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 (Strength, Weaknesses, Opportunities, and Threats)
Reflection
The current reality report – SWOT (Strength, Weaknesses, Opportunities. and Threats) is a required class assignment for ITEC 7410. My completed paper, an individual effort, was submitted in the fall of 2013. Meeting the requirements for this assignment, I reflected on the ISTE’s Essential Conditions that support access to digital learning. From my collection and recording of information, and taking inventory of the technology status of my building, I composed a SWOT document. This document enabled me to share and prioritize the technology needs at the building level. This document was shared in informal group dialogues. By sharing an understanding of equity and disparities in building technology, via peer dialogue, my vision gained support.
By campaigning for additional computers and a scheduled time for student computer training, I addressed the two most immediate needs identified in the SWOT Analysis. Using available resources, I designed a sheltered technology content unit, including the content materials, assessments, and instructional strategies for application. The facilitating of this training demonstrated the collaborative team culture of the science team members and its effectiveness in facilitating adopted classroom practices.
Using input from dialogue with staff and teachers, I identified the availability of resources and the tacit knowledge of the staff. Having conveyed short and long term actions aligned to the SIP for implementation, the proposed student instruction was designed and introduced as a pilot program, and suitable time wise for facilitation to students as part the school’s orientation program.
The instruction was facilitated by the science department. A collaborative effort, the facilitation was executed very well. The department project was implemented by all three science teachers. As a department instruction project, the participation of all students was ensured. With the communicated knowledge of limited resources and high learning student needs, reflective of the SWOT, the scheduled solution was quickly supported, adopted, and facilitated. The program change and acceptance, in part, was due to the communication of SWOT, and in part because of the willingness of the faculty to acknowledge the technology status of our building and a shared desire to better serve our students.
The collection of input provided me with a better understanding of the complex matric that is our mission’s timetable. An addition to my efforts to build peer relationships, the communication necessary to complete the SWOT helped me to gain peer support for what would be a change project. With more trust from my peers, it will likely be possible for me to use more digital tools to investigate practices quickly. Not using survey tools, such as SurveyGizmo of QuestionPro, made my communication and collection of data a slow process. Employing an online survey is also advisable for a larger contribution of input and a more expedient evaluation of collected data. A wider contribution to a change project gains the type of on-going support needed to ensure support by all stakeholders.
During a two week orientation period, the science team provided class instruction, targeting basic computer skills, such as keyboard key functions (caps lock, backspace, spacebar…), and the navigating steps for logging into an online Web site (inputting username and password), such as School Net and Education Galaxy. This training is now part of our first and second week of school orientation, and having this approval from the administrator will enable me to have a larger team for facilitation of programs. The newly scheduled online state assessments make this training a needed component in ESOL curriculum. This was stated by the administrator, along with a complement - given to the science team for having implemented the pilot curriculum.
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
Artifact: SWOT (Strength, Weaknesses, Opportunities, and Threats)
Reflection
The current reality report – SWOT (Strength, Weaknesses, Opportunities. and Threats) is a required class assignment for ITEC 7410. My completed paper, an individual effort, was submitted in the fall of 2013. Meeting the requirements for this assignment, I reflected on the ISTE’s Essential Conditions that support access to digital learning. From my collection and recording of information, and taking inventory of the technology status of my building, I composed a SWOT document. This document enabled me to share and prioritize the technology needs at the building level. This document was shared in informal group dialogues. By sharing an understanding of equity and disparities in building technology, via peer dialogue, my vision gained support.
By campaigning for additional computers and a scheduled time for student computer training, I addressed the two most immediate needs identified in the SWOT Analysis. Using available resources, I designed a sheltered technology content unit, including the content materials, assessments, and instructional strategies for application. The facilitating of this training demonstrated the collaborative team culture of the science team members and its effectiveness in facilitating adopted classroom practices.
Using input from dialogue with staff and teachers, I identified the availability of resources and the tacit knowledge of the staff. Having conveyed short and long term actions aligned to the SIP for implementation, the proposed student instruction was designed and introduced as a pilot program, and suitable time wise for facilitation to students as part the school’s orientation program.
The instruction was facilitated by the science department. A collaborative effort, the facilitation was executed very well. The department project was implemented by all three science teachers. As a department instruction project, the participation of all students was ensured. With the communicated knowledge of limited resources and high learning student needs, reflective of the SWOT, the scheduled solution was quickly supported, adopted, and facilitated. The program change and acceptance, in part, was due to the communication of SWOT, and in part because of the willingness of the faculty to acknowledge the technology status of our building and a shared desire to better serve our students.
The collection of input provided me with a better understanding of the complex matric that is our mission’s timetable. An addition to my efforts to build peer relationships, the communication necessary to complete the SWOT helped me to gain peer support for what would be a change project. With more trust from my peers, it will likely be possible for me to use more digital tools to investigate practices quickly. Not using survey tools, such as SurveyGizmo of QuestionPro, made my communication and collection of data a slow process. Employing an online survey is also advisable for a larger contribution of input and a more expedient evaluation of collected data. A wider contribution to a change project gains the type of on-going support needed to ensure support by all stakeholders.
During a two week orientation period, the science team provided class instruction, targeting basic computer skills, such as keyboard key functions (caps lock, backspace, spacebar…), and the navigating steps for logging into an online Web site (inputting username and password), such as School Net and Education Galaxy. This training is now part of our first and second week of school orientation, and having this approval from the administrator will enable me to have a larger team for facilitation of programs. The newly scheduled online state assessments make this training a needed component in ESOL curriculum. This was stated by the administrator, along with a complement - given to the science team for having implemented the pilot curriculum.