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 (ITEC 7410)
Reflection:
The Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis was an artifact completed in Spring 2013 as part of ITEC 7410, Technology Leadership & Vision in schools. The purpose of the analysis was for students to analyze the current reality of technology in their school according to ISTE’s Essential Conditions for Learning by gathering data on each condition, summarizing the strengths and weaknesses, and then making recommendations for improving the situation based upon the opportunities and threats.
The SWOT Analysis allowed me to demonstrate mastery of Standard 1.2, which says, “Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.” In order to design, develop, and implement a strategic plan that infuses technology, one must communicate and gather data and then evaluate the data to prioritize the order in which the school will take further steps. In completing the SWOT Analysis, I first communicated with students, teachers, and administrators through a survey that I designed to gather data on how they see the current strengths and weaknesses of technology use. Next, I evaluated the responses and categorized responses as showing either a strength or weakness. Based upon those responses, I found that although the school is technology-rich and shares a vision for infusing lessons with technology to engage students and enhance the learning experience, teachers struggle with the best way to encourage student-use of technology without portable devices becoming a distraction. Lastly, I used the data to develop my analysis of both the current reality and the possibilities for improvement. One of those recommendations for improvement was to establish a shared understanding of the procedures and expectations for the use of technology in the classroom. The administration listened to that recommendation and began the 2013-2014 school year by laying out guidelines for technology use by both teachers and students.
When I first completed the SWOT Analysis in 2013, I was still working as a teacher and did not have the ability to implement the plan, as I would have liked. Now that I am working as an Instructional Technology Specialist, I hope to have the ability to conduct a new SWOT Analysis, using all of the knowledge, skills, and attitudes that I have developed through the Master’s program at Kennesaw State, and then to implement a strategic plan for infusing technology. To do that, I would need to work with a team of teachers, students, and administrators to conduct the SWOT Analysis, including designing and distributing a survey to gather data about current strengths and weaknesses of technology integration. We would analyze the responses and compare them to the responses from 2012-2013, as well as seeing how those responses align to the guidelines that were set forth beginning with the 2013-2014 school year. Lastly, we would work together to update our shared understanding of why technology in included in academic standards, why it is important for classes to integrate technology to improve academic achievement, and guidelines for best achieving true technology integration.
The Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis was an artifact completed in Spring 2013 as part of ITEC 7410, Technology Leadership & Vision in schools. The purpose of the analysis was for students to analyze the current reality of technology in their school according to ISTE’s Essential Conditions for Learning by gathering data on each condition, summarizing the strengths and weaknesses, and then making recommendations for improving the situation based upon the opportunities and threats.
The SWOT Analysis allowed me to demonstrate mastery of Standard 1.2, which says, “Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.” In order to design, develop, and implement a strategic plan that infuses technology, one must communicate and gather data and then evaluate the data to prioritize the order in which the school will take further steps. In completing the SWOT Analysis, I first communicated with students, teachers, and administrators through a survey that I designed to gather data on how they see the current strengths and weaknesses of technology use. Next, I evaluated the responses and categorized responses as showing either a strength or weakness. Based upon those responses, I found that although the school is technology-rich and shares a vision for infusing lessons with technology to engage students and enhance the learning experience, teachers struggle with the best way to encourage student-use of technology without portable devices becoming a distraction. Lastly, I used the data to develop my analysis of both the current reality and the possibilities for improvement. One of those recommendations for improvement was to establish a shared understanding of the procedures and expectations for the use of technology in the classroom. The administration listened to that recommendation and began the 2013-2014 school year by laying out guidelines for technology use by both teachers and students.
When I first completed the SWOT Analysis in 2013, I was still working as a teacher and did not have the ability to implement the plan, as I would have liked. Now that I am working as an Instructional Technology Specialist, I hope to have the ability to conduct a new SWOT Analysis, using all of the knowledge, skills, and attitudes that I have developed through the Master’s program at Kennesaw State, and then to implement a strategic plan for infusing technology. To do that, I would need to work with a team of teachers, students, and administrators to conduct the SWOT Analysis, including designing and distributing a survey to gather data about current strengths and weaknesses of technology integration. We would analyze the responses and compare them to the responses from 2012-2013, as well as seeing how those responses align to the guidelines that were set forth beginning with the 2013-2014 school year. Lastly, we would work together to update our shared understanding of why technology in included in academic standards, why it is important for classes to integrate technology to improve academic achievement, and guidelines for best achieving true technology integration.
