. Through the use of iRead, teachers who instruct English Language Learners are given a set of instructional strategies that are tailored to each student. Redbird and MobyMax provide the same information. There are plans set in motion to support individualized learning in the Fall of 2017. For this plan, each student’s needs


will be addressed and supported by the teacher through the data received in digital resources. However, many teachers do not put a lot of trust in these devices. Most teachers claim in the teacher interview that resources such as iRead start to lose validity when the student is so acclimated to being on it they no longer are trying. Teachers are also concerned that with the push from the county to implement much more to support all of the diverse student needs, there is still only a 3:1 ratio of devices being given to elementary schools. None of these devices are permitted to leave the campus either. Hembree Springs technology integration is being led by many strong, female teachers who are setting the stage for our female students who may be lacking the desire or interest in Science, Engineering, Technology, and Math fields.Recommendations from Gap Analysis:Student’s needs are individualized and should not be addressed in whole group settings. That is the idea behind the 3:1 device rollout by the county. With the lack of more teacher power in the classroom due to funding, the next best thing is to facilitate learning through digital tools and devices. This means that teachers must understand what resources are out there and who will benefit from what. With the increase in digital tools being placed in the classroom, we are seeing a growing divide of the students who do not have the resources at home. According to The New York Times, parents are concerned that due to lack of funds at home, their students will begin to fall behind with homework that needs Internet access (Kang, 2016). We need to explore options of providing hotspots in communities where there is a lack of at home resources to even the playing field for all of our students. Coding is also a gender heavy topic in most areas where it is labeled as a male skill. To address this and build excitement for our female students, we will have a “girls only” coding club with influential female leaders.

Data Sources:Hembree Springs Elementary School Strategic Plan. (2016) Retrieved from http://school.fultonschools.org/es/hembreesprings/Kang, C. (2016). Bridging a digital divide that leaves schoolchildren behind. The New York Times. Retrieved from https://www.eschoolnews.com/2014/11/12/digital-equity-access-938/Teacher Interviews

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 Threats

Teachers know how to implement at least one digital tool in their day.

Teachers are able to provide students with basic troubleshooting help for students.

Teachers know that students need the technology to become.

83% of teachers surveyed are willing to try new things, but not take the lead in doing according to the Technology Adopter Survey.

50% of teachers surveyed in the Technology Adopter Survey do not feel that the school is making the best use of technology.

Teachers and staff struggle with consistently integrating digital tools in their instruction.

Teachers will be provided with mentoring opportunities to make the leap into consistent integration.

Technology integration will be the focus of one smart goal for the upcoming year for each classroom teacher. They will then focus their professional development days on their smart goal.

Using too many tools and not developing an understanding of the appropriate use.

Using outdated applications due to level of comfort and feeling of dread to try something new.

Due to lack of understanding of device, teachers don’t implement digital tools.

Summary of Results/Conclusions:In the Fall of 2016, a Technology Adopter Survey was completed to determine needs for the Personalized Learning initative in Fulton


County Schools. This initiative provides elementary schools with training support and devices at a 3:1 ratio. This means that for every three students at Hembree Springs, there will be one device provided. Of the teachers interviewed, 83% are willing to try new resources but do not want to lead the movement in a new resource. We also had about half of the teachers interviewed admit that they do not feel as though the school or district makes the best use of the technology provided. Hembree Springs teachers do have the skills and knowledge to try new things in order to support the technology with our students. However, consistently is a big struggle even though much of the inconsistency comes from shared devices and unreliable connectivity.

Recommendations from Gap Analysis:In order to build confidence and understanding of the skilled staff that Hembree Springs has, a smart goal that is designated in the Teacher Keys Effectiveness System will be set aside to focus primarily on technology integration. If the teacher is just starting out, a goal such as the teacher will use the application Seesaw at least twice a week to promote collaboration in his or her students. If there is a teacher who is a bit more experienced, they will set a goal of mentoring a teacher or leading a professional development in their successful use of learning strategies with digital tools. According to the ISTE Essential Conditions, Skilled Educators are those who come in contact with the education of any student in the building and should be skilled users of technology to support the learning (ISTE, 2017). This also encompasses the community reaching out to parents and other community members. In order to achieve this level of personnel, we must set goals to achieve these higher levels of education in our building.

Data Sources:ISTE Essential Conditions (2017). Retrieved from http://www.iste.org/standards/tools-resources/essential-conditionsTechnology Adopter Survey (See Appendix C for results)Teacher Interviews

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 ThreatsMany county-level opportunities provided for training on new digital tool usage for their students (Fulton County Technology Strategic Plan, 2015).

