Strengthening Teacher Preparation in NC: Second Major Policy

School Technology Users
Task Force Report

October 1995

Contents

I.	Background Summary and Goals
II.	Guiding Principles for Technology Professional Development
III.	Competencies
IV.	Framework for Technololgy Professional Development
V.	Conclusions and Recommendations for Policy-Makers

Appendix A:	Competencies
Appendix B:	Examples of Technology Professional Development Programs
Appendix C:	Suggested Roles for Agencies, Institutions

School Technology Users Task Force Roster

Community College Representatives

Nancy Bryan, Coordinator, Technology Learning Center, Central Piedmont Community College
Jan Crawford, President, Stanly Community College
Carol Jones, Instructor, Business Education Department, Isothermal Community College
Sylvester McKay, Vice President for Curriculum and Instructional Technology, Guilford Technical Community College
Gerald Pumphrey, Director, Tech Prep Program, N.C. Community College System
Walter Timm, Executive Vice President, Coastal Carolina Community College

Public School Representatives

David Bryant, Superintendent, Edgecombe County Schools
Stephen Canipe, Principal, Alexander Middle School, Charlotte/Mecklenburg Public Schools
B. Dupree, Director, Media Services, Burlington City Schools
James Strom, Associate Superintendent, Information and Technical Resource Services, Department of Public Instruction
Annie Uzzell, Teacher, Beddingfield High School, Wilson County Schools
Sandra Wells, Teacher, Hall Fletcher School of Math, Science and Technology, Asheville City Schools

University of North Carolina Representatives

Annette Billie, NCREN Coordinator, Fayetteville State University
Charles Coble, Dean, School of Education, East Carolina University
Marjorie DeWert, Assistant Professor and Director of Information Technology, School of Education, UNC-Chapel Hill
John Harrison, Associate Vice President for Academic Affairs, UNC General Administration
J. M. Holloway, Jr., Director of Educational Services, The University of North Carolina Center for Public Television
Robert Tyndall, Dean, School of Education, UNC-Wilmington

Facilitator:	Richard Thompson, Associate Vice President for Academic Affairs, UNC General Administration
Staff:	Janice Nicholson, Donna Olsen, UNC General Administration

Executive Summary

On March 17, 1995, C.D. Spangler, President of the University of North Carolina; Jay Robinson, Chairman of the State Board of Education; and Vic Hackley, President of the North Carolina Community College System announced a major initiative to provide assistance to the public schools of North Carolina by developing and implementing a comprehensive plan for addressing the technology-related professional development needs of the state's current education workforce of approximately 80,000 educators. Helping educators integrate technology into the teaching and learning process is one of the most important steps North Carolina can take to improve education.

President Hackley, Chairman Robinson, and President Spangler each appointed six representatives from their respective organizations to serve on the School Technology Users Task Force and gave the Task Force the responsibility of developing a plan for the technology professional development of educators. The Task Force drew on state and national reports on technology use among teachers and school administrators, the research literature on effective professional development, conversations with teachers and school administrators, and the expertise and experiences of key persons involved in the technology-related professional development of educators in North Carolina.

As the work of the Task Force continued, it became obvious that the challenge of trying to design a delivery system that would meet the needs of educators who are at very different levels in the utilization of technology was going to be difficult. Karen Sheingold of the Educational Testing Service captured the scope of this problem when she asked:

How do we help teachers [and school administrators] teach in ways they were not taught, to create classrooms unlike the ones they studied in, and to develop confidence that they are doing the right thing for their students? (Sheingold, 1993, p. 41).

The Task Force deliberations and recommendations are directed toward the following objectives:

To apply the power of computers and other information technologies to expand and improve student learning;

To ensure educators can use information technologies to support effective teaching and to enhance overall teacher productivity;

To strengthen student workforce preparedness through the development of technical competencies essential to todayÕs work setting;

To ensure that students are prepared for lifelong learning by identifying and using information technology resources.

Key elements in this report are guiding principles for technology professional development and also a set of competencies needed to affect teaching and learning in a positive way. A regional delivery structure is proposed to bring together community colleges, public schools, constituent institutions of the University of North Carolina, business and industry, and, in some cases, private institutions of higher education to plan and organize a program that will work best for each region.

Significant recommendations are included for the State Board of Education, State Board of Community Colleges, Board of Governors, the Education Cabinet, the Liaison Committee, the School Technology Commission, and the Legislature. The recommendations include some areas needing further study, such as review of the various sources of funding for staff development and a study of needs for increased electronic connectivity. A few key recommendations are:

that the State Board of Education require three to five renewal credits that focus on the application of the technology competencies recommended by the Task Force within the next five years for each educator who does not meet the competencies;

that the Board of Governors request that Chancellors of institutions which host an Educational Consortia convene the regional community colleges, public schools, and other colleges and universities to determine the structure for coordination of the regional technology professional development initiative;

that the Education Cabinet coordinate with the State Board of Education the appointment of an appropriate group or groups to deal with the issues identified as needing further study;

that the Liaison Committee of the State Board of Community Colleges, the State Board of Education, and the Board of Governors monitor and review on a regular basis the delivery of technology professional development throughout the state, and make policy recommendations to ensure an ongoing initiative for technology training.

This document is just a beginning. The North Carolina School Technology Users Task Force does not pretend to have the final answers. Our ideas and propositions must be tested in our public schools, community colleges, and universities. We ask all who care about the future of public education in this state to join us in this effort.

I. Background Summary and Goals

Background Summary

Helping educators integrate technology into the teaching and learning process is one of the most important steps North Carolina can take to improve education. The School Technology Users Task Force is a collaborative effort between the University of North Carolina, the North Carolina Community College System, and the State Board of Education. The Task Force is charged with developing a plan for the professional development of currently employed teachers and administrators in the use of instructional technology.

