Integrated Media and Technology Program with an Emphasis on Student Achievement

provides guidelines for school library media coordinators and technology facilitators.

reflects national, state and professional standards.

provides a step-by-step guide to becoming an IMPACT school.

provides recommendations for programs, personnel, budgets, resources, and facilities.

Building upon these points media and technology programs will:

IMPACT teaching, IMPACT learning, IMPACT motivation, and IMPACT student achievement.

“...when a library media specialist spends more time in collaboration and leadership activities, student academic achievement is positively impacted.”

(Library Research Service 2001,http://www.lrs.org/documents/fastfacts/174lmcstaff.pdf )

The use of technology as a learning tool can make a significant difference in student achievement as measured by standardized tests.

(Mann et al., 1999)

Personnel Hardware Resources Connectivity Professional Development Evaluation

Full-time media coordinator Full-time technology facilitator Collaborative planning time with the media

coordinator and technology facilitator Flexible scheduling of the media center and

the computer lab Project-based learning Evaluation by teachers, the media

coordinator, and the technology facilitator Sharing/Celebrating

Phase 1: Building Support Phase 2: Readiness Assessment Phase 3: Setting the Stage for Successful Collaboration

Phase 4: Formal Collaboration Phase 5: Beyond the Classroom

The school needs to recruit and hire teachers who support the IMPACT Model.

The MTAC should provide support and training for new staff and administrators.

Review IMPACT Guidelines, NC Educational Technology Plan, and the district’s technology plan to determine additional personnel.

Conduct a needs assessment of the staff to determine readiness.

Evaluate the media collection, the media schedule, infrastructure, hardware and software access, and the budget’s capacity to fund needs identified in the needs assessment.

Using the IMPACT Rubrics, the MTAC should conduct a benchmark assessment of the media and technology program. http://www.ncwiseowl.org/impact/admin/rubric.pdf

Stage 1: ◦ Media and technology professionals meet

occasionally with classroom teachers to plan collaboratively

◦Combination