Digital Journal #2
Technology Needs Survey Assessment and Reflection
For this week’s assignment, I developed a technology needs assessment survey to better understand the technology needs of the staff at Atascadero Middle School. The purpose of the survey was to gather data that will guide the development of a year-long technology professional development plan. As I reflect on this week’s coaching journey, I am inspired by the support I received from my coworkers despite it being summer break. I reached out to 18 colleagues, anticipating that it might be difficult to obtain the required 10 responses. Instead, I received 15 completed surveys with very little effort. This experience reinforced the positive, collaborative culture I have the privilege of working in at Atascadero Middle School. The survey provided valuable insight into our professional learning needs and included feedback from administrators, classroom teachers, Special Education teachers, mentors, and mentees representing multiple grade levels.
The survey results, along with my conversation with my mentee and mentor, revealed several consistent technology needs across our campus. The most common theme was the growing interest in Artificial Intelligence. Teachers want to better understand how to use AI responsibly in the classroom, what ethical guidelines should be established, and how AI can enhance teaching and learning. Respondents also requested additional training on Canva for Education, student creativity projects, interactive presentations, and tools that streamline assessment, grading, and data analysis. Many teachers expressed a desire for practical classroom applications and individualized coaching rather than broad overviews of technology tools. Increasing student engagement emerged as the primary reason teachers wanted additional technology training, particularly when technology supports authentic assessment, creativity, and differentiated instruction rather than being used simply for technology's sake.
One finding that stood out to me was the strong preference for asynchronous, self-paced professional development opportunities. Many teachers also requested shorter training sessions of approximately 30 minutes instead of the traditional hour-long Friday afternoon meetings. Lack of time was consistently identified as the greatest barrier to technology integration. These findings could support future conversations at the district level about restructuring professional development to include more teacher-directed planning time alongside shorter, focused technology sessions. Respondents also preferred practical, collaborative learning opportunities such as PLC meetings, one-on-one coaching, classroom modeling, self-paced modules, and short video tutorials. Google Forms was identified as the preferred method for requesting coaching support.
The findings from this survey will directly shape my year-long professional development plan for Atascadero Middle School. Rather than creating broad, generic technology trainings, I plan to use teacher feedback to develop grade-level and content-specific sessions that address the needs identified by staff. My professional development plan will include AI integration, creative student project development, formative assessment tools, and practical classroom strategies that teachers can immediately implement. I also plan to offer each training in multiple formats, including in-person workshops and self-paced modules through Google Classroom. I intend to create Screencastify videos that model each technology tool so teachers can learn at their own pace and revisit the content whenever needed. This approach respects teachers' limited time while providing relevant, flexible learning opportunities that meet the unique needs of their classrooms.
This experience demonstrated the importance of data collection and analysis within the ISTE Standards for Coaches. The survey allowed me to make informed decisions for the 2026–2027 school year based on teacher voice rather than my own assumptions about our school's needs. Collecting and analyzing data ensures that future professional development is responsive, relevant, and aligned with the priorities of our learning community. This process directly reflects ISTE Standard 4.5, Professional Learning Facilitator, by designing meaningful learning experiences that address educator needs, and ISTE Standard 4.6, Data-Driven Decision Maker, by using evidence to guide coaching decisions and measure impact. As a result of this survey, I feel confident that I can develop a meaningful year-long professional development plan that reflects the needs of my colleagues and ultimately enhances teaching and student learning at Atascadero Middle School.