The creation of the Task Force grew out of a variety of initiatives related to instructional technology that are already underway.

The State Board of Education has adopted two measures relating to computer competencies for educators and students:

Computer Competencies for All Educators in North Carolina Public Schools, adopted in 1983 and revised in 1992, includes Level I computer competencies for all educators, and Level II competencies in six content areas for grades 6-12 and five K-12 certification areas;

The North Carolina Computer Skills Test, a computer proficiency requirement for graduation from high school, adopted May 1991, ensures that all students in North Carolina public schools, beginning with the class of 2001, meet proficiencies based on the North Carolina Computer Skills Curriculum. Students who do not pass the computer skills test, to be administered in grade eight, will be given other learning and assessment opportunities to satisfy the requirement before completing their senior year in high school.
The 1995 legislature allocated $42 million to the public schools of North Carolina for the acquisition of instructional technology. This allocation is a follow-up to the recommendations of the School Technology Commission, established by the General Assembly in 1993 to develop a state technology plan aimed at improving and enhancing student learning. The School Technology Commission requires that 20% of all the funds allocated for technology be used for staff development with up to 12.5% of that amount coming from the allotted state funds. To receive these funds, school systems must submit a district-wide long-range technology plan for approval.
In the spring of 1995, University of North Carolina President C. D. Spangler, Jr. met with State Board of Education Chairman Jay M. Robinson, Community College System President Lloyd V. Hackley and other educational leaders to discuss how the resources of the University could best serve the public schools. There was much enthusiasm about the possibility of the three educational organizations working collaboratively. Several areas of need were identified, with instructional technology selected as the focus of a partnership among the University, the North Carolina Community College System, and the Public Schools of North Carolina.

As part of the technology initiative, the schools/departments of education of the University have committed to ensuring that all faculty and graduates of teacher preparation programs can effectively use technology to enhance instruction. This University-wide initiative is already underway. By spring 1996 all graduates of teacher education and educational leadership programs will demonstrate proficiency in the basic competencies outlined in this report and by fall 1996 teacher education faculty will have mastered computer basics. By 1997, all graduates of teacher education programs will meet the advanced technology standards and all faculty will incorporate instructional technology in their teaching.

The School Technology Users Task Force is composed of eighteen representatives, six from the public schools, six from the community colleges, and six from the University of North Carolina. The Task Force was charged with developing a plan for implementing high-quality professional development programs in technology to meet the needs of educators already in the field. The Task Force met eight times from June through October 1995 to consider issues such as: What knowledge base and skill base are necessary to apply technology effectively? Can present and future educators currently demonstrate this knowledge and skill base? What technology professional development opportunities are currently available? What are the characteristics of effective technology professional development programs? Representative groups currently providing technology professional development made presentations to the Task Force. The Task Force was also greatly assisted in its deliberations by representatives from the Department of Public Instruction, the School Technology Commission, the Public School Forum, and the North Carolina Information Highway.

Goals

This report of the School Technology Users Task Force outlines a multi-year plan for continuing technology professional development for educators and makes recommendations for policy-makers. The intention of the Task Force is to be both visionary and practical. Technology has the potential to make dramatic and effective changes in the way that teaching and learning take place.

We use the term technology in the broadest sense, encompassing not only computers but also computer networks and telecommunications, multimedia and hypermedia, camcorders and VCRs, instructional television and interactive video, CD-ROM and videodisc players, graphing calculators and video microscopes, telephones and voice mail. Teachers and school administrators who are knowledgeable about how technology can facilitate student learning will use a variety of technologies to support best teaching practices and enhance productivity. However, in order for teachers and educational leaders to integrate technology into the instructional process, they must have ready access to appropriate equipment and high quality continuing professional development.

The School Technology Users Task Force is convinced that effective use of information technologies will improve teaching and learning. The Task Force's deliberations and recommendations are directed toward the following objectives:

To apply the power of computers and other information technologies to expand and improve student learning;

To ensure educators can use information technologies to support effective teaching and to enhance overall teacher productivity;

To strengthen student workforce preparedness through the development of technical competencies essential to todayÕs work setting;

To ensure that students are prepared for lifelong learning by identifying and using information technology resources.

II. Guiding Principles for Technology Professional Development

The Task Force believes that improving student performance through the effective use of technology is essential to the strong economic health of North Carolina. On-going, quality professional development for educators is critical to this effort. The Task Force determined that there are three important prerequisites that must be in place for technology professional development to impact positively student learning:

Educators must have regular access to equipment.
Educators must understand how the technology can address student instructional needs.
Educators must receive on-going instructional and technical support.

Given these three prerequisites, effective professional development programs should be based on the following principles.

Plans for professional development in technology should be:

collaborative, emphasizing input from all participating members;

systemic, affecting each educational institution in substantive ways;

cost-effective, aligning existing resources to eliminate duplication; and

do-able with realistic costs and timelines.

Access to professional development in technology should be:

decentralized with decisions made by the participating members;
as close to the worksite as possible; and

provided to educators who have appropriate technology available during and after training.

Content for professional development in technology should be:

based on the assessed needs of educators using the technology competencies; and
flexible to meet a variety of assessed individual needs.

Delivery of professional development in technology should be:

hands-on, emphasizing experience rather than memorization of terminology; and

coordinated with locally available technology.

III. Competencies

Various state, national and international groups have developed standards for preservice preparation, beginning licensure and board certification. For example, both the Association for Educational Communications and Technology (AECT) and the International Society for Technology in Education (ISTE) have identified fundamental concepts and skills for applying a range of information technologies in educational settings.

