ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewtechnology use aligned to...

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

Name: Tanis Ockwell Semester: Summer 2018

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 Threats Technology is used daily by

content area teachers.

All teachers utilize devices for district initiatives for progress monitoring through iReady and FastBridge Assessments in math and reading. (Interview)

Teachers continue to utilize classroom devices for “skill and “drill practice with devices. (TIM Report, 2018)

Technology use is not as a best practice to increasing student achievement in the school strategic plan. (SIP, 2018).

Kennesaw State Instructional Technology Coach support to continue in Fall 2018 to aid in current resources specific to student and teacher’s needs.

Summit Hill’s Vanguard Team has not been utilized thus far. Using the team to aid in PD for the school would provide another layer of support.

Teachers are fearful of using technology they do not understand.

Some teachers do not recognize the connection between technology and increased student achievement.

Summary of Results/Conclusions: Technology at Summit Hill Elementary (SHE)was made available to all students, through Fulton County’s Personalized Learning Initiative. Each elementary school was provided a set of devices at a ratio of 1:3. Each classroom has an interactive white board, desktop computers, and either Dell Latitude Laptops or iPads, depending on the grade level. There are also devices available for checkout in the technology office. While technology is available and used in classrooms daily, most uses are limited to skills practice and whole group direct instruction. Many teachers feel that there is not enough time in the day to provide the necessary instruction while utilizing their digital tools in a way that supports authentic learning. Summit Hill ES has room for growth in this area.


Recommendations from Gap Analysis: Summit Hill has a huge opportunity for growth in this area. We have devices available, now we need to provide professional development to train teachers how to utilize the resources available within their classrooms. Summit Hill has a Vanguard team that can support the staff through opening up their classrooms as model classrooms and through afternoon professional development opportunities. The Kennesaw State iTeach coach can also be utilized to support teachers by providing embedded coaching surrounding apps and Web 2.0 tools. It would also be beneficial to for the iTeach coach to model the use of the technology within a lesson that best demonstrates best practices that support student engagement.

Data Sources: Interview Summit Hill Elementary School Strategic Plan Technology Integration Matrix Report, Summit Hill ES

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 New principal that views

technology as an essential part of a student-focused instruction (Interview)

Fulton County has an official vision that outlines expectations, funding, and resources.

Summit Hill does not have a shared vision for technology.

Technology is not included in the School Improvement Plan. (SIP, 2018).

Fulton County support professionals are available to provide support in creating a plan that blends technology and personalized learning principles.

Other elementary schools in the county have strong visions that include technology. Collaboration with those schools could include teacher visits/observations support from admin in creating our vision.

There are teachers who are resistant to change and will be very vocal in their unwillingness.

Summary of Results/Conclusions: In 2015 Fulton County updated their current Instructional and Information Technology Strategic Plan. This plan incorporated technology as a bridge to support student success. This plan supported the Personalized Learning Initiative has been taking place. This plan incorporates FCS beliefs and values concerning technology use.

Unfortunately, at this time Summit Hill does not have a clear vision or mission for the school. Our administrative team recently wrote our new SIP and technology is not a part of the school’s plan at all. However, the SIP is a fluid document and after an interview with members of the administrative team they plan to revisit and incorporate technology as an important part of our plan. We will begin the new school year with a new principal, after a recent meeting, she assures that technology integration will be an expectation. Recommendations from Gap Analysis: Summit Hill Elementary’ s top priority is to enlist their stakeholders (administration, teachers, parents) to help develop a mission and a shared vison for the school. Based on what the stakeholders state as the mission and the vision, it is then important to make sure that they also discuss how technology can be utilized within the classroom to help achieve the shared vision. The next step will be to share this vision with the staff and develop PD around ways to utilize technology to achieve the shared vision. Utilizing the Vanguard and KSU iTeach coach will allow teachers to see how technology integration looks within their own school. Due to the fact that we have teachers who struggle against change, we will need to be provided a timeline with check-in points to prompt teachers to adjust their teaching strategies.


