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
Reflection:
This artifact is a SWOT (strengths, weaknesses, opportunities, and threats) analysis that I completed for ITEC 7410, Instructional Technology and Leadership) in the fall of 2013. The SWOT analysis evaluates the strengths, weaknesses, opportunities, and threats regarding technology use and implementation at The Country Day School (CDS) in Escazú, Costa Rica. All analysis was gathered through measuring CDS against eight of the ISTE Essential Conditions. It contains a reflection and analysis of available resources and usage of technology within the school. There also is a gap analysis and suggestions for improvement.
Standard 1.2 for Strategic Planning notes that candidates “facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.” With the SWOT analysis, I evaluated the strengths, weaknesses, opportunities, and threats of instructional technology at CDS so that I could better design and develop an educated and strategic plan for improvement. Progressive and researched steps for improvement are established for each of the eight ISTE Essential Conditions. The information gathered in the SWOT analysis was used to create a strategic plan for improvement for the school, which was thereby communicated to school administrators.
The SWOT analysis was an eye opening experience. Through its completion, I learned how to thoroughly analyze technology needs in an unbiased way. The use of a SWOT matrix was incredibly helpful in establishing technology needs, and it can also be used in a myriad of ways for initiating school change. The SWOT analysis allowed me to objectively assess and evaluate the strengths and weaknesses at CDS to determine strategies to address said weaknesses. Establishing and evaluating the status quo and current reality at my school allowed me to develop an educated and meaningful improvement plan. In the SWOT analysis I synthesized a myriad of data and survey results to bolster my analysis.
Technology evaluations, like the SWOT, are crucial in directing and informing strategic planning in a school. With regard to technology, this SWOT analysis rendered essential information. Particularly regarding current realities of technology planning, access, and instructional implementation at CDS, the data and gap analysis were very beneficial. The information and analysis were used to further develop CDS’ progress toward reaccreditation with the Middle States Association of Colleges and Schools. With the information presented in the SWOT analysis, CDS has been able to re-evaluate current goals, processes, and procedures in place so that they can better meet MSA standards. Furthermore, funding needs were addressed, and a suggestion for change was presented to school administration. With the creation of this document, communication regarding current practices were initiated, and significant change has been made to the amount of time and attention that instructional technology receives in the school.
Reflection:
This artifact is a SWOT (strengths, weaknesses, opportunities, and threats) analysis that I completed for ITEC 7410, Instructional Technology and Leadership) in the fall of 2013. The SWOT analysis evaluates the strengths, weaknesses, opportunities, and threats regarding technology use and implementation at The Country Day School (CDS) in Escazú, Costa Rica. All analysis was gathered through measuring CDS against eight of the ISTE Essential Conditions. It contains a reflection and analysis of available resources and usage of technology within the school. There also is a gap analysis and suggestions for improvement.
Standard 1.2 for Strategic Planning notes that candidates “facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.” With the SWOT analysis, I evaluated the strengths, weaknesses, opportunities, and threats of instructional technology at CDS so that I could better design and develop an educated and strategic plan for improvement. Progressive and researched steps for improvement are established for each of the eight ISTE Essential Conditions. The information gathered in the SWOT analysis was used to create a strategic plan for improvement for the school, which was thereby communicated to school administrators.
The SWOT analysis was an eye opening experience. Through its completion, I learned how to thoroughly analyze technology needs in an unbiased way. The use of a SWOT matrix was incredibly helpful in establishing technology needs, and it can also be used in a myriad of ways for initiating school change. The SWOT analysis allowed me to objectively assess and evaluate the strengths and weaknesses at CDS to determine strategies to address said weaknesses. Establishing and evaluating the status quo and current reality at my school allowed me to develop an educated and meaningful improvement plan. In the SWOT analysis I synthesized a myriad of data and survey results to bolster my analysis.
Technology evaluations, like the SWOT, are crucial in directing and informing strategic planning in a school. With regard to technology, this SWOT analysis rendered essential information. Particularly regarding current realities of technology planning, access, and instructional implementation at CDS, the data and gap analysis were very beneficial. The information and analysis were used to further develop CDS’ progress toward reaccreditation with the Middle States Association of Colleges and Schools. With the information presented in the SWOT analysis, CDS has been able to re-evaluate current goals, processes, and procedures in place so that they can better meet MSA standards. Furthermore, funding needs were addressed, and a suggestion for change was presented to school administration. With the creation of this document, communication regarding current practices were initiated, and significant change has been made to the amount of time and attention that instructional technology receives in the school.