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ERIC Number: ED537057
Record Type: Non-Journal
Publication Date: 2007-Nov
Pages: 17
Abstractor: ERIC
Developing Schools' Capacity for Evaluating Technology Projects: Lessons Learned from the North Carolina IMPACT Schools
Knestis, Kirk; Byrom, Elizabeth; Corn, Jenifer O.; Thrift, Beth
SERVE Center at University of North Carolina at Greensboro
In 2002, the North Carolina Department of Public Instruction (DPI) initiated an innovative and ambitious program for improving student learning through the effective use of instructional technology. Until that point, most technology projects in schools were geared toward integrating technology into the curriculum, and they tended to focus on professional development for teachers and the acquisition of equipment. Evidence that technology integration was making a difference in student learning was limited. In the belief that technology can be a catalyst for improving student outcomes, and armed with a sound understanding of the research on school improvement, DPI developed the IMPACT model for schools. The model goes beyond traditional approaches to technology integration by encompassing all of the elements that research suggests are components of an effective school-based technology and media program: leadership, collaboration, professional development, a media coordinator, a technology facilitator, flexible scheduling, infrastructure, resources, evaluation, and an adequate budget. To pilot the model, DPI took the bold step of using their funding from the Enhancing Education Through Technology (EETT) component of No Child Left Behind (NCLB) to award IMPACT grants to eleven resource poor schools across the state. Each of the eleven grants was for three years and 1.5 million dollars, which provided the IMPACT schools the time and resources they would need in order to fully implement the model. With such a heavy commitment of resources to individual schools, educators and policymakers in North Carolina--and across the nation--were interested in finding out whether the IMPACT model does indeed improve student learning. Thus, in 2003, DPI sought and was awarded a grant from the U.S. Department of Education (ED) to study the implementation and impact of the model. The purpose of this document is to share insights into and lessons learned from SERVE's work with the IMPACT schools as they implemented and evaluated their projects. [This paper was organized through the "Looking at North Carolina's Educational Technology" (LANCET) project, a partnership of the North Carolina Department of Public Instruction, The SERVE Center at the University of North Carolina at Greensboro, and North Carolina State University.]
SERVE Center at University of North Carolina at Greensboro. 5900 Summit Avenue Suite 201, Browns Summit, NC 27214. Tel: 800-755-3277; Tel: 336-315-7400; Fax: 336-315-7457; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: Regional Educational Laboratory Southeast (ED)
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A