Data Sources: Interview Personal Communication Summit Hill Elementary School Strategic Plan

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 Threats Fulton County has a clear

expectation for technology integration of each school. (FCS Strategic Plan Update, 2015)

The school recognizes the need for a technology plan. (Interview)

The school has not addressed the needs of socio-economic and gender differences.

The school does not currently have a formal technology plan consisting of a vision, mission, goals, and objectives for the technology program.

Kennesaw State Instructional Technology Coach support to continue in Fall 2018 to support content area integration and focus on needs of diverse populations.

The Fulton County Schools set up a technology committee/organization called the Vanguard Team to provide support.

New METI plans to support content area tech integration

Time for training/mentoring

Teacher attitudes and resistance. The current attitude of teachers towards technology is that “it’s just one more thing.”

There is very little diversity at Summit Hill ES therefore, there is a struggle to understand diverse needs.


Summary of Results/Conclusions: Fulton County has a clear plan for technology integration, but there is not currently a plan in place at the school level. Our new principal sees the needs for one to be created that aligns with our Personalize Learning plan and SIP. She stated that this is something that we will work on this school year. Summit Hill also welcomes a new METI this school year. She has expressed interest in working with the iTeach coach this year to utilize a Maker Space and collaborative planning with the content area teachers to help support them with tech integration.

As part of planning for technology, SHE, currently has a Vanguard team that is there to support and help develop tech use in the school. Utilizing this team will strengthen the implementation process once a shared vision has been created. The community that SHE serves is not a very diverse community. SHE will need to be sure to consider these students when creating their plan. Many teachers at SHE will need support in learning how to meet the needs of the students that require special services. Recommendations from Gap Analysis: SHE needs to work with shareholders to create a shared vision for technology in the school. Current teaching practices need to change. It is no longer acceptable to stay seated behind a desk while all students work on the same item quietly at their desk. According to Sheninger, (2014) discusses how public schools were created to prepare students for jobs in factories. Students today are no longer needing to prepare for these types of jobs. It is our responsibility to prepare students for jobs that will be available when they are ready to enter the work force. As a school, it is our responsibility to create a strategic plan that integrates technology that will prepare students as they develop critical thinking and questioning skills. Utilizing our internal support will be key for all staff members to know the school vision and have a clear plan on how to be a part of achieving that vision. SHE has teachers that can provide a model classroom for technology use where other teachers in the building can come and observe how those classrooms utilize technology to support 21st century learning. These teachers can also be utilized to support professional development during (Request for Flexibility) RFF days where staff can learn and plan with their team. Fulton County has schools that are further along in this process. They already have a shared vision and are working together as a school to achieve their vision. Reaching out to these schools to schedule teacher walkthroughs or participation in grade level meetings, data dives, or administration meetings would provide an example and spur ideas of how to implement a shared vision at our own school.

Data Sources: Interview Personal Communications Fulton County School Instructional and Information Technology Strategic Plan Update Sheninger, E. (2014). Digital leadership (p. xix). Thousand Oaks: Corwin.


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 laptops or iPad (depending on the grade level) of devices that support teaching and learning.

Specific applications have been purchased to support our English Language Learners and SPED students. They include iRead, iReady, and MobyMax (SIP, 2018).

Strongest teachers for integrating technology are females in the building.

Not all teachers utilize the data that is available in their classrooms to drive instruction.

based on leadership team meetings. not all teachers are using the data gained from the district assessment tools and online resources.

Quarterly Principal Breakfasts are not heavily attended by parents, these could be utilized to exposed ways for families to incorporate technology at home. (Interview)

Students have access to an Office 365 account that can support differentiation and student-centered learning. (FCS Strategic Plan Update, 2015)

STEM education and PBL is available to all students through a STEM class and integrated into collaborative lessons with the Media Center and iTeach Coach

Teachers can interact with families at school sponsored events to

There is currently not an ELL teacher on staff

No funding for staff or devices for after school parent resource center or for students to come and utilize school technology if they don’t have access outside of school.