Edcamp offered at Hembree Springs in the Fall to allow for voice and choice for teachers in digital tools for specific content areas.

Administration and other community members are always willing to support new learning experiences with funding.

Many trainings are generalized and either cover information on too broad of a level or cover material already understood.

Rarely a content specific training at both the school and district level.

Teachers who teach multiple grade levels are forced to often pick one grade level to focus their trainings on.

Implemented Technology Thursdays but only had 1-2 consistent attendees.

More content area focused training for professional learning days in-house.

Allow a rotation of those attending the Georgia Educational Technology Conference held in Atlanta in the Fall so that it is not the same group of teachers receiving new tools each year.

Teachers feel as though their planning time is already spent on other tasks and cannot devote more to learning new digital tools.

Summary of Results/Conclusions:While there are a lot of strengths for Hembree Springs as far as ongoing learning is concerned, there are also areas of weakness. Fulton County Schools does a great job of providing trainings at the district- level. However, according to the Technology Adopter Survey, 50% of teachers do not believe we are using the technology in our buildings in the best ways possible. This provides an area where the professional learning can fall through the cracks. According to the same survey, only 33% of teachers feel like they are leaders among their peers. With administration supporting the funding of learning experiences, the implementation seems to be the


real struggle. Teachers in multiple levels and areas of instruction are not provided with opportunities to plan for all areas and often feel they have to pick an area and just focus on that. 100% of teachers feel they can take on change according to the Technology Adopter Survey, but that they must have support to be successful. The want to learn about new resources are out there, but the time is not. Technology Thursdays were implemented to help provide a new tool each Thursday and out of the 70 members of the staff only 1-2 attending regularly.

Recommendations from Gap Analysis:There is a need of time and resources that can really hinder ongoing professional development. However, with resources note seeming to be the main issue, tackling time is a must. For this reason, Technology Thursdays could be recorded with a digital device and played on a closed-circuit broadcast in the afternoons for a few days allowing teachers to pick the time that works for them. There is also a need of expectations being set by administration for teachers to utilized the in-house trainings attempted. The Georgia Educational Technology Conference is a great resource; however it seems to be the same teachers attending every year. To spark more teacher engagement, there needs to be a rotation of conference attendees sent from Hembree Springs.

Data Sources:Instructional and Information Technology and Strategic Plan Update. (2015). Retrieved from www.fultonschools.orgTechnology Adopter Survey (See Appendix C for results)Teacher Interviews

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 Vanguard Team (See Essential Condition Six) available to provide support for

Technology support turn-over is huge in our building.Submitting a tech ticket is the

Include the technology support personnel in curriculum meetings to establish

Technology devices that were purchased 5 years ago are out of date and doesn’t support


instructional issues.

In the last three years, bandwidth and connectivity has increased greatly in each school.

There is a 3:1 device roll out for elementary schools from the county.

iSchool training for students in grades 3-5.

only way to get support. Technology support refuses to help in any other way.

Technology support unaware of the importance of working devices needed in each classroom.

No Internet use allowed during testing so that connection for standardized tests will not be compromised.

understanding.

Discuss technology support in Leadership meetings to provide administration with an update of needs in the building.

current resources.

Lack of “responsibility” taken by students and teachers for equipment care is limiting device that are working (Teacher Interviews).

Summary of Results/Conclusions:When it comes to technology, it seems as though technical support is the most criticized part of implementation. At Hembree Springs ES, we see that though there is a massive amount of resources at our disposal including trainings and devices, there is a real lack of maintenance and responsibility. We continue to struggle with bandwidth issues especially during Georgia Milestones testing time. There are emails that come out from the county reminding everyone to limit their use of streaming during the testing hours in order to support the standardized testing environment. For the other students in grades K-2, this limits the amount of digital tools that are accessed for weeks. Our technology support person in our building is constantly changing and in the last few years there have many instances where we have no one to support our technology for months at a time. The county doesn’t seem to have a firm grasp on what is needed in this department to support the instructional technology use in the classroom. Technology is great, if it works! The county has provided each school with at least 4 Vanguard Members to support instructional needs. This team is made up of teachers that have proven their ability to successfully integrated technology in authentic and meaningful ways. They are funded and supported in professional development at the district level and serve as a mentor of sorts in the schools. The county has also paid for training to support the device rollout in each building in which representatives from iSchool come and work with our students on care, basic troubleshooting, and navigation of the new devices. This allowed the teachers to focus on how to navigate the devices with our students and not add to their list of demands.


