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The Friday Institute for Educational Innovation at NC State University, in collaboration with policymakers, education leaders, practitioners, business leaders and other partners from throughout the state, is developing the North Carolina Digital Learning Plan to continue and accelerate North Carolina’s progress. To learn more about the plan and view the latest policy briefs, please visit http://ncdlplan.fi.ncsu.edu Example of Recent Product(s) AEA...

In the summer of 2013, Hamilton County schools and Public Education Foundation (PEF) began a 1-to-1 computing pilot project intended to provide teachers with the opportunity to transform their classrooms into innovative, collaborative, learner-centered places. The primary purpose of this evaluation is to document the implementation process of this pilot project; identify successful strategies and potential challenges in transitioning to...

The Leadership Framework, a tool for collecting data describing the strengths of and challenges faced by the school principal in technology innovation initiatives, allows users to identify areas for improvement and professional development.

Based on the Technology Standards and Performance Indicators for Students (ISTE NETS-S), the NC IMPACT Guidelines, Texas Star Chart, and NC Learning Technology Initiative (NCLTI) Planning Framework, the 1:1 Implementation Rubric provides a global perspective of school media and technology programs at both the building and system levels.

The 1:1 Administrator Survey is a tool for collecting data describing administrators’ perceptions about teaching and learning in a 1:1 environment.

The 1:1 Classroom Teacher Survey is a tool for collecting data describing teachers’ perceptions about teaching and learning in a 1:1 environment.

The 1:1 Student Survey is a tool for collecting data describing students’ perceptions about teaching and learning in a 1:1 environment.

The 1:1 Exemplary Lesson Plan is a tool for collecting data describing an exemplary lesson from one of the five (math, science, English, social studies/history, foreign language) major content areas.

LoFTI is an observation tool for recording the extent of technology integration in a classroom environment. The data gathered through this instrument may be helpful to staff members planning and/or providing professional development in instructional technology.

The School Technology Needs Assessment (STNA, pronounced “Stenna”) is intended to help school-level decision makers—administrators, technology facilitators, media coordinators, or technology committee members— collect data to plan and improve uses of technology in teaching and learning activities.