Time spent on Digital Content is required by the county and takes time from innovative technology uses

Summary of Results/Conclusions:


Summit Hill does not have a very diverse population. According to the Georgia Department of Education (2018) as of the 2017-18 school year 78% of the students identified as white. Currently only 1% of the population qualifies for ESOL and only 9% qualify for special education services. With so few diverse students, some teachers struggle to understand how to adjust their teaching strategies in their classroom to meet the needs of these students. That being said, many resources are available to teachers and students that provide ways to meet the needs to all learners. Fulton County provides many digital licenses as resources through MackinVia to increase student achievement. While utilizing the data provided through iRead and iReady, teachers with diverse students have access to strategies and materials that support these students. Based on the Fulton County Plan, elementary schools were not provided enough devices for a 1:1 rollout. Instead, we have a ratio of 1:3 in our school. Since every student isn’t assigned their own device SHE’s students are not allowed to take their devices home at night. Teachers are also concerned that with the push from the county to implement more use of digital content at a level that requires that all devices are used to meet the time expectations weekly. This use of the devices in each classroom, minimizes the amount of time teachers can plan for innovative activities that allow for student choice and voice.

Recommendations from Gap Analysis: Students have diverse needs that require instruction to be provided in small group or as individual learning opportunities. Fulton County decided on the 1:3 rollout with the expectation that not every student would be working on the same thing at the same time. They expect that teachers are utilizing small group instruction and collaborative work which doesn’t not requite every student to be using a device. Professional development needs to focus on how to incorporate these strategies so that the devices available are being used effectively in the classroom. Teachers should also focus on incorporating STEM and Maker education opportunities for their students. According to Palmieri (2014), “Maker education allows girls to experience in a fun, tangible way how they can apply STEM skills to solve real problems — all while developing dexterity, learning about ideation and practicing teamwork”. There is also a concern surrounding the opportunity for students to continue the learning at home. There are students that don’t have access to the internet when they get home from school. This is a growing concern and a social justice issue. Kang (2016) states that parents are concerned that due to lack of funds at home, their students will begin to fall behind with homework that needs internet access. Teachers need to provide opportunities for students to use the computers at school apart from the times they are assigned within the learning day. Data Sources:

Georgia School Reports Interview Fulton County School Instructional and Information Technology Strategic Plan Update School Improvement Plan

http://www.iste.org/explore/ArticleDetail?articleid=41


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 were provided

training for their Epson Interactive Projectors

Teachers are proficient in the use of productivity tools such as Word, Excel, and Publisher.

The school is well equipped with Smart Boards, projectors, document cameras, printers, laptops, and iPads.

More teachers are utilizing the iTeach coach. The effects are evident during admin walkthroughs.

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

There is no professional development plan in place for teachers to learn how technology can be used as a tool to enhance student achievement.

Allow for more teacher input as to the type of training and delivery of training.

Teachers will be provided with mentoring opportunities support best-practices for teaching strategies and the implementation of technology. (SIP, 2018)

Kennesaw State University Coach will support teachers as they become more comfortable implementing new tech tools.

It takes time to create units that incorporate technology in engaged learning activities.

There is an issue with overconfidence among teachers. Many don’t feel that they need to change their teaching practice. (Interview, 2018)



In the Fall of 2015 Fulton County Schools began the process of providing schools with a device that they chose from four possibilities based on the need of their stakeholders as a part of their Personalized Learning Initiative. Summit Hill received their devices in the spring of 2017. The Personalized Learning Team which is made up of administration and teachers, created a rollout plan which also utilized devices already in the school. This plan was put into place for to begin in the fall of 2017. It also incorporated the use of a Kennesaw State University iTeach Coach who provided embedded coaching for the staff. In the last year, many teachers have utilized the iTeach coach and have begun using online digital portfolios and online assessment tools that provide immediate feedback for students and teachers.

The biggest challenge that faces our teachers is an overconfidence about the strategies that they have been using for years. However according to The Governor’s Office of Student Achievement, the academic growth of Summit Hill’s students is lower than the county average and based on county date is the lowest our Learning Community. This data allowed time for reflection that should be a wake up to our teachers. It is time to try new things in order to support the innovative teaching using best practices. By utilizing the available technology to provide students with an innovative learning environment, we can increase the academic growth of our students.