Recommendations from Gap Analysis:In improving this area for the school, technology support personnel should be asked to sit in on curriculum meetings and professional learning. This will then support the desire and need behind the use of technology and allow for this employee to see how to provide the teachers and students with what is needed to make it a reality. Leadership team’s meetings are focused on the temperature of what is happening in the building and technology should be brought up in terms of use and support for the administration to be aware of any roadblocks in increasing the use of digital tools in every classroom. ISTE Essential Conditions states that these conditions are necessary to give educators what they need and leverage technology for learning (ISTE, 2017). When we focus on how to effectively provide technical support, we will begin to see the digital learners in our school increase.

Data Sources:ISTE Essential Conditions (2017). Retrieved from http://www.iste.org/standards/tools-resources/essential-conditionsTeacher Interviews

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 ThreatsDigital curriculum resources are available consistently in the media center, computer lab, and STEM (Science, Technology, Engineering, and Math) Lab.

Hembree Springs is a Common

Most teachers, parents, and administration are unaware of the ISTE standards.

Technology literacy is not assessed.

There should be a developed rubric for walk-throughs to assess technology literacy.

ISTE awareness will be covered in implementation of professional developments supporting digital tools.

There are enough in the lesson plans that teachers are required to manage and adding more to their load is daunting for most.


Sense Digital Certified School which promotes healthy digital use.

STEM Lab integrates ISTE Student Standards in all curriculum.

Summary of Results/Conclusions:There are many strengths at Hembree Springs ES when it comes to digital resources available for our students. Thankfully, most of our teachers who see every student in the building are teachers who are well versed in the digital citizenship skills our students need. These teachers are also aware of the ISTE Student Standards which provides them with a clearer picture of where we need go. Beyond these classrooms, teachers are unaware of the ISTE Standards and do not use them in conjunctions with the Georgia Standards of Excellence. While the ISTE Standards are aligned with our Georgia Standards of Excellence in many ways, teachers do not use them to support the learning happening with digital tools. We also do not have a complete guide of how to assess technology literacy in our school. Though our Science Technology Engineering and Math Lab uses the ISTE Student Standards for lesson plan development, most students are not being exposed to the depth of the standards in other content areas. However, during this last school year, the Media Specialist made it a priority to become a Digital Certified School and expose and practice all areas of appropriate digital tool use including netiquette, Internet search tools, and protecting their digital identity (ISTE, 2017).

Recommendations from Gap Analysis:Effective awareness for any resource comes from collaboration and support in a peer setting. For this reason, Hembree Springs will implement ISTE Student Standards for a year within professional development. Each professional development presented with outline the standards covered for the Georgia Standards of Excellence and the ISTE Student Standards. There will also be a walkthrough rubric provided to teachers to know what administrators will be on the lookout for in their classrooms in support of the ISTE Student Standards as well as how to assess technology literacy in their everyday subject areas.


Data Sources:ISTE Student Standards (2017). Retrieved from https://www.iste.org/standards/standards/for-studentsTeacher Interviews


References

Consortium for School Networking (2016). Digital equity infographic. Retrieved from http://cosn.org/sites/default/files/April

%203%20DE%20Infographic%20.pdf

Kang, C. (2016). Bridging a digital divide that leaves schoolchildren behind. The New York Times. Retrieved from

https://www.eschoolnews.com/2014/11/12/digital-equity-access-938/

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

ISTE Student Standards (2017). Retrieved from https://www.iste.org/standards/standards/for-students

Hembree Springs Elementary School Strategic Plan. (2016) Retrieved from http://school.fultonschools.org/es/hembreesprings/

Instructional and Information Technology and Strategic Plan Update. (2015). Retrieved from www.fultonschools.org


Appendices

Appendix A:

Appendix B: Personalized Learning SurveySurvey Results

https://docs.google.com/spreadsheets/d/1-oS6kvmFvwVOYKAfQ4MkvgcxprpCdQLtwVl_KJ-8M54/edit?usp=sharing

https://docs.google.com/forms/d/e/1FAIpQLSeqqxe_andmmXVwC11ZS30O3tbK8ONv0XnvCJuRw_tWQX37dg/viewform?usp=sf_link


Appendix C: Technology Adopter SurveySurveyResultsAppendix D: Shared Vision SurveySurveyResults

https://docs.google.com/spreadsheets/d/1fZQDxUcneRz2eQFiKCVYGl-jDeVx3YHULqXe99HCuy8/edit?usp=sharing

https://goo.gl/forms/Tvai4A1kVWNpY9Au2

https://docs.google.com/spreadsheets/d/13TGcCsuFCG9O6_7RDXm7uEBU5eJ4vUVv-nkdrrHSaiU/edit?usp=sharing

https://goo.gl/forms/tNqrtBiuhtBbzKvX2

ESSENTIAL CONDITION ONE: ACCESS TO...

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