Future Ready Learning

Behind these three pillars are leadership attributes essential to change: the courage to
identify challenges and create a sense of urgency; openness to invest time, build trust,
and cultivate relationships with stakeholders; and constant availability, visibility, and
ownership as the drivers and face of change.
Although the implementation is still in its early stages, the district has acquired 1,300
laptops and implemented a 1:1 program. Teachers are challenged to be digital explorers
and are asked to seek professional development opportunities proactively by using
technology and to teach their students to be good digital citizens.
Since implementing these measures, student attendance at Howard-Winn schools
has improved 90 percent, and a tech-enabled partnership with Northeast Iowa
Community College has saved students between $9,000 and $10,000 in tuition fees by
allowing district students to access college coursework while still in high school. The
district also has seen a 17 percent increase in students meeting and exceeding summative
assessment benchmarks. With more than $250,000 in support from stakeholders,
the district also has been able to implement sustainable and cost-saving measures
such as solar-powered Wi-Fi routers and propane-powered buses.
As the district continues to implement its vision of digital learning, Carver says he
and other leaders have been driven by the following question: Do we love our kids
enough to stop doing the things that do not work anymore?
PROVIDING STATEWIDE LEADERSHIP: NORTH CAROLINA DIGITAL LEARNING PLAN
To accelerate progress toward the goal of providing equitable access to high-quality
learning for all K–12 students in the state, North Carolina asked the Friday Institute
for Educational Innovation at North Carolina State University to develop the North
Carolina Digital Learning Plan. Beginning in June 2014, the Friday Institute engaged
in a multi-faceted planning process, building on prior research and work on digital
learning initiatives, with schools and districts across North Carolina.
The planning process included site visits to 18 districts and various charter schools
and included 164 focus groups and interviews with superintendents, principals, teachers,
technology directors, curriculum and instruction directors, chief financial officers,
professional development directors, instructional technology facilitators, technicians,
parents, and students.
In addition, Friday Institute researchers met with the deans of education of both the
University of North Carolina system and independent colleges and universities across
North Carolina, local school board members, legislators, business leaders, nonprofit
education organizations, and other stakeholders. The researchers gathered data and
analyzed the technology infrastructure of all of North Carolina’s K–12 public schools,
using the information to help prepare the state’s E-rate application.
Friday Institute staff also conducted reviews of existing research on digital learning
programs and gathered information about initiatives and strategies from other states
and large districts. In May 2015, at the request of the North Carolina State Board of
Education, all 115 districts and 120 charter schools completed the North Carolina
Digital Learning Progress Rubric. The resultant rubric data provide an overview of
progress throughout the state in five categories: leadership, professional learning,
content and instruction, technology and infrastructure, and data and assessment. The
North Carolina Digital Learning Plan can be found here.
OFFICE OF Educational Technology
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