Standard 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 and Action/Evaluation Plan
Reflection:
For this artifact I learned about completing Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis for technology that I used to develop, communicate, and implement a technology strategic plan. The analysis involved using the eight ISTE Essential Conditions to analyze my schools current strengths and weaknesses and then identifying opportunities and potential threats to identify technology resources, current practice, and give recommendations for improvement.
Standard 1.2, Strategic Planning, calls for the design, development, implementation, communication, and evaluation of technology-infuse strategic plans. In this artifact, I assessed the strengths, weaknesses, opportunities, and threats for implementation of instructional technology within the school. Each of these characteristics was used to develop a gap analysis that recognized current practice and summarized recommendations that would address any weaknesses or threats. Upon completion of the SWOT, I was able to facilitate discussions with the leadership and administration at my school concerning instructional technology.
This learning helped me develop my leadership skills in being able to assess where our current technology is, develop a vision of where I would like to see it go, then develop real steps to accomplish that vision, and create a communication plan. In completing the activities I learned a great deal about how much planning goes into developing simple technology initiatives. Also, I had to move into a transformational mindset in order to think of strategies that would move our school. In reflecting on the activities surrounding this artifact, I would have liked to have more support at the district level in evaluating and creating our technology plan. As we have moved forward, we perceive obstacles for our school and age range that are easy to correct. However, at the district level, these same obstacles are much more complex as they affect many schools with a variety of age ranges.
For this artifact I learned about completing Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis for technology that I used to develop, communicate, and implement a technology strategic plan. The analysis involved using the eight ISTE Essential Conditions to analyze my schools current strengths and weaknesses and then identifying opportunities and potential threats to identify technology resources, current practice, and give recommendations for improvement.
Standard 1.2, Strategic Planning, calls for the design, development, implementation, communication, and evaluation of technology-infuse strategic plans. In this artifact, I assessed the strengths, weaknesses, opportunities, and threats for implementation of instructional technology within the school. Each of these characteristics was used to develop a gap analysis that recognized current practice and summarized recommendations that would address any weaknesses or threats. Upon completion of the SWOT, I was able to facilitate discussions with the leadership and administration at my school concerning instructional technology.
This learning helped me develop my leadership skills in being able to assess where our current technology is, develop a vision of where I would like to see it go, then develop real steps to accomplish that vision, and create a communication plan. In completing the activities I learned a great deal about how much planning goes into developing simple technology initiatives. Also, I had to move into a transformational mindset in order to think of strategies that would move our school. In reflecting on the activities surrounding this artifact, I would have liked to have more support at the district level in evaluating and creating our technology plan. As we have moved forward, we perceive obstacles for our school and age range that are easy to correct. However, at the district level, these same obstacles are much more complex as they affect many schools with a variety of age ranges.