Assessing Technology Needs At Ralph J. Bunche Middle School

Assessing Technology Needs At Ralph J Bunche Middle Schoolsanchetta F

Assessing Technology Needs at Ralph J. Bunche Middle School Sanchetta Ferguson University of West Georgia MEDT 8462 Dr. Kane 10/2/2024

Assessing Technology Needs at Ralph J. Bunche Middle School

My name is Sanchetta Ferguson, and I work at Ralph J. Bunche Middle School in Atlanta, Georgia. I am the Broadcast/Audio Visual teacher. I work with approximately 400 students between 6th and 8th grade, mostly from low-income backgrounds. Roughly 75% of our student population is African American, 15% Hispanic, and about 10% are other ethnic groups. I am responsible for delivering engaging and comprehensive instruction in the broadcast and audio-visual production course. My role equips students with the skills necessary to excel in the mass communications field, fostering creativity, technical proficiency, and teamwork.

My other responsibilities include guiding students in using digital resources in research work and in-class projects and ensuring that the morning news station runs properly. Results of the Needs Assessment The process for conducting the needs assessment commenced with collecting data from key stakeholders within the school. I had to design a survey instrument that would be used to collect quantitative data from the school's teachers and administrators. The survey consisted of 10 questions that addressed issues about the availability, reliability, and usage of technology in the school. The sample, consisting of 10 teachers and administrators drawn from different departments, namely Science, Math, English, and Social Studies, was used in this study.

The results of the survey were collected and compiled for one week. Following the survey, I interviewed five stakeholders, including the head of the media center, the school's principal, and three teachers from different departments. The interview questions targeted the problems faced concerning technology use in the classroom and what exactly their suggestions for improvement were. This is done by analyzing data from both qualitative and quantitative sources, ensuring test subjects take their time to contribute to this study. After gathering the information, I summarized it into charts to better view and interpret it and, therefore, an excellent report. All in all, it took two weeks to get everything done right, considering all perspectives.

Available Technology Ralph J. Bunche Middle School integrates some old and new technology within the school. In every classroom, teachers use a smartboard and projector to show lessons and videos for their classes. Personal devices include Chromebooks, with only 60% of the students having them; the rest, 40%, still share computers with others in the media center and computer labs.

The school Wi-Fi works reliably in every teacher's room, but 40% of classrooms report slow Internet speeds, especially during points of the day when a large number of devices access the network. This interferes with lesson plans that rely on cloud-based educational resources. Secondly, there are only 20 Chromebooks for students at the media center, which is not always enough, given the number of students needing to access them for research and completing assignments. The school does use instruction aids such as Google Classroom, Kahoot, and Quizlet; however, their integration within the departments is not clear. Teachers of the Science and Math Departments use them more frequently than others due to the difficulty posed for some by a lack of enough training and means.

Stakeholders Participants in the needs assessment included teachers, administrators, and the media center director. Their roles and input in determining the key gaps in technology at the school were quite vital. Principal The school principal gave a presentation on how the budgeting and allocation of resources are performed. She further shared that getting funds for improving technology is difficult amidst other priorities in the district's and school’s budget. Her input was significant in showing the administrative challenges in technology implementation. Media Center Director The director of the media center serves to facilitate the use of technological resources within the school setting. She stipulated, "The demand for Chromebooks exceeds supply to such an over/requesting amount that we need additional devices to ensure equal access for all students." Teachers I interviewed three teachers from the Science, Math, and English departments. They gave useful feedback on the daily obstacles they faced in integrating technology into their classroom interactions. The science teacher mentioned how she could not conduct virtual labs as the speed of their network connection was too slow. The English teacher complained about a shortage of computers, which hampered her intention to assign digital writing projects to her students. These stakeholders were selected because they were involved in both working with students and technology. Their diverse roles then created a wide-ranging look at the technology needs within the school.

Major Outcomes (Identified Needs) From the data collected through this needs assessment, two great needs on which attention should focus are network connectivity and hardware availability.

Network Connectivity

This survey demonstrated that 40% of classrooms experience slow speeds during peak usage. A network connection of this nature hinders teachers from carrying out those lessons that require access to the internet in real time—for example, online quizzes, research activities, or even virtual labs. This is an acute problem in computer and science labs, where high-speed connectivity is a prerequisite for accessing interactive education software.

Hardware Availability

This means that only 60% of the students use personal devices, while the rest depend on shared computers in the media center or labs. Thus, the current stock of 20 Chromebooks is inadequate to handle the delays and problems of keeping assignments current. This gap becomes especially substantial in classes requiring extended research or specialized project software. These needs are also directly related to learning outcomes. Without access to reliable internet, students cannot experience full engagement in interactive lessons; neither will a lack of hardware create inequity, whereby some students lag behind because they are not provided with the necessary tools.

Priority Needs and Criteria Based on the magnitude of the problem, risk assessment, and impact on learning, priority needs identified include network connectivity and hardware availability. Need Causes Consequences Difficulty to Correct Network Connectivity Insufficient bandwidth, old infrastructure Inability to conduct online-based lessons, loss of instructional time Medium Hardware Availability Lack of funding for additional devices Students unable to complete assignments, unequal access to resources High

Network Connectivity

The problem rates a medium difficulty since upgrading the present infrastructure and increasing bandwidth are required. The cost rates are medium against other technological upgrades.

Hardware Availability

The difficulty in solving this problem is high, as a lot of cost will be involved in purchasing more devices. Without good funding, one-to-one access to Chromebooks or tablets for all students will be difficult to provide.

Action Plan

To address the identified needs, the following action plan has been developed:

Upgrade Network Bandwidth

Deadline: By the end of the current academic year (June 2025).