Recommendations from Gap Analysis: In order to begin and support the change in instructional practice within the classroom, it would be beneficial to include the teachers as stakeholders for creating the vision, as well as developing goals based on a timeline that will help achieve the vision. Teachers should also be introduced to the ISTE standards for teachers and for students so they can use them as a tool when looking at their teaching practices. 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). To support developing these skilled leaders, we will be implementing a mentoring program for the teachers who are struggling with implementing technology in their classrooms. This mentorship will allow the struggling teachers to have someone to support their ideas and provide feedback on how to integrate technology into their lessons. In addition to the mentorship program, the iTeach coach will hold monthly meetings with the grade levels to support unit planning and tech integration.

Data Sources: Interview Georgia School Reports Fulton County School Instructional and Information Technology Strategic Plan Update School Improvement Plan ISTE Essential Conditions


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 Threats Professional learning and

courses are available online and in person. Teachers can utilize the online catalog any time through Edivate.

We have staff that can support personalized technology based professional learning in our building

Teachers are used to attending professional development at school and it is viewed positively by staff members

Professional development in the past has been presented in a “one size fits all” approach.

Professional learning does not take into account teacher’s needs and interests

Allow teachers to attend the Georgia Educational Technology Conference held in Atlanta in the Fall give them an opportunity to redeliver a tool or strategy that they learned and have begun implementing.

Teachers should be

encouraged to take advantage of personal learning networks, such as Twitter, education blogs, and education wikis.

Offering a EdCamp style professional development that allows for voice and choice for teachers in digital tools for specific content areas.

Professional development is not tied to ISTE standards for technology integration.

Little to no follow up after a professional development session

Teachers feel as though all their time is already spent on planning to teach the content standards. They feel they cannot devote more to learning new digital tools.



Professional learning is easily accessible and encouraged from the county. Teachers can use Edivate to sign-up for online and in-person trainings that are provided by the PL department for the county. However, the teachers feel that so much of their time is spent on other responsibilities that they don’t utilize these opportunities. There is also a lack of technology related trainings that are specific to the needs of our school. There is a need for a change in our professional development. It should not be one size fits all, just as instruction should not be. We should provide sessions based on need and interest while also being creative about how the PD is developed. As we ask our teachers to change instruction, we should be modeling that change through innovative professional development. Summit Hill has had a lot of professional development opportunities over the past year that have focused on Lucy Calkins and balanced literacy. Teachers have been required to attend and while some have been after school requirements, many have been during the school day. This year, we need to focus on personalized learning and how to incorporate digital tools to provide learning opportunities that incorporate choice and voice, flexible pacing, and varied strategies.

Recommendations from Gap Analysis: While there is a necessity for all teachers to sometimes meet all together for whole group professional development, there is an opportunity to make a change that creates interest in what is being presented. A school’s Professional Learning Coordinator has an opportunity to model what customized learning might look like. Providing choice in how learning is done as well as what the topic is will allow for teacher interest to develop within the learning time. I would also like to see Summit Hill hold and Ed Camp where the teachers are able to dictate what they want to discuss and learn about.

Another learning opportunity for our staff is to utilize the GaETC that happens in November. Since it does not really require travel, providing opportunities for teachers to go and learn from other educators would be very beneficial. However, I would like to see that each person who goes, comes back with something to share at a future staff meeting.

Data Sources: Fulton County School Instructional and Information Technology Strategic Plan Update School Improvement Plan Interview Personal Communication


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 is available to provide support for instructional issues

Fulton County has increased bandwidth and connectivity greatly in each school over the past few years. (FCS Strategic Plan Update, 2015)

There is a 3:1 device roll out for elementary schools from the county. (FCS Strategic Plan Update, 2015)

Classes not testing in April are not allowed to use the internet during testing so that connection for standardized tests is not compromised

School IT person is unaware of the importance of working devices and can be unwilling to help at times

The Technology Support Line can answer general questions.

Encourage teachers to use the tech ticket system to streamline process and time, etc.

Technology purchased five years ago are out of date, there is no support if they break and many are old enough that the software is no longer supported.

Lack of “responsibility” taken by students and teachers for equipment care (Teacher Interviews).



