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
The purpose of the SWOT Analysis Project was to develop, design, implement, communicate and evaluate a well-informed approach for technology use and planning. The SWOT Analysis project was based on ISTE's 8 essential conditions for Technology Planning. The essential conditions are as follows: (i) Effective Instructional Uses of Technology Embedded in Standards-Based, Student-Centered Learning (ii) Shared Vision (ii) Planning for Technology (iv) Equitable Access (v) Skilled Personnel (vi) Ongoing Professional Learning (vii) Technical Support (viii) Curriculum Framework. In each of the 8 essential conditions, specific positive conditions were identified as strengths; i.e. the school being analyzed was moving in a positive direction with specific efforts to implement a technology plan.
Standard 4.1 is established by identifying opportunities untapped potential in modeling and promoting our school’s digital resources so that teachers will maximize its use for equitable access in the instructional setting. These areas were sometimes in form of human or capital resources. There were also threats to the development of the school's technology plan, these threats were identified and were mostly in the form of school culture, misplaced responsibilities, not embracing the shared vision and ignoring opportunities for professional development. In each of the 8 Essential Conditions above, a summary of the results/ conclusion was communicated to staff and sources of data were used to evaluate the plan and make recommendations for the gap analysis. The SWOT analysis in its entirety was a candid effort to evaluate a school's technology planning status and how to implement it in a strategic plan that is data driven and research based. Through co-planning and co-teaching opportunities with teachers and administrative staff, I modeled and promoted best strategies for achieving equitable access to technology related best practices.
This artifact demonstrates mastery because we earn by doing. As the Instructional Technology Specialist, I was able to appreciate the positive things going on at the school, while using the opportunity to recognize specific threats that could hinder the implementation of shared vision. Based on these specifics, recommendations were made and by virtue of my role at the school, I continued to communicate these recommendations to key stakeholders. By the end of the school year, there was more clarity about evaluating the technology plan.
Conducting the SWOT Analysis helped me recognize some threats that I did not quite consider threats. For example, school culture is relative and can be positive or negative depending on the school and the culture in place. I was able to pay attention to specific variables about school culture that could promote or hinder the vision. However, it takes a creative technology leader to capitalize on the positives in order to tackle the positives. One thing that I would do differently is to take advantage of the laid-back culture at my school for Professional Development. As long as long as the professional learning was presented as casual, teachers will be more likely to participate. The impact of the SWOT analysis on school improvement is that the unique aspects of a school's vision will be pursued while taking into consideration, the strengths and challenges that are specific to the said school. Therefore, a "one size fits all" approach to school improvement will be avoided. Hence, progress will be made based on the school's needs for technology planning. This impact may be assessed
Artifact: SWOT Analysis
Reflection
The purpose of the SWOT Analysis Project was to develop, design, implement, communicate and evaluate a well-informed approach for technology use and planning. The SWOT Analysis project was based on ISTE's 8 essential conditions for Technology Planning. The essential conditions are as follows: (i) Effective Instructional Uses of Technology Embedded in Standards-Based, Student-Centered Learning (ii) Shared Vision (ii) Planning for Technology (iv) Equitable Access (v) Skilled Personnel (vi) Ongoing Professional Learning (vii) Technical Support (viii) Curriculum Framework. In each of the 8 essential conditions, specific positive conditions were identified as strengths; i.e. the school being analyzed was moving in a positive direction with specific efforts to implement a technology plan.
Standard 4.1 is established by identifying opportunities untapped potential in modeling and promoting our school’s digital resources so that teachers will maximize its use for equitable access in the instructional setting. These areas were sometimes in form of human or capital resources. There were also threats to the development of the school's technology plan, these threats were identified and were mostly in the form of school culture, misplaced responsibilities, not embracing the shared vision and ignoring opportunities for professional development. In each of the 8 Essential Conditions above, a summary of the results/ conclusion was communicated to staff and sources of data were used to evaluate the plan and make recommendations for the gap analysis. The SWOT analysis in its entirety was a candid effort to evaluate a school's technology planning status and how to implement it in a strategic plan that is data driven and research based. Through co-planning and co-teaching opportunities with teachers and administrative staff, I modeled and promoted best strategies for achieving equitable access to technology related best practices.
This artifact demonstrates mastery because we earn by doing. As the Instructional Technology Specialist, I was able to appreciate the positive things going on at the school, while using the opportunity to recognize specific threats that could hinder the implementation of shared vision. Based on these specifics, recommendations were made and by virtue of my role at the school, I continued to communicate these recommendations to key stakeholders. By the end of the school year, there was more clarity about evaluating the technology plan.
Conducting the SWOT Analysis helped me recognize some threats that I did not quite consider threats. For example, school culture is relative and can be positive or negative depending on the school and the culture in place. I was able to pay attention to specific variables about school culture that could promote or hinder the vision. However, it takes a creative technology leader to capitalize on the positives in order to tackle the positives. One thing that I would do differently is to take advantage of the laid-back culture at my school for Professional Development. As long as long as the professional learning was presented as casual, teachers will be more likely to participate. The impact of the SWOT analysis on school improvement is that the unique aspects of a school's vision will be pursued while taking into consideration, the strengths and challenges that are specific to the said school. Therefore, a "one size fits all" approach to school improvement will be avoided. Hence, progress will be made based on the school's needs for technology planning. This impact may be assessed