AEA 2015Jeni Corn, Suzanne Branon,
Avril Smart, Rob Maser
Prepared for the NC State Board of Education-Department of Public Instruction
NC’s Large-Scale, Statewide Needs Assessment/Asset
Inventory for Digital Learning
http://ncdlplan.fi.ncsu.edu
A Plan to Implement Legislative Actions
Digital-Age Teaching and Learning
Advancement based on demonstrated mastery of the content and competency in applying what has been learned.
Anywhere and anytime learning, inside and outside of schools, 24/7, with most learning blending face‐to‐face and online activities.
Personalized learning and flexible resources optimized for each student.
Student‐centered instruction, combining large group, small group and individualized learning, with teachers serving as facilitators and coaches.
Digital content providing interactive, flexible and easily updated educational resources.
Assessments integrated into learning activities to provide ongoing information about students’ achievement that can be used to improve teaching and learning.
Parent portals provide 24/7 access to their children’s assignments, grades, and records, as well as a means to communicate with teachers and administrators.
Project‐based and community‐based learning activities connecting to students’ lives outside of school.
Guiding Principles
1. Focus on effective teaching and learning, enabled and enhanced by technology.
2. Leverage existing innovations, expertise, and resources from throughout NC.
3. Develop leadership capacity throughout the State.
4. Engage teachers, administrators, students, parents, business leaders and other stakeholders.
5. Focus on equity of educational opportunities for all students throughout NC.
6. Plan for long-term sustainability, continuous improvement, and educational return on investment.
Methodological Approach
Process and Outreach
Deep Dive Site Visits
And several charter schools
Selected Findings
Data Sources:• NC Teacher Working Conditions Survey (2014)
• Annual Media and Technology Report (AMTR) (2015)
• NC Digital Learning Progress Rubric for Districts and Charter Schools (2015)
• Deep Dive District Visits (2014-15)
Technology Access Exceeds Training2014 Teacher Working Conditions Data
Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.
Teachers have sufficient training to fully utilize instructional technology.
684 NC Schools have a 1:1 Initiative2015 AMTR Results
91 LEAs have at least one 1:1 school10 LEAs are 1:1 in all schools14 LEAs have only a single 1:1 school Growing connectivity demands
684 NC Schools have a 1:1 Initiative2015 AMTR Results
Does your school have a 1:1 program?
Only 16% of NC Schools have a Full-Time ITF2015 AMTR Results
Less than 1/3rd of Schools Estimate that 75% or More of their Students have Home Internet Access
2015 AMTR Results
6,000 90,000
390,000 480,000
40,000
160,000
230,000
70,000
-
100,000
200,000
300,000
400,000
500,000
600,000
700,000
0%-25%(5% of schools)
26%-50%(21% of schools)
51%-75%(43% of schools)
76%-100%(31% of schools)
Est.
# of
Stu
dent
s w
ith (B
lue)
&
With
out (
Red
) Acc
ess
School Estimates of Proportion of Students with Home Access
Digital Learning Progress Rubric
2015 Digital LearningProgress Rubric
LEAs are at Different Places in their Progress Toward Digital Learning
2015 NC Digital Learning Progress Rubric Results
(N=7)(N=33)
(N=53)(N=22)
Key Elements on Which LEAs Rate Themselves Highest
Key Element Average Key Element Score
L3 - Communication & Collaboration 3.0T1 - School Networks 2.9D3 - Authentic Assessments 2.7L6 - Policy 2.5T2 - End-User Devices 2.5
Note: “Key element score” is the score each LEA rated itself on a single key element. The rubric is scored on a 4-point scale: “early” (1-1.9); “developing” (2-2.9); “advanced” (3-3.9); and “target” (4). All data are self-reported.
Key Elements on Which LEAs Rate Themselves Lowest
Key Element Average Key Element Score
L5 - Sustainability 1.9P3 - Professional Development 1.9T6 - Outside of School 1.9T5 - Supporting Services 2.0C1 - Educator Role 2.0
Note: “Key element score” is the score each LEA rated itself on a single key element. The rubric is scored on a 4-point scale: “early” (1-1.9); “developing” (2-2.9); “advanced” (3-3.9); and “target” (4). All data are self-reported.
Summary of Recommendations
Summary of Recommendations
Budget Considerations
Other Considerations: Meeting Human Capacity Needs (e.g., how to balance funding for new roles, like instructional technology facilitators and technicians; both are critical to success but only present in 16% and 11% of schools, respectively)
* Total connectivity cost is $64/ADM - E-rate covers $43/ADM
Estimated Avg. Per-ADM Cost
2014-15 Budget
NCGA 2015-16 Budget
NCGA 2016-17 Budget
Content $60 $16 $34.67 $41.33
Devices $100 - - -
Connectivity $21* $13 $14.67 $21
Professional Learning $4 - - -
Regional Support $3 - - -
Final Comments
• NC is positioned to be a national leader in digital learning.
• There will be good long-term for the state in terms of educational outcomes, increased graduate rates, and workforce preparation.
• The Digital Learning Initiative will move things in the right direction, but changes will be ongoing.
• Successful implementation will require investments in infrastructure, digital content, and human capacity development.
NC Digital Learning Plan Resources
http://ncdlplan.fi.ncsu.edu/
Jeni Corn, Director of Evaluation Programs, Friday Institute for Educational Innovation, NC State University, [email protected]