North Carolina Digital Learning Plan

• In Event: The Great Migration: District, State, and National Perspectives on the Digital Learning Transition

Abstract

North Carolina Digital Learning Plan

Purpose

North Carolina’s education system is committed to transitioning from providing an industrial age, one-size-fits-all education to providing the equitable, personalized digital-age education K-12 students need to be successful in college, careers, and civic life in the world of their futures. Due to recent legislative actions that address preparing educators for digital learning, providing digital resources, and ensuring technology access across all schools, the Friday Institute for Educational Innovation at North Carolina State University was asked to develop the North Carolina Digital Learning Plan to continue and accelerate North Carolina’s progress.

Framework

Researchers used Altschuld’s (2014) needs assessment/asset inventory hybrid framework to help guide data collection, organization, and analysis throughout the project.

Methods

In executing this innovative hybrid approach, researchers employed a mixed methods research design, involving both quantitative and qualitative data.

Data

Quantitative data sources include numerous statewide surveys – for example, researchers utilized data from the 2014 NC Teacher Working Conditions Survey (n=93,178 teachers from 2,519 schools) and the 2013 NC Speak Up Survey (n=26,635 respondents from 40 districts including students, teachers, parents, librarians, and administrators). Additionally, all 115 districts and 120 charter schools completed the North Carolina Digital Learning Progress Rubric – which provides an overview of each district’s development in the categories of Leadership, Professional Learning, Content & Instruction, Technology & Infrastructure, and Data &

Assessment.

In terms of qualitative data, researchers conducted multiple-day site visits in a diverse sample of 18 districts across the state, along with one-day site visits to six charter schools. These site visits yielded 164 transcripts from focus groups and interviews with superintendents, principals, teachers, technology directors, curriculum and instruction directors, chief financial officers, professional development coordinators, instructional technology facilitators, technicians, parents, and students.

Findings

Data are still being analyzed, but findings and recommendations will be ready to share at AERA 2016.

Significance

Beyond providing the findings and state-level recommendations from this enormous study, the
process of developing the NC Digital Learning Plan may help determine whether Altschuld’s (2014) hybrid asset/capacity building and needs assessment framework provides an appropriate and useful lens for various research institutions, school districts, and local or statewide programs to enhance systemic strategic planning and continuous improvement efforts. This work could provide educational researchers, policymakers, and practitioners with a better understanding of how Altschuld’s unique approach to asset/capacity building and needs assessment as an emerging theoretical framework can be applied in educational settings.
To our knowledge, this comprehensive Digital Learning Plan will also be the first state-defined model of its kind. Though the final product of this research project will not be a school-by-school implementation plan, the final report will be a deliverable to the NC State Board of Education and NC General Assembly that will inform state policy and funding in a substantial and meaningful way for many years to come, and may serve as a model for other states hoping to make the transition to digital-age learning.

References

Altschuld, J. W. (2014). Bridging the gap between asset/capacity building and needs assessment. Los Angeles, CA: Sage.

Author

• Suzanne Branon, Indiana University