ANALYSIS OF

SCHOOL AND
TEACHER
READINESS
LT S 5 2 0 T E C H N O L O G Y L E A D E R S H I P F O R T H E 2 1
C E N T U RY
ST

MODULE 2 ASSIGNMENT 2
SCHOOL
TECHNOLOGY
PROFILE
EQUITABLE ACCESS
Multiple Computer Labs & Mobile Labs
Covers only 30% (max) of student population
Many of the labs contain computers that do not work for
various reasons
BYOD
Allows students to make up for the gaps in access
Not all students have access to devices they can bring to
school
SKILL LEVEL OF PERSONNEL
All of staff are knowledgeable about how to use
technology in order to meet curriculum goals
Most of staff
Know how to use technology to differentiate instruction
Know how to use technology to enhance the curriculum
Seek new technologies to use in the classroom
Apply new technologies to use in classroom (when possible)
Are aware and take advantage of professional development
opportunities
EFFECTIVENESS OF PROFESSIONAL
DEVELOPMENT
Mostly traditional PDs
Courses
Workshops
Trainings
Some alternative PDs
Peer-support communities
Peer-learning networks
Most PDs have some sort of incentive
Most PDs are created from an observed or expressed need.
TEACHER
TECHNOLOGY
PROFILE
 DEMOGRAPHICS 8 TEACHERS
Gender:
Years Teaching:
5 female teachers
3 male teachers

Areas of Responsibility/Subject Areas

Science
English
World Language
Social Studies
Special Education (Tutorial)
Health/P.E.

Grade Levels 1-5 year(s) 6-10 years

9th 11-15 years 16-20 years
10th 21-25 years 26-30 years
11th 30+
12th
AT LEAST ONCE A WEEK TEACHERS ARE:
Prompting and modeling appropriate digital etiquette and responsible social interactions
related to the use of technology and information

Advocating, modeling, and teaching safe, legal, and ethical use of digital information
and technology (documenting sources, respecting copyright and intellectual property)

Communicating relevant information and ideas to students, parents, and others

using a variety of digital tools and platforms

Addressing the diverse needs of all learners by using learning-centered strategies

providing equitable access to appropriate digital tools and resources

Contributing to the overall effectiveness, vitality, and self-renewal of the teaching

profession, my school, and community by modeling the use of digital resources and tools
 COMMON PROCEDURES RARELY OR
NEVER USED:
Planning
instruction using Teaching students Exhibiting
the National about the leadership by
Education responsibilities of demonstrating a
Technology digital citizenship vision of
Standards for through technology
Students (NETS global/cultural infusion,
Students) to awareness and participating in
ensure students using digital tools shared decision
have knowledge, to communicate making and
skills, and attitudes about/with people technology skills
necessary flor in other countries. with others.
school and careers
I AM FAMILIAR WITH MY SCHOOL AND
DISTRICT TECHNOLOGY PLANS.

13%

37%
Yes
Somewhat
No
50%
I AM ABLE TO ATTEND A SUFFICIENT NUMBER OF
PDS TO HELP ME SUCCESSFULLY INTEGRATE
TECHNOLOGY IN THE CLASSROOM .

25%
37% Yes
Somewhat
No
38%
I HAVE SUFFICIENT DIGITAL DEVICES AND
TOOLS TO EFFECTIVELY INTEGRATE
TECHNOLOGY INTO MY TEACHING.

25%

Yes
50% Somewhat
No
25%
ESSENTIAL CONDITIONS
All polled staff agree that our principal supports and
promotes integrating digital technology in the classroom

Most polled staff

feel that they have sufficient access to online digital resources aligned with
Maryland states learning standards
are interested in learning more about planning and implementing a 1:1
initiative in the classroom
are interested in learning more about planning and using project
based/authentic learning activities in the classroom.
TECHNOLOGY
USE
 Notebook Computers
Technology that is Wifi

used often in the

Smart Phones
Digital Projector
classroom

Document Camera
Collaborating Tools (Google Apps, Wiki platforms)

Multiplayer Games
Technology that is

Social Communication Apps (Twitter, Facebook)
Desktop Computers
occasionally used in

Computer Labs
Online Assessments
the classroom Online Video/Podcasts
Content Curation and Sharing (Diigo, Evernote)

Interactive White Boards (Smart Board, Promethean)

3D Printers
Technology that is

Programing (Scratch, Basic, JavaScrit)
Robotics
never/rarely used in

Conferencing (Skype, Google Hangouts)
Tablets & Apps for Tablets
the classroom Digital Textbooks
Multimedia Creation Tools (Video, Podcasts)
Virtual Worlds
 WHATS THE PROBLEM AND HOW DO WE FIX IT?

Improve Mobile
Labs, Increase
Interest in access to computer
Access to devices technology labs, initiate
integration discussions about
piloting technology
initiatives

Develop more
specialized PD
opportunities on
Staff lack knowledge
Staffs desire for technology and
of NETS and school Staff lack confidence
better PD project based
technology plan
learning, focus on
technology other
than Canvas
SELECTING A
GUIDING TEAM
 Criteria Teacher 1 Teacher 2

Capable of providing executive-level support 3 4

Capable of securing the necessary team members for the initiative 5 3

Capable of securing necessary resources (financial support, technology, 3 1

etc.) for the initiative

Respected by other executives and leadership within the organization 5 5

Capable of motivating and inspiring the organization 5 5

Capable of making difficult decisions even when they are unpopular 4 4

Possesses the authority to make decisions 3 2

Capable of removing barriers that prevent progress 4 3

Totals: 32 27
WORKS CITED

Cohen, Dan S. The heart of change field guide: tools and tactics for leading change in
your organization. Boston, MA, Harvard Business School Press, 2009.