While districts and schools maintain primary responsibility for ensuring digital-age teaching and learning for their students, the State has a role in guiding and supporting local education leaders in planning and implementing digital learning initiatives, and in ensuring that all students have equitable access to digital learning.

There has been progress in North Carolina, but much remains to be done. The map displayed shows, by district, the percentage of one-to-one (1:1) schools in which every student has a connected digital device. While most districts report having at least a 1:1 pilot school, only 10 provide devices to every student in all schools. Overall, the 2015 data show 688 schools in 93 districts with 1:1 programs—more than twice the number shown in the 2013 survey. Some districts are planning to begin programs in Fall 2015, so the numbers of 1:1 schools will continue to increase.

Percentage of Schools with 1:1 Programs by LEA, as of June 2015

Percentage of Schools with 1:1 Programs by LEA, as of June 2015

Recommendations

Goals

Guide and support local leadership teams in planning and implementing digital learning initiatives through face-to-face, online, and blended activities, as well as a toolkit of resources. All districts and schools advance on each dimension of the Digital Learning Progress Rubric.
Provide grants to support the development and dissemination of local innovative digital learning models. Effective digital learning practices are spread across all North Carolina schools.

Supporting Documents

Learnings from Site Visits

One of the ways the Plan team constructed findings was through several deep-dive district visits, during which staff members spent several days in 18 districts, along with visits to charter schools. The specific learnings from those visits, summarized here, helped to support the development of the broader sets of findings reported in each section of the Digital Learning Plan. Each learning has been placed in this document in the Plan area of recommendations it most directly influenced, but in many cases, learnings informed findings in more than one of the Plan recommendation areas.