Friday Institute research and engagement projects develop a variety of documents, presentations and video resources that are available through each individual project’s website. A sample of selected resources and links to additional resources and information can be found below.
Innovations in Teaching and Learning
Since technological advances are driving much of the change that we see in information and communication, researchers and educators are attempting to answer two important questions: What does it mean to be literate in the 21st century? How do we design instruction that enables educators to cultivate digital literacies for themselves as well as their students? This white paper addresses the redefinition of literacy skills that enable students to be successful in today’s digital world and the implications this redefinition holds for their teachers.
Hiller Spires, Lisa Hervey and Tanya Watson
Through information from three data sources – teacher surveys, teacher-generated analogies, and online reflections – this study attempted to answer the question; how does a project-based inquiry model assist TPACK development and propel ELA teachers to integrate technology?
Shaun Kellogg, Sherry Booth and Kevin Oliver
Peer interaction in MOOCs for K-12 educators, influenced in part by underlying network mechanisms, resulted in productive and meaningful exchanges driven largely by small core of highly engaged participants.
Lauren Acree and Christine Fox
States are striving to support the expansion of technology tools and resources in K12 education through state policies, programs and funding in order to provide digital learning opportunities for all students. This paper highlights examples of states with policies in support of 5 key areas: innovative funding streams and policy, digital content, human capacity, network infrastructure and data management and privacy. This report was developed by the Friday Institute for Educational Innovation at North Carolina State University in collaboration with the State Education Technology Directors Association (SETDA).
Micro-credentials provide an opportunity for educators to engage in rigorous, self-paced, job-embedded professional learning that is connected to the daily skills teachers need in their classrooms. This new wave in professional learning provides a way for teachers to earn recognition for the skills they acquire through formal and informal learning opportunities, to personalize their professional learning that meets their needs, and to take what they learn and apply it to their classrooms. This paper shares the design elements and lessons learned from integrating micro-credentials into the Learning Differences MOOC-Ed.
View additional resources by visiting our Innovations in Teaching and Learning Projects
Education Workforce Development
Hollylynne Lee and Dalene Stangl
Statistics continues to receive increasing attention in K–12 curricula through Common Core and recommendations from the American Statistical Association (ASA). Professional development opportunities for secondary teachers to develop their statistical content and pedagogy are popping up across the country, typically on a small local scale. The need is much bigger than what can be addressed with small local programs, however, so this paper discusses a way of leveraging the Internet to assist in a solution.
This paper describes the design of the DLT MOOC-Ed; examines results from the first course as determined from web analytics, analyses of online discussions, and survey data; and offers lessons learned about this new approach to professional development.
The purpose of this qualitative case study was to examine in-depth successful online learning communities for K-12 educators to better understand ways in which knowledge sharing and trust are cultivated and supported. Cross-case findings indicate knowledge sharing and trust were cultivated and sustained through a clear purpose and common identity, multiple options and opportunities for social learning, the active involvement of an experienced and credible moderator, as well as modeling and enforcement of appropriate online behavior.
The School Technology Needs Assessment (STNA, say “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.
View additional resources by visiting our Education Workforce Development Projects
Evaluation and Policy Analyses
The purpose of the rubric is twofold: to support district leaders as they reflect on the depth and breadth of their local digital learning program’s implementation; and to provide a statewide snapshot of North Carolina’s digital learning efforts overall. The rubric aims to articulate a common language for digital learning implementation strategies and to establish a continuum for identifying good to exceptional digital learning programs. It is designed to help district and charter school teams reflect on their current stage of development in digital learning and track their progress moving forward. The rubric also shows promise in aiding state and local education agencies to evaluate proposed digital learning projects and allocate scarce resources to those that demonstrate “readiness.”
This North Carolina Digital Learning Plan was developed to provide recommendations for state actions that will support K-12 schools as they become digital age learning organizations. It was prepared for the North Carolina State Board of Education and Department of Public Instruction (NCDPI) by the Friday Institute for Educational Innovation at NC State University, working in collaboration with educators, policymakers, and other stakeholders across the state.
Jeni Corn, et al.
The North Carolina Race to the Top (RttT) professional development plan is an expansive and multi-faceted effort to increase student achievement by updating the knowledge and skills of the state’s entire public education workforce. This initiative is driven by a host of recent changes, including: adoption of new Common Core State Standards and North Carolina Essential Standards; increased use of data to inform classroom and school decisions; rapid changes in the technologies and digital resources available for teaching and learning; new teacher and administrator evaluation processes; and an increased emphasis on formative assessment to inform instructional decisions.
This presentation to the NC Legislative Research Commission’s Committee on Digital Learning provides an overview of the digital transformation of education and how it has begun in North Carolina including lessons learned from research and evaluation; state progress and future plans; an update on the NC Virtual Public School and policy considerations for the Committee.
Jeni Corn, et al.
The CAPE Framework is composed of three crucial components: a collection of evaluation resources; a professional development model; and a conceptual framework that guides the work to support evaluation planning and implementation in schools and districts. School and district teams serve as active participants in the professional development and ultimately as formative evaluators of their own school or district-level programs by working collaboratively with evaluation experts.
View additional resources by visiting our Evaluation and Policy Analyses Projects
Technology to Enhance K-12 Education
The NC Education Cloud Identity and Access Management System (IAM) shall provide every K-12 student, teacher, staff member, parent/guardian, and school community member in North Carolina an account, with a single username and password, that will enable access to cloud-based learning resources. The IAM system will have three major components: a centralized data repository with all user information, a central directory service that provides a master authentication and authorization resource, and federation software that enables Single Sign-On functionality for users.
As work began on the NCEdCloud, the Cloud leadership team felt it was important to meet with LEA and charter school leadership to gather information on district/school technology use, upcoming initiatives, difficulties in implementing and sustaining local technology initiatives, budgeting information, and concerns about moving systems and service to the cloud. The team conducted site interviews and technology systems inventories. While the survey data has been important to prioritizing services that will be offered in the NCEdCloud, the interviews have served a broader purpose. Information from these meetings paint a picture of how our schools might be able to move forward with technology-enabled instruction, and adopt statewide services like the NCEdCloud and IIS.
At the request of the North Carolina General Assembly and the State Board of Education, the NC Education Cloud team carried out some preliminary work to assess the state of wireless networking and student devices in NC. This survey provides an update to the statewide assessment work the team completed in the planning phase. This work will inform the deployment of Cloud Services and the Instructional Improvement System (Homebase).
The Digital Learning Rubric is based on review of the Technology Standards & Performance Indicators for Students & Teachers (ISTE NETS-S, ISTE NETS-T), the North Carolina IMPACT guidelines, Texas Star Chart, North Carolina Essential Standards for Instructional Technology, North Carolina Professional Teaching Standards, and North Carolina Learning Technology Initiative (NCLTI).
View additional resources by visiting our Technology to Enhance K-12 Education Projects