Resources

The 1:1 Administrator Survey is a survey tool that collects teacher perceptions of the behaviors and characteristics of a principal leading a digital learning initiative. It is a tool that can help in the process of identifying areas for leadership improvement and professional development.

The 1:1 Classroom Teacher Survey is a survey tool that collects teacher reflections on digital teaching and learning in their school. More specifically, regarding digital teaching and learning it asks teachers about their: perceptions of professional development, infrastructure, and administrative support; frequencies of their own teaching behaviors; beliefs about digital teaching and learning; and several open-ended reflection prompts.

The 1:1 Student Survey is a survey tool that collects student reflections on digital teaching and learning in their school. More specifically, regarding digital teaching and learning it asks students about their: frequencies of activities and device use; perceptions of the level of support at their school; beliefs and perceptions about digital teaching and learning generally; comfort with variety of digital technology skills; and several open-ended reflections.

The School Connectivity Initiative launched in earnest with the publication of the Developing Regional Education Networks report in May 2006. In the ten years since the inception of the SCI program, NC public schools have procured nearly $800,000,000 in network services and infrastructure with State appropriations totaling $184,000,000 leveraged against over $600,000,000 in federal communications commission (FCC) E-rate discount funding. During the ten-year stretch, the telecommunications and computing markets have shifted dramatically, the regulatory environment has been in near constant flux, and the NC legislature has called for and invested in a digital transition in public schools. Perhaps most impressively, NC public schools Internet usage has grown from about 1000 Megabits per second (Mbps) in 2009 to over 98,000 Megabits per second at the writing of this report – with a similar growth forecast for the foreseeable future.

Community Focused Partnerships: Harnessing Intercultural Competency

While many organizations and individuals purport and support the benefits of the use of technology to learn mathematics, many teachers are unsure about how to use technology in ways that promote students' conceptual learning (e.g., Ertmer, 2005). Evidence suggests a model that integrates pedagogy, content, and technology is more effective for preparing teachers to use technology in classrooms (Lee & Hollebrands, 2008; Niess, 2005; Suharwoto, 2006) and this is the approach we have taken in the development of the Preparing to Teach Mathematics With Technology (PTMT) materials. This paper elaborates on our Technological Pedagogical Mathematical Knowledge (TPMK) framework, how we used it to guide the development of materials, and how we embody each of its components in our curriculum.

In their first publication, A Leg Up, the student authors at CORRAL Riding Academy explore their stories in their first published book. Use these guides for readers and educators as you read A Leg Up.

This case study details the implementation and impact of the Learning Differences program at Manning Elementary School (MES) in Roanoke Rapids, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at MES and how data were collected. Section three draws on qualitative and quantitative data to illustrate the program’s impact on MES teachers and students. Section four discusses the seven key lessons learned from the implementation process. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.

This case study details the implementation and impact of the Learning Differences program at Centennial Campus Magnet Middle School (CCMMS) in Raleigh, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at CCMMS and how data were collected. Section three draws on qualitative and quantitative data to illustrate nine key lessons learned from the implementation process as well as the program’s impact on students. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.

From January-December 2021, five school districts participated in The Innovation Project’s (TIP) Early Learning Network, an initiative that centers equity in addressing vulnerable children’s learning needs. Participants on district teams underwent the Liberatory Design Process—a seven step approach to centering equity in reimagining and redesigning educational interventions. Researchers from the Program Evaluation and Education Research (PEER) Group from the Friday Institute for Educational Innovation sought to better understand (1) how the design process impacted district teams and (2) the supports and barriers to design thinking and how to improve the design thinking process. Through case study methodology that incorporated focus group interviews, one-on-one interviews and artifact analysis, the researchers found that notions of accountability and intentionality, the awareness of self and others, and the development of community partnerships were impactful for districts conducting this equity work. Further, intradistrict dynamics, the availability of resources, team-level dynamics and non-linear processes frequently acted as supports and barriers to successful implementation of the Liberatory Design Process.