After review of some of the technology standards which have been designed during the last decade, the Task Force compiled a set of competencies (see Appendix A) for all North Carolina educators, a list adapted from an inventory developed by Marjorie DeWert, Assistant Professor and Director of Information Technology, and Tiffany Davis, Clinical Instructor, School of Education, The University of North Carolina at Chapel Hill.

The knowledge and skills identified in the Task Force competencies are essential for all teachers, not just those who teach "computer literacy" or educational technology courses. They are also essential for school administrators who, as the instructional leaders for their schools, are key to the effective use of technology for learning at the building level.

Basic technology competencies that support and enhance professional productivity, information access, collaboration, and communication among educators include:

Computer operation skills,
Setup, preventive maintenance, and troubleshooting skills,
Word processing and desktop publishing skills,
Spreadsheet and graphing skills,
Database skills,
Networking and telecommunications skills,
Media communication skills (including image and audio processing), and
Multimedia integration and publication skills.

The above basic technology competencies can, for the most part, be readily identified and measured. Mastery of these competencies should not be viewed as an end in itself. Rather, mastery of these competencies will provide educators with the tools needed in order to use technology effectively in the classroom. Advanced technology competencies are more difficult to measure but are nevertheless essential for the effective use of technology in enhancing teaching and learning.

Advanced technology competencies that enable educators to use multiple forms of technology to enhance learning in their classrooms include:

Using technology to support curriculum,
Using technology to increase subject-specific knowledge,
Using technology to design and manage learning environments and resources,
Using technology to address diversity among students, and
Using technology in ways that are appropriate socially, legally, and ethically.

In developing the list of competencies, the Task Force is aware that the technology skills needed at the present time will change as new hardware and software are developed. Nevertheless, the Task Force is convinced that some type of benchmark is needed to enable educators to assess their individual skill levels so appropriate professional development programs are developed. The Task Force is also convinced that the success of technology professional development will be judged primarily by how much it affects classroom instruction.

IV. Framework for Technology Professional Development

Planning for effective technology professional development must be based on needs identified through assessment in each local school district, using the competencies in this report as the basis for assessment. Assessment of staff development needs and evaluation of existing resources will lead to the identification and development of appropriate professional development programs, again using the competencies as the basis for training as well as the guidelines for technology professional development. A sound framework for delivery of technology professional development includes a regional delivery structure, assessment guidelines, and collaborative plans for validation/evaluation/research.

Regional Delivery Structure

The Task Force proposes a regional delivery model that has the capacity to meet the varying technology professional development needs of educators and school districts across the state of North Carolina. A regional delivery system will ensure that effective, low cost, high quality technology training is available to all certified teachers and administrators in North Carolina.

Many effective technology professional development resources already exist in North Carolina. Some current programs are statewide initiatives funded through the legislature, while others are local initiatives funded by school systems, universities, community colleges, and public or private grants. (See Appendix B for a partial list of some current programs.) However, the absence of coordination and collaboration has led to fragmentation and duplication of efforts.

The Task Force proposes that a regional delivery model be available on a voluntary basis to all local school system personnel in the state. This delivery model will provide a number of professional development alternatives to local school systems by initiating a regional collaborative effort among the public and private universities, the community colleges, and the public schools. These efforts will be guided by a host university and delivered through a collaborative governance structure (modeled after the existing Educational Consortia) that includes local education agencies, universities, community colleges, technical assistance centers, area business representatives and parents.

Because the eight regional Educational Consortia are an already established means of bringing together business, community colleges, public schools, the constituent institutions of the University, and in some cases private colleges, the chancellors of the eight universities which host the Educational Consortia will be asked to convene in each region the community college presidents, the public school superintendents, and other college and university chancellors and presidents to establish a regional plan for technology professional development. The plan will include the designation of an organization (e.g., the Educational Consortia, the Office of School Services, a School of Education, etc.) to facilitate coordination and collaboration among the various groups involved and will identify needs and resources, including local business and industry in the region.

The professional development programs will vary from region to region depending on the unique resources available. For example: public school teachers who excel in utilization of technology in the instructional process might teach a module at the community college; university professors might offer a seminar in a public school and provide design and evaluation assistance; area businesses and government entities with specific expertise might give planning or delivery assistance.

Assessment Framework

Two types of assessments are needed for on-going technology professional development. The first type of assessment is a pre-assessment. Pre-assessment instruments identify an educatorÕs current technology skills and form the basis for planning initial technology training. The second type of assessment is performance assessment. Performance instruments validate how well the educator can perform and apply the technology skills in context.

An example of a pre-assessment tool is the self-inventory developed at one of the University of North Carolina constituent institutions:

Teaching and Learning with Technology: An Inventory of Essential Knowledge and Skill is an informal, self-report inventory (DeWert & Davis, 1995, UNC-Chapel Hill) designed to quickly assess the technology-related professional development needs of educators for planning purposes. A prototype of this tool has been used with preservice and inservice teachers as well as teacher education faculty. The tool is easy to administer and score via a universal scan sheet.

Two performance assessment models will require further development and validation:

The North Carolina Department of Public Instruction is a partner with CTB/McGraw-Hill, Inc. for the use of a computer based instructional management system. The CTB/McGraw-Hill TestMate software is a shell software in which different North Carolina Competency Item Banks are manipulated. All public school systems in North Carolina use the CTB TestMate as do some community colleges. A technology competency item bank could be made available which would include knowledge questions and performance activities to evaluate mastery of technology standards. Users could draw upon the bank or create their own items or performance tasks. The software can also be used to generate individual and group reports documenting performance on these assessments.