Technical support is one area that is hard for teachers to control. Each school in the district has an IT person who is there to support the devices when they are not completely operational. At Summit Hill, we see that the Tech assigned to the school is not always willing to be quick in her responses to provide support. Many teachers that want to learn new technologies are put off when the tablet’s software needs to be updated, something doesn’t work, or an app needs an update. There is a lot of frustration from teachers when something isn’t working when it is supposed to. All our devices need administrative rights to complete updates and other tasks which is why timely responses are so vital.

The county has created an instructional team called the Vanguard Team. This group of four teachers can provide help with the instructional side of the technology. They can model lessons, coach another teacher, and provide support for teachers who are looking for help understanding how to utilize a tool to support instruction.

Recommendations from Gap Analysis: To improve this condition, it is important to include the tech support professional in content area meetings and professional learning that the teachers attend that support tech integration. It is important for everyone to be on the same page and understand what the teachers need the devices to do and how each digital tool works. Many times, the support personnel has never used the tool nor do they know what it actually does. By including them in the professional development, there would be a joint understanding of how important it is that the devices are up to date and ready to be used.

Data Sources: Fulton County School Instructional and Information Technology Strategic Plan Update Personal Communication

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 Threats


Fulton County Schools require Common Sense Media Curriculum to address many technology literacy concepts to grades K-5.

New STEM classroom has the opportunity to utilize different technologies that can be integrated with content as lesson extension in the general ed classrooms. (interview)

Teachers view technology standards as an add on and while it is nice to have it isn’t critical to the success of lessons.

There is no assessment tool in place for determining technology literacy (observation)

Offer professional development for teachers to learn and understand how to integrate technology into their curriculum based on the ISTE standards, Indicators of Engaged Learning and the LoTi framework.

Teachers do not view technology standards as a priority in the classroom. (interview)

Summary of Results/Conclusions: Unfortunately, Summit Hill has never focused on the technology use as it relates to the standards. The focus has always been on the primary subjects. As a higher performing school, many teachers feel that if their students are successful, then why change what isn’t broken. This feeling is directly reflected on the role technology has played in the school over the last few years. Before the county supplied devices, there wasn’t a push to provide technology through school funding or to integrate technology standards into the current framework.

This next school year, a new class will be available to students. With the addition of a STEM class, the students will have the opportunity to utilize tech tool in new ways. This would be a great time to introduce the ISTE standards for students. Using 21st-century skills, our students will have the opportunity to become empowered learners and can continue the learning into their classrooms.Recommendations from Gap Analysis:

I recommend that the ISTE standards be implemented at SHE. The teachers, as well as the students, would benefit from understanding these standards through professional development, According to ISTE’s Essential Conditions, “a curriculum framework is needed to pair defined content standards with digital curriculum resources that are aligned to the content learning goals”. SHE would benefit from utilizing collaborative planning time to pair digital curriculum with the content standards.

Data Sources: ISTE Standards for Students Personal Communication


Interview ISTE’s Essential Conditions

References

Fulton County School Instructional and Information Technology Strategic Plan Update. (2015) Retrieved from https://www.fultonschools.org/en/divisions/it/Documents/Technology%20Plan%20Presentation.pdf

Georgia School Reports | Georgia School Reports. (2018). Schoolgrades.georgia.gov. Retrieved 8 July 2018, from https://schoolgrades.georgia.gov/summit-hill-elementary

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

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/

Maker movement: Bridging the gap between girls and STEM. (2014). Iste.org. Retrieved 6 July 2018, from https://www.iste.org/explore/ArticleDetail?articleid=48

Sheninger, E. (2014). Digital leadership (p. 23). Thousand Oaks: Corwin.

Summit Hill Elementary School Strategic Plan. (2018) https://drive.google.com/open?id=1e0V3KoVjKFP_9CLZKfs19zgOH8qBfMCm

Technology Integration Matrix Report. (2018) Retrieved from https://docs.google.com/document/d/1PDW36B1sZ1GzP4oLncVq-

qMg3h3ecB31QYgljRcvtR8/edit?usp=sharing

Appendices


Appendix A:

Appendix B:

Summit Hill ES Strategic Plan

ESSENTIAL CONDITION ONE: ACCESS TO TECHNOLOGY€¦ · Web viewtechnology use aligned to...

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