Strategy: Work with the IT department of the school district to determine what cost this will incur, increasing the internet bandwidth. Send in a proposal for a budget increase to fund this cost. The plan is to replace routers and add access points to ensure all classrooms have fast, reliable internet during peak usage.

Resources: IT department, district funding, vendor quotes for bandwidth upgrades.

Increase Hardware Availability

Deadline: Within the next six months.

Strategy: The school administration applies for technology grants from educational foundations. It also looks for partnerships with local businesses in pursuit of funding for new Chromebooks. It will further look for leasing options, where the school can lower initial costs yet provide the students with renewed machines.

Resources: Grant writing team; potential partnerships with local businesses, such as technology companies; district funding.

Appendix

Surveys Technology Needs at Ralph J. Bunche Middle School Survey Administered to 10 teachers and administrators

Survey Questions and Responses:

1. In my school: A vision for technology has been developed through an effective collaboration among stakeholders (administrators, specialists, teachers, students, community members). · Strongly agree: 20% · Agree: 40% · Neither agree nor disagree: 20% · Disagree: 20% · Strongly disagree: 0%
2. In my school: The vision for technology use has been effectively communicated to the community. · Strongly agree: 10% · Agree: 30% · Neither agree nor disagree: 40% · Disagree: 20% · Strongly disagree: 0%
3. In my school: I am able to use my own device provided by the school. · True: 60% · False: 40%
4. In my school: My students can use their own devices provided by the school in each class. · True: 60% · False: 40%
5. In my school: Multiple sources of technology are available for all students. · True: 40% · False: 60%
6. In my school: The media center can be flexibly scheduled to provide equitable access to resources and instruction. · Strongly agree: 30% · Agree: 50% · Neither agree nor disagree: 10% · Disagree: 10% · Strongly disagree: 0%
7. In my school: Computer labs are available for student usage throughout the day. · True: 50% · False: 50%
8. In my school: I have the technology needed at school to ensure that I excel academically. · True: 50% · False: 50%
9. In my school: Teachers and students have sufficient computer hardware available for their use (e.g., computers, digital cameras, projection devices, scanners, printers). · True: 60% · False: 40%
10. In my school: The reliability and speed of external connections (e.g., internet) are sufficient. · Very likely: 10% · Likely: 30% · Neither likely nor unlikely: 20% · Unlikely: 30% · Very unlikely: 10%

Paper For Above instruction

Addressing the technological needs of educational institutions is vital for fostering effective teaching and learning environments. Ralph J. Bunche Middle School, situated in Atlanta, Georgia, exemplifies a typical school grappling with infrastructural and resource limitations that hinder the full integration of technology into classroom interaction. A comprehensive needs assessment, including both quantitative surveys and qualitative stakeholder interviews, reveals significant gaps in network connectivity and hardware availability—key determinants that directly influence educational outcomes.

The conducted needs assessment employed a survey administered to ten teachers and administrators from various departments (Science, Math, English, Social Studies), complemented by interviews with key personnel such as the media center director, principal, and select teachers. The collected data highlighted that despite some technological integration—such as smartboards, projectors, and personal devices—substantial issues persist. For example, only 60% of students have access to personal Chromebooks, while the remaining students rely on shared computers. Furthermore, 40% of classrooms report experiencing slow Internet speeds during peak periods, significantly impairing real-time online instruction such as virtual labs and research activities.

These challenges are compounded by infrastructural deficiencies and limited funding. The media center's limited stock of 20 Chromebooks, alongside insufficient Internet bandwidth, places constraints on educational flexibility and equitable access. The problems are particularly acute in the science and computer labs, where high-speed connectivity is essential for interactive lessons, and where class size and resource limitations exacerbate disparities among students.

The stakeholders involved—teachers, administrators, media specialists—contribute diverse perspectives that underscore urgent needs. The principal emphasizes budgetary constraints and administrative complexities in resource allocation. The media center director identifies the critical shortage of Chromebooks—demand far exceeds supply. Teachers from science and English departments report specific obstacles, such as the inability to conduct virtual labs or digital writing assignments due to slow internet and device shortages.

Prioritizing these findings, the primary needs identified for immediate action are network connectivity improvements and hardware resource expansion. The network upgrade requires infrastructural enhancements like replacing routers, adding access points, and increasing bandwidth to support peak device usage, with a deadline set for June 2025. Realistically, these infrastructural upgrades are feasible within medium cost and technical difficulty, given district support and vendor collaboration.

Addressing hardware shortages presents greater challenges, falling into a high-difficulty category due to funding constraints. An increase in device availability would necessitate applying for grants, establishing community partnerships, or exploring leasing options—all strategies aimed at reducing initial costs and expanding access. A six-month target is set to secure funding and expand hardware resources, aiming toward a more equitable learning environment.

Implementing these strategies involves collaboration with district IT departments, seeking external funding sources such as educational foundations, and establishing partnerships with local businesses and technology providers. For example, grant applications and leasing agreements are practical steps toward expanding device stock without requiring prohibitive upfront investment.

Overall, this needs assessment underscores the importance of infrastructure investment and resource allocation in bridging existing technology gaps in schools like Ralph J. Bunche Middle School. While infrastructural upgrades such as bandwidth enhancements are relatively moderate in cost and complexity, hardware expansion poses significant financial and logistical hurdles. Overcoming these challenges is critical to ensuring equitable access, fostering digital literacy, and maximizing the benefits of educational technology integration. Future initiatives should continue to prioritize stakeholder engagement, strategic planning, and resource mobilization to close the digital divide and promote inclusive, innovative learning environments.

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