Another tool, currently under development by the North Carolina Department of Public Instruction, is similar to the North Carolina Test of Computer Skills (1994) for students. It will be used to validate the technology-related knowledge and skills of beginning teachers prior to state licensure. Like the Test of Computer Skills, it will have both a knowledge and a performance component. The Task Force has shared the list of competencies it developed with the Department of Public Instruction, and those competencies will be taken into account during the test development and validation process. The resulting instrument could be used by public schools, community colleges, and universities to validate that educators have mastered essential knowledge and skills.

As existing assessment tools are validated and additional tools developed, preservice and inservice teachers and administrators can proceed with self assessment and provide the needed data to guide institutions as they develop training and professional development plans. Validated assessment tools would be made available on both a regional and statewide basis but the administration and scoring would be done in local school districts.

Course Content for Technology Professional Development

Each regionally coordinated initiative would use the competencies as the framework to guide the development of training modules. Basic instructional modules would include operation of equipment and use of software tools. Most Community Colleges and some school systems have already developed technology training modules that could be adapted to include the Task Force competencies. Community Colleges are able to provide continuing education courses for a reasonable fee (currently $35 per person per module).

As needs are identified and plans developed within each region, colleges and universities (or other appropriate organizations) will be recruited to provide advanced training such as location and evaluation of technology-based resources, integration of instructional technology into the curriculum, planning and management of technology-rich learning environments. Additional training would be subject-specific and directed toward teachers at various grade levels and administrators who serve in various capacities.

Validation/Evaluation/Research

Professional development programs need to be complemented by appropriate validation, evaluation and research. A validation process is needed to ensure the delivery of effective technology professional development. Using the guiding principles outlined by the Task Force, each regional coordination plan will include a process to validate technology training conducted in their area of the state. Each training site within each regional area would undergo a validation process to ensure that it was capable of delivering the appropriate instruction. This validation process is meant to be flexible enough to allow existing, high-quality programs to continue to provide technology professional development, as well as encouraging the collaborative development of new training sites to meet the varied needs of educators in that region.

An evaluation process is needed to ensure that the professional development provided over time is meeting the needs of area educators and is indeed making a difference in student achievement. The regional coordination groups would be responsible for collectively developing an evaluation process that would be flexible enough to meet the individual needs of each area of the state, but would also provide some similar data points. The evaluation process would be on-going and focused on the desired outcomes set in each individual school, school system or regional area.

A research process is needed to ensure that best practices are identified, studied and disseminated throughout the state. The Task Force recommends that one of the eight universities hosting an Educational Consortia be assigned the responsibility for the research process. The designated host university would lead the research activity by functioning as a central clearinghouse for data collection and identification of professional development tools and resources. Other functions might include: working with the UNC Center for Public Television to coordinate the development of videos and related materials in which accomplished classroom teachers model effective teaching and learning with technology in specific disciplines; sponsoring statewide interactive videoconferences for teachers and school administrators; and creation of an online resource center including model technology plans, curriculum frameworks, training materials, assessment tools, and exemplary interdisciplinary units that demonstrate integration of technology into curriculum.

Diagram 1 (read from the bottom to the top) summarizes the framework for planning and delivering technology professional development. The Task Force has established the common ground by identifying the essential competencies and outlining guidelines for technology professional development (sections I and II on the diagram).

The planning and delivery of effective technology professional development using these competencies and guidelines will be implemented on a regional basis (section III of the chart). Host universities will convene other colleges and universities, community colleges, public schools, and businesses within each region. The regional group will develop a plan for assessing the needs of educators and assessing the existing resources for service delivery. Within each region, assessment of the current level of technology skills will be used to guide identification and development of initial training programs and a collaborative approach will allow effective resources to be identified and shared statewide. On-going evaluation and research will continue to guide the delivery of needed technology professional staff development.

The ultimate goal (section IV of the chart) is the effective integration of information technology in the classrooms of North Carolina, not only in the public schools but also in the community colleges and universities.

Diagram 1

IV. Information Technology Infused in Classroom Instruction

A. Public School Educators

B. Faculty of Schools of Education

C. Faculty of Community Colleges

III. Regional Coordination
of Technology Professional Development

A. Assessment of competency skills to determine technology professional development needs

B. Identification and development of competency-based training resources

C. Validation and evaluation of programs; Research and resources shared statewide

II. Guiding Principles for
Professional Development

I. Competencies

Timetable for Implementation

The Task Force anticipates that technology professional development programs will be available for inservice teachers by the summer of 1996. Deadlines already established by the University of North Carolina and the State Board of Education are compatible with the schedule for professional staff development outlined by this Task Force.

The University of North Carolina Schools of Education have established the following dates for training faculty and students:

By spring 1996, all graduates of teacher education and educational leadership programs will demonstrate proficiency in the basic competencies outlined in this report.

By fall 1996, teacher education faculty will have mastered computer basics.

By spring 1997, all graduates of teacher education programs will meet advanced technology competencies.

By fall of 1997, all teacher education faculty will incorporate instructional technology in their teaching.

The State Board of Education has established the following schedule for ensuring technology competence for educators:

By 1997, an appropriate technology assessment procedure will be identified and adopted by the State Board of Education.

By 1997, exit standards from preparation programs will include demonstration of a high level of proficiency in the area of technology.

By 1998, an appropriate level of required performance in the use of technology will be established and an assessment procedure be administered to determine preservice licensure eligibility.

The Task Force recommends that:

By March 1996, the chancellors of universities hosting Educational Consortia have convened the regional educational leaders .
By summer 1996, basic technology training is available to public school educators through options identified or developed in each region.

