Methods - Phase 1
Methods - Phase 2 - Data Collection
Methods - Phase 3 - Develop Recommendations

Phase 1 of this research focused on organizing and interpreting pre-existing data that identified local assets already in place statewide to support digital learning. Part of this effort also included engaging the External Working Groups and an Advisory Board. Quantitative data sources included the Race to the Top Cloud Computing Initiative Wireless & 1:1 Survey, the North Carolina Teacher Working Conditions Survey, the Project Tomorrow Speak-Up Survey, and others.

IMPACT Model: Research Highlights

This research summary looks across evaluations conducted from 2003-2010 of our cohorts of IMPACT model schools. The goals of these evaluations was to measure whether the IMPACT model, focusing on integrating technology into teaching and learning in North Carolina K-12 schools, makes a significant difference in student achievement, improves teaching practices, and better prepares students for work and life in the 21st century.

Research Highlights of Technology Immersion Initiatives

A summary of research highlights from several evaluations for NCDPI on federal, state, and locally funded school-level technology immersion projects in K-12 settings.

Examining Issues Critical to a 1to1 Learning Environment

From 2008-2011, the Friday Institute conducted an evaluation of the NC 1:1 Learning Technology Initiative (NCLTI). The final report provides information about the successes and challenges in enhancing student learning, implementing 1:1 programs, and supports needed to enable successful programs throughout the state.

2015 School Connectivity Initiative Report

This annual report, submitted to the North Carolina General Assembly in early 2015, demonstrates how the School Connectivity Initiative (SCI) continues to deliver high quality Internet access, client network engineering services, E-rate support, and funding that benefit all NC public schools.

External Resources

  • IMPACT guidelines – This 2005 handbook provides the “Guidelines for North Carolina Media and Technology Programs,” to better reflect the changing nature of technology in the 21st century classroom. The IMPACT model provided the foundation for most education technology initiatives in North Carolina.
  • TWC – The North Carolina Teacher Working Conditions (NC TWC) survey is an anonymousstatewide survey of licensed school-based educators to assess teaching conditions at the school, district and state level. First administered in 2002 as part of the Governor’s Teacher Working Conditions Initiative, it is conducted biennially.
  • AMTR – The Annual Media and Technology Report (AMTR), a legislatively mandated instrument, provides data on school media and technology programs to school, district, and state level stakeholders. The information is based on the school and district level media and technology inventories on July 1 of each year. This report gives both the legislature and the public a yearly snapshot of the state of media and technology programs in North Carolina’s schools.
  • SpeakUp – The Speak Up National Research Project provides participating schools, districts and non-profit organizations with a suite of online surveys and reports to collect authentic feedback from students, educators and parents. In addition, we summarize and share the national findings with education and policy leaders in Washington DC and your state. Since 2003, educators from over 30,000 schools have used the Speak Up data to create and implement their vision for 21st century learning.
  • NCVPS – In 2005, on the recommendation of the North Carolina e-Learning Commission, the General Assembly established the North Carolina Virtual Public School under Session Law 2006-66 (Section 7.16.(a-e)). The purpose of the North Carolina Virtual Public School (NCVPS) is to provide e-learning opportunities to students.
  • North Carolina Department of Public Instruction: Division of Digital Teaching and Learning – The NCDPI Division of Digital Teaching and Learning supports the Mission and Goals of the State Board of Education by providing program planning, support and instructional resources to public schools of North Carolina. Digital Teaching and Learning is part of NCDPI Academic Support and Instructional Services.
  • Session Law 2013-11: An act directing the State Board of Education to develop the State Board of Education to develop and implement Digital Teaching and Learning standards for teachers and school administrators.
  • Session Law 2013-12 – An act indicating the intent of the General Assembly to transition funding to digital materials by 2017.