1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
Artifact: SWOT Analysis
Reflection:
The SWOT (Strengths Weakness Opportunities Threats) Analysis is a planning technique that was used to identify the strengths, weaknesses, opportunities, and threats for Russell Elementary School (RES). This artifact also helped in identifying the current status of technology implementation at RES. I assessed the status of my school by giving the ISTE’s Essential Conditions for successful technology programs and ISTE’s Lead and Transform Diagnostic Tool. After analyzing the data, I used the SWOT template to summarize the strengths and weaknesses and made recommendations for strengthening each essential condition.
ISTE Standard 1.2 states, “Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.” In order to facilitate the design and recommendations of the SWOT analysis, I referred back to my school’s revamped strategic plan. I then learned more about my school by using ISTE’s Lead and Transform Diagnostic Tool that helped determine my school’s strengths and areas of growth. Using the SWOT template, I was able to identify the strengths and weaknesses of my school in reference to becoming technology and standards ready.
In order to facilitate the implementation of the technology-infused strategic plan, I had to reflect on the strengths, weaknesses, opportunities, and threats provided by the SWOT analysis. The results indicated that my school was weak in three areas; Student-Centered Learning, Shared Vision, and Skilled Personnel. Since I addressed the ISTE’s Shared Vision condition’s by developing a shared vision for the use of technology in teaching, learning, and leadership, I wanted to focus on Student-Centered Learning. At RES, students used technology to practice and review essential skills in reading and math, such as phonics, reading, addition, subtracting, multiplying, and dividing. Students also use technology on devices to check for mastery of Georgia Standards of Excellence in math and reading. However, according to ISTE, successful student-centered teaching emphasizes both the creative and effective use of technology to meet students’ learning goals. At the same time, teachers address content standards that help students develop digital skills (“Student-Centered Learning,” 2019). My recommendation was to offer monthly professional developments that are geared towards coaching teachers on ways to use technology beyond practice, drill, and assessment purposes.
To facilitate the communication of the technology-infused strategic plan, I shared the findings and recommendations to my principal, team leaders, and technology committee. The results of the SWOT Analysis was also uploaded to my school’s One Note Drive so teachers can have access at all time on ways to utilize technology effectively.
Completing this artifact allowed me to learn about the 14 critical elements that are needed to integrate technology for learning effectively. This artifact also allowed me to share my school’s strengths and weaknesses in technology, and make recommendations for strengthening in each area. To improve the quality of the artifact, I would have loved to sit down with other stakeholders to see what they presumed to be strengths and weaknesses when it comes to technology.
The work that went into creating the artifact not only has helped teachers go beyond using technology for practice, drill, and assessment purposes, but it has also helped to impact the way teachers designed their lessons to meet students’ learning goals. This artifact has also helped students move from receivers of information to active participants in their own discovery process. This impact can be assessed using a checklist that measures the TPCK model, the use of technology used to increase differentiate teaching approaches, and ISTE standards for students.
References
Essential Conditions. (2019). Retrieved April 5, 2019, from https://id.iste.org/standards/essential-conditions/student-centered-learning
The SWOT (Strengths Weakness Opportunities Threats) Analysis is a planning technique that was used to identify the strengths, weaknesses, opportunities, and threats for Russell Elementary School (RES). This artifact also helped in identifying the current status of technology implementation at RES. I assessed the status of my school by giving the ISTE’s Essential Conditions for successful technology programs and ISTE’s Lead and Transform Diagnostic Tool. After analyzing the data, I used the SWOT template to summarize the strengths and weaknesses and made recommendations for strengthening each essential condition.
ISTE Standard 1.2 states, “Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.” In order to facilitate the design and recommendations of the SWOT analysis, I referred back to my school’s revamped strategic plan. I then learned more about my school by using ISTE’s Lead and Transform Diagnostic Tool that helped determine my school’s strengths and areas of growth. Using the SWOT template, I was able to identify the strengths and weaknesses of my school in reference to becoming technology and standards ready.
In order to facilitate the implementation of the technology-infused strategic plan, I had to reflect on the strengths, weaknesses, opportunities, and threats provided by the SWOT analysis. The results indicated that my school was weak in three areas; Student-Centered Learning, Shared Vision, and Skilled Personnel. Since I addressed the ISTE’s Shared Vision condition’s by developing a shared vision for the use of technology in teaching, learning, and leadership, I wanted to focus on Student-Centered Learning. At RES, students used technology to practice and review essential skills in reading and math, such as phonics, reading, addition, subtracting, multiplying, and dividing. Students also use technology on devices to check for mastery of Georgia Standards of Excellence in math and reading. However, according to ISTE, successful student-centered teaching emphasizes both the creative and effective use of technology to meet students’ learning goals. At the same time, teachers address content standards that help students develop digital skills (“Student-Centered Learning,” 2019). My recommendation was to offer monthly professional developments that are geared towards coaching teachers on ways to use technology beyond practice, drill, and assessment purposes.
To facilitate the communication of the technology-infused strategic plan, I shared the findings and recommendations to my principal, team leaders, and technology committee. The results of the SWOT Analysis was also uploaded to my school’s One Note Drive so teachers can have access at all time on ways to utilize technology effectively.
Completing this artifact allowed me to learn about the 14 critical elements that are needed to integrate technology for learning effectively. This artifact also allowed me to share my school’s strengths and weaknesses in technology, and make recommendations for strengthening in each area. To improve the quality of the artifact, I would have loved to sit down with other stakeholders to see what they presumed to be strengths and weaknesses when it comes to technology.
The work that went into creating the artifact not only has helped teachers go beyond using technology for practice, drill, and assessment purposes, but it has also helped to impact the way teachers designed their lessons to meet students’ learning goals. This artifact has also helped students move from receivers of information to active participants in their own discovery process. This impact can be assessed using a checklist that measures the TPCK model, the use of technology used to increase differentiate teaching approaches, and ISTE standards for students.
References
Essential Conditions. (2019). Retrieved April 5, 2019, from https://id.iste.org/standards/essential-conditions/student-centered-learning