V. Conclusions and Recommendations for Policy-Makers

Conclusions

After much data collection, analyses and discussion, several foundational conclusions emerged from the Task Force deliberations. These conclusions provide the basis for the Task Force recommendations.

This report concentrates on training that develops the professional skills to use technology as an instructional tool. Effective technology skill development can only take place with teachers and principals who have regular access to equipment. Training educators who have no way to apply their new skills is ineffective and a waste of local and state resources.

Educators must also be made aware of a wide range of educational applications, including ones to which they do not yet have access, in order to build excitement and increase anticipation for the use of technology.

Technology professional development must focus on "how" and "when" technology tools can more efficiently and effectively meet students' needs. If the focus of professional development is on mastering technology instead of mastering how and when to apply the technology to specific content and skill areas, the training initiative will not improve student learning.

The technology professional development offered must meet the assessed individual needs of teachers and administrators. Currently employed educators have varying technology skill levels and have different needs for a variety of technology. The "one size fits all" training approach will not increase the effective application of technology nor will it improve student learning.

Currently, many technology professional development programs operate across the state with little or no coordination. While encouraging a variety of approaches to technology training is essential, the current fragmentation does not serve students in the most effective manner. Supported collaborative efforts and the use of a common core of competencies will decrease the fragmentation in technology professional development, ensure that professional development funding will be used most effectively, and increase the focus on student learning.

Several existing institutional entities can deliver and monitor the technology professional development needed to improve student learning. There is no need to create new entities to deliver or monitor the technology professional development for this only serves to further the fragmentation.

A basic infrastructure that supports teacher collaboration and data connectivity with access to Internet and other on-line resources must be available statewide to gain the full value-added benefits of computer technology. Presently there are no comprehensive plans to implement an electronic network that more directly supports the K-16 educational needs of North Carolina. This reality will limit the full benefit of computer technology for the foreseeable future.

The professional development effort to apply technology tools to improve instruction is a multi-year initiative. Given the size of the present educator group to be trained, the rapidly changing technology tools and the new applications that are constantly emerging, it will take a multi-year implementation approach to make a positive impact on student learning.

The success of this initiative depends on two key components: provision of adequate resources and educators who demonstrate self-direction and motivation. Appropriate levels of resources for the entire multi-year initiative must be maintained. Without appropriate levels of resources, the delivery and monitoring of the technology professional development initiative will not make a significant impact on student achievement.

Although this report is focused on technology professional development for public school educators, it is obvious that the faculty of the schools of education who provide preservice education and the faculty of community colleges who provide much of the inservice education must demonstrate proficiency in the competencies outlined in this report. Furthermore, it must be understood that when we refer to public school educators, we are talking about principals as well as classroom teachers.

Recommendations

In order for the plan outlined in this report to be successful and efficient, the Task Force makes the following recommendations which include some areas needing further study:

State Board of Education

Require three to five renewal credits that focus on the application of the technology competencies recommended by the Task Force within the next five years for each educator who does not meet the competencies.

Expand and maintain regular dialogue with the School Technology Commission to help achieve the recommendations of this report.

Review and align the 18079 Endorsement, the Instructional Technology Specialist-Computer masters certificate program and the Media Specialist certificate program with the Task Force competencies.

Establish a job description and salary schedule for technical support positions within local schools.

Adopt Task Force competencies as the required exit standards for program approval for teacher and administrator preparation programs.

Endorse and support the collaborative involvement of the public schools in the regional initiative to meet local educators' needs for technology professional development.

State Board of the Community Colleges

Endorse and support the collaborative involvement of the Community Colleges in the regional initiative to meet local educators' needs for technology professional development, and endorse and support the Task Force competencies in this report.

Endorse and support the development of training programs for individuals who wish to acquire technical support skills. (This is the building level technical support position outlined by the School Technology Commission.)

Board of Governors

Endorse and support the Task Force competencies in this report and endorse and support the collaborative involvement of the constituent institutions in the regional initiative to meet local educators' needs for technology professional development

Request that Chancellors of institutions which host an Educational Consortia convene the regional community colleges, public schools, and other colleges and universities to determine the structure for coordination of the regional technology professional development initiative; this initial meeting should take place by March 1996 in order that basic technology training can be available by summer of 1996.

Designate one of the universities hosting an Educational Consortia as the research and evaluation center for technology professional development.

Support the University of North Carolina Center for Public Television to cooperate with the regional consortia in the development of quality technology training video modules that match with common needs.

Review the Instructional Technology Specialist masters degree program and the Media Specialist (Master of Library Science) program to ensure alignment with the Task Force competencies.

Education Cabinet (composed of the Governor, President of the University of North Carolina, President of the Community College System, Superintendent of Public Instruction, Chairman of State Board of Education, and President of North Carolina Association of Independent Colleges and Universities)

Review the School Technology Users Task Force report, endorse the concepts, aid in dissemination of report and implementation of plan.

Coordinate with the State Board of Education the appointment of an appropriate group or groups to deal with the issues identified as needing further study.

Liaison Committee (composed of four members of the State Board of Education, four members of the Board of Governors, four members of the State Board of Community Colleges, and one representative of independent colleges and universities)

Endorse and support the Task Force collaborative model among the state's three major educational institutions: the public schools, the community colleges and the public universities.

Monitor and review on a regular basis the delivery of technology professional development throughout the state, and make policy recommendations to ensure an ongoing initiative for technology training.

School Technology Commission

Endorse and support Task Force conclusions:

- incorporate the Task Force competencies into the biennium review of each districtÕs School Technology Plan,

- modify the requirements for approval of Technology Plans to include a plan for assessment and professional development

- tie allocation of additional funds to evidence that progress has been made in the acquisition of knowledge and skills related to effective use of instructional technology.

Legislature

Although the Task Force is not requesting any specific funding for the technology professional development initiative at this time, we urge the legislature to consider the value of technology in increasing student achievement and encourage the legislature to continue to implement the recommendations of the School Technology Commission by (1) authorizing funds each biennium for local school districts which have met the requirements of the School Technology Commission through their School Technology Plans to acquire and upgrade instructional technology and (2) funding technology support staffing for local education authorities.

Issues for Further Study

Technology Staff Development Resources: Review the many existing resources for technology staff development and recommend ways to ensure that technology staff development funding is used in a coordinated fashion to best accomplish essential goals.

Communication Services: Review existing agencies providing statewide communication (data, voice and video) services and identify ways to enhance collaboration for academic purposes.

Electronic Support Network: Assess the availability of electronic support networks for educators and develop a plan to provide for information connectivity (data and world-wide web) at a reasonable cost for all schools as soon as possible.

Validated Performance Assessment Tool: Develop a validated performance assessment tool for preservice and inservice public school educators (to be done by the State Board of Education).

Appendix A - Competencies

Mastering Educational Technology "Bit by Bit"

Use technology to support and enhance professional productivity, information access, collaboration and communication.
Use technology to support and enhance learning (generic knowledge and skills).
Use technology to support and enhance learning in specific content areas (content-specific knowledge and skills).

Basic Technology Competencies that Support and Enhance Professional Productivity, Information Access, Collaboration, and Communication among Educators

Essential Knowledge and Skills	Expanded Knowledge and Skills
Computer Operation Skills
Demonstrate these skills: start up and shut down computer system and peripherals identify and use icons, windows, menus start an application and create a document name,, save,, retrieve,, revise a document use printing options insert and eject floppy disk and CD-ROM initialize, name/rename floppy and hard disks copy document from hard disk to floppy disk and vice versa create and name/rename subdirectories/folders save,, open,, place documents inside subdirectories/folders open and work with more than one application at a time use special operating system features for people with disabilities Demonstrate knowledge through practical application: terms such as graphical user interface, document, application, K (kilobyte), hierarchical file system, directory, operation system, system software, RAM storage capacity of floppy disks, hard disks and CD-ROMs similarities/differences and advantages/disadvantages of various operating systems	Demonstrate these skills: make more memory available install/reinstall and update system software and printer drivers exchange disks and files among Macintosh, MS-DOS/Windows, and Apple II computers
Setup, Maintenance, and Troubleshooting
Demonstrate these skills: set up computer system and connect peripheral devices protect and care for floppy disks clean computer components and printer make backup copies of key applications and documents use self-help resources to diagnose and correct common hardware/printing problems installing and upgrading an application Demonstrate knowledge through practical application: proper operating environment for computer and peripherals protection against computer viruses technical assistance resources available at local level
Word Processing/Introductory Desktop Publishing
Demonstrate these skills: enter and edit text and copy and move a block of text copy and move blocks of text change text format and style, set margins, line spacing, tabs check spelling, grammar, word usage create a header or footer insert date, time, page number add columns to document insert clip art into document Demonstrate knowledge through practical application: terms such as cursor, format, font, style, header, footer, spelling checker
Spreadsheet/Graphing
Demonstrate these skills: interpret and communicate information in an existing spreadsheet enter data in an existing spreadsheet create a spreadsheet with rows, columns, headings create /copy formulas and functions to perform calculations create a graph from spreadsheet data insert spreadsheet into word processing document Demonstrate knowledge through practical application: terms such as spreadsheet, cell, data entry bar, formula, function
Database
Demonstrate these skills: use information from an existing database sort a database by specific fields, add and delete records create database with multiple fields and records create custom layouts including columnar reports insert database fields into word processing document Demonstrate knowledge through practical application: terms such as database, field, record, layout, sort/arrange, search/select/filter, mail merge
Networking
Demonstrate these skills: use a file server (connect/log on,, retrieve a program or document, save a document to a specified location) share files with others on a network Demonstrate knowledge through practical application: terms such as local area network, wide area network, access rights, security passwords, file server, zone	Demonstrate these skills: select/de-select a network zone
Telecommunications
Demonstrate these skills: connect to the Internet or an on-line service use electronic mail (compose, send, retrieve, read, respond) access and use resources on Internet and World Wide Web Demonstrate knowledge through practical application: terms such as telecommunications, direct access, dial-in access, modem, baud rate, Internet, World Wide Web obtain/maintain an account on the Internet or an on-line service that provides Internet access online conferences relevant to professional information needs use of telnet to connect to a remote computer on the Internet	Demonstrate these skills: connect a computer to a modem and telephone line for dial-in access install and configure telecommunications software upload a text file and send as electronic mail use specialized e-mail lists relevant to professional information needs create and use group addresses for electronic mail read, save, print, reply to, forward electronic mail use Gopher to browse resources on the Internet use FTP to send or retrieve files from remote computers use effectively distance learning, desktop video conferencing, and tele-teaching technologies
Media Communications (including Image and Audio Processing)
Demonstrate these skills: produce print-based products (e.g., newsletters, brochures, posters, books) produce electronic slides/overheads set up and operate a videocassette recorder/player and monitor/TV connect a video output device (e.g., LCD panel) to computer for large screen display Demonstrate knowledge through practical application: terms such as painting tool, drawing tool, compression role of media in effective communication characteristics, strengths, and weaknesses of different media consumer issues, including identification/evaluation of available media communication resources	Demonstrate these skills: use painting and drawing tools use digital camera and scanner use camcorder and edit video from a camcorder produce a video set up and operate a videodisk player and TV receiver or monitor
Multimedia Integration
Demonstrate these skills: use a linear multimedia presentation use a non-linear, hypermedia presentation Demonstrate knowledge through practical application: terms such as media, multimedia, hypermedia, clip media	Demonstrate these skills: plan/produce a linear multimedia presentation plan/produce a non-linear, hypermedia presentation use a file compression utility input and digitize sound from microphone and audiocassette player/recorder create simple animations

Advanced Technology Competencies That Enable Educators to Use Multiple Forms of Technology to Enhance Learning in Their Classrooms

Essential Knowledge and Skills	Expanded Knowledge and Skills
Curriculum
Demonstrate these skills: use the Computer Skills Curriculum to identify what students should know and be able to do use school television resources that support the curriculum access resources for planning instruction available via tele-communications (e.g., experts, lesson plans, authentic data, curriculum materials) Demonstrate knowledge through practical application: goals of the NC Computer Skills Curriculum the NC Computer Skills Assessment	Demonstrate these skills: locate, evaluate, and select appropriate teaching/learning resources and curriculum materials for the content area and target audience, including computer-based products, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print sources
Subject-Specific Knowledge
Demonstrate these skills: use technology in the discipline/subject for learning and as a medium for communication use media and technology to present the subject so that it is comprehensible to others use technology-based tools that are specific to the discipline use technology to facilitate teaching strategies specific to the discipline
Design and Management of Learning Environments/Resources
Demonstrate these skills: develop performance tasks that require students to (a) locate and analyze information as well as draw conclusions and (b) use a variety of media to communicate results clearly use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods use computers and other technologies effectively and appropriately to communicate information in a variety of formats on student learning to colleagues, parents, and others Demonstrate knowledge through practical application: physical settings that support active student involvement, inquiry, and collaboration organizational and management strategies that support active student involvement, inquiry, and collaboration resources available including satellite, cable, wireless, and ITFS	Demonstrate these skills: select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principles of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media using a variety of media communication tools
Child Development, Learning, and Diversity
Demonstrate these skills: use media and technology to address differences in childrenÕs learning and performance use media and technology to support learning for children with special needs use media and technology to support learning for children whose primary language is not English use appropriate local, state, and national services or resources to meet diverse learning needs through technology
Social, Legal, and Ethical Issues
Demonstrate these skills: establish classroom policies and procedures that ensure compliance with copyright law, fair-use guidelines, security, and child protection ensuring equal access to media and technology resources for all students Demonstrate knowledge through practical application: social, legal, and ethical issues related to technology use

Appendix B - Examples of Technology Professional Development Programs

In the course of discussions the Task Force discovered several technology professional development programs currently operating within the state whose expressed purpose is to improve the use of technology within public school classrooms. The following list is by no means a comprehensive nor all-inclusive list of existing technology professional development programs. However, this partial list does offer a starting point for each regional coordination structure as they begin matching assessed educators' needs to possible resources.

Programs currently offering Technology Professional Development:

Community Colleges - Most community colleges across North Carolina offer technology professional training on computer operating systems as well as at least two levels of training using word processing, spreadsheet and database programs. Many community colleges presently offer renewal credit courses for teachers in technology, while other community colleges have contract agreements with specific local school districts to provide technology professional development. For more information contact the community college continuing education office.

EastNet - EastNet, operated by East Carolina University's educational consortium, ENCCARE, is a free dialup access to the internet that was developed specifically for inservice teachers and administrators in Northeastern North Carolina. EastNet, serving public school, community college and university personnel, provides an interface and access to the internet and email service. For more information contact: Emmett Floyd (edfloyd@eastnet.educ.ecu.edu)

FIBERNET PROJECT - CAPE(Consortium for the Advancement of Public Education) in collaboration with University of North Carolina at Wilmington, Cape Fear Community College, New Hanover Regional Hospital, Hoggard High School, and New Hanover High School have developed a fiber optic network which allows real-time simultaneous video and audio interactions among the five sites. The network utilizes state of the art technology as an instructional tool to expand and integrate classroom instruction. For more information contact: Molly Sloan (sloanm@uncwil.edu)
Local Education Agencies (LEA'S)- Across North Carolina local school systems offer extensive technology professional development for teachers and administrators within their school districts. Many LEA's hire experienced teachers from their district to provide basic and advanced technology staff development. Other LEA's have contracted with private vendors, community colleges or universities to provide technology professional development for their personnel. For more information contact the LEA's central office.

MATHLINE - MATHLINE is a discipline-based educational service offered by Public Broadcasting Service (PBS). MATHLINE will offer professional development opportunities via distance learning courses, video conferences, and electronic learning forums. Currently, MATHLINE offers the PBS Middle Grades Math Project which gives participants videos of actual classroom teachers modeling effective practice, an electronic learning community with on-line coaching and biannual interactive teleconferences. For more information contact: mcom@unctv.org

North Carolina School of Science and Math - The North Carolina School of Science and Math provides professional development opportunities through interactive video coursework for high school students in fourteen counties. The School of Science and Math also provides courses for teachers to use a wide range of technologies for classroom instruction. Additional outreach offerings will be available to more teachers when the construction of a new state-of-the-art facility is completed on campus. For more information contact: John Friedrick (internet: friedrick@opus.ncssm.edu)

North Carolina Teacher Technology Academy - Developed by the North Carolina Teacher Academy, the Technology Academy provides state-wide technology professional development to create student-centered classrooms. Teams of teachers around the state participate in staff development which gives teachers hands-on experience with telecommunications and multimedia tools. For more information contact: Julia Kron (jpk@ga.unc.edu)

SCOUT (Students Constructing their Own Understandings with Technology) Camp - SCOUT Camp is a collaborative technology staff development summer institute for teachers from Chapel Hill-Carrboro School System and UNC-Chapel Hill teacher education faculty. Participants use a wide range of technologies as tools for thinking, collaborating and communicating within a project-based workshop format to improve the use of technology in classrooms. For more information contact: Marjorie DeWert (dewert@email.unc.edu) or Sheila Cory (chapel.hill@applelink.com)

Southeastern Regional Visions for Education (SERVE) - SERVE is the federally funded educational laboratory serving Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. SERVE provides two services for educators that utilize and promote the effective use of technology in schools. The first service is called DISC which is a free computerized information search and retrieval service available to all educators in the southeast region. DISC staff conduct searches of computer databases and provides analyses of research topics. The second service available is SERVE-Line which is an on-line information system that educators use to access and exchange information. For more information contact: Mark Wayne-Hart (mark@serve.org)

TEAM - The TEAM Project provides seven counties in the Appalachian State University/Public School Partnership staff development tailored to the needs of each county in classroom applications using databases and spreadsheets. TEAM Project members also have access to the ASU computer network and internet connectivity. For more information contact: Marrion Ward (wardmw@appstate.edu)

Technology Tools For Science and Mathematics Learning - TechTools is a four-year instructional technologies project that will establish ten university training sites (four currently operate) across North Carolina, each of which will offer professional development programs for middle and high school science and mathematics teachers. TechTools trains inservice teachers to use technology to enhance active student learning; it develops modules in biology, chemistry and physics for integrating technologies into the teaching and learning process; and it uses an electronic information management system CURIE which brokers internet information useful to science and math teachers. For more information contact: Jerry Meisner (jm@curie.uncg.edu) or Harol Hoffman (hh@curie.uncg.edu)

Appendix C - Suggested Roles for Agencies, Institutions

Suggested Roles for Host Universities

Facilitate the planning of regional implementation strategies to meet assessed educator needs.
Coordinate efforts of other public and private institutions within designated region.
Provide assistance as requested for school districts to help develop professional development plans.
Train and evaluate pre-service teachers and administrators.
Operate evening, weekend, summer institutes for public school personnel, inservice, etc.
Design evaluation procedures to verify competencies.
Train Community College trainers who want more instructional application practice.
Design validation criteria to guide districts in selecting consultants.
Develop curriculum resources.
Re-define Value-Added (both short term and long term); tie to usage and content skill development; classroom learning outcomes.
Guarantee university faculty competencies and progress.
Create state information page which inventories efforts, resources, and successful programs.
Serve as an electronic clearinghouse for new effective models for technology applications - both tools and learning strategies.

Suggested Roles for the Regional Coordination Model

Seven consortia could serve as the regional organizational mechanism to coordinate agreements, collect and disseminate information and to convene appropriate discussants and planners. An eighth consortium would handle responsibilities for central materials resources and research.
Consortia should expand the context for regional planning to encompass the corporate community and community-at-large as part of the economic development mission.
Design a regional Integrated Resource Profile of collective resources: people, time, sites, hardware (as appropriate), networks, outcomes.
Coordinate development of interinstitutional agreements as needed.
Consider cooperative, bulk purchases to drive down costs.
Create regional speakers, consultant bureau.
Reach agreement on standards developed by universities for validating consultants.
Coordinate information flow among the consortia.
Serve as regional progress data collector with UNC-CH.
Prepare Progress Reports.
Coordinate development of sustained resource plan for the next phase.

Suggested Roles for Community Colleges

Create gateway network available to public schools.
Provide primary site training for public school teachers on continuous basis.
Designate trainers to participate in University class training to serve as site trainers and continue to support their return for extended training.
Ensure consistency of outcomes across community colleges.
Provide ongoing technical assistance to schools at school sites.
Provide training and technical support to community at large.
Ensure cross-occupational training opportunities.
Participate in research assistance network in data collection and analysis.
Monitor progress of total faculty towards competence.
Advance self-directed technology-based learning opportunities.
Develop technology training modules for master course list for continuing education.
Encourage Community Colleges to offer a Media Integration Technology curriculum.

Suggested Roles for Public Schools

Create a comprehensive plan.
Monitor continuous progress of faculty at school site toward demonstrated competencies.
Ensure direct usage of technologies in classrooms.
Evaluate student usage skills and enhancement of content knowledge and skills in discipline.
Develop information dissemination plan to community.
Provide evaluate date collection.
Provide time, resources, space - continuous

Suggested Roles for Department of Public Instruction

Maintain explicit criteria for district plans which emphasize collaboration and flexibility and connectivity.
Assist with statewide coordination of plan which links actions of (3) Boards to local (flexible) plans.
Engage partners in ongoing planning and review of plans and progress.
Assist in the dissemination of information about statewide consortia technology training opportunities.
Identify and disseminate "best practices" in technology use in education; assist in identifying/brokering pre-kindergarten-grades 12 sites to serve as model technology sites for preservice and inservice clinical projects or awareness visits.
Assist in identifying/brokering of "best practices" trainers, programs, etc.
Insure that teacher education program approval p

-	incorporate the Task Force competencies into the biennium review of each districtÕs School Technology Plan,
-	modify the requirements for approval of Technology Plans to include a plan for assessment and professional development
-	tie allocation of additional funds to evidence that progress has been made in the acquisition of knowledge and skills related to effective use of instructional technology.