The digital learning transition requires that teachers and administrators are able to take full advantage of modern technologies. Statewide data show that much remains to be done; in only six districts did more than 40% of the teachers rate themselves as having sufficient training to fully utilize instructional technology. On another survey, only 13 districts rated their leadership for digital learning to be at the advanced level.

Proportion of teacher respondents who Agree or Strongly Agree that teachers have sufficient training to fully utilize instructional technology.

Proportion of teacher respondents who Agree or Strongly Agree that teachers have sufficient training to fully utilize instructional technology.

Recommendations

Goals

Develop and implement digital learning competencies for teachers and administrators as required by SL 2013-11. All teachers and administrators demonstrate understanding and application of the digital learning competencies.
Provide professional development for school and district leaders, instructional support staff, and technical staff, in order to prepare local leadership teams to plan and implement successful digital learning initiatives. All teachers and students report effective leadership and support for digital learning in their districts and
schools.
Develop a network of professional development facilitators to prepare teachers for digital learning. Provide resources to support them in delivering face-to-face, online, and blended professional learning programs for teachers of all content areas and levels. All teachers report that they are prepared to effectively use digital learning to increase their students’ engagement and achievement. All students report that their teachers use technology effectively to enhance learning.
Guide teacher and administrator preparation programs to ensure that their graduates are ready for digital-age schools. Superintendents, principals, experienced teachers and students report that new teachers and administrators are well prepared for their roles as digital-age educators.

Supporting Documents

Teacher Working Conditions Survey

The North Carolina Teacher Working Conditions Survey is administered statewide to educators, and has received over 100,000 responses in each of its biennial iterations (http://www.ncteachingconditions.org/about). As one component of the NC-Digital Learning Plan work, the Friday Institute analyzed data items from the survey related to teachers’ access to technology and their professional development concerning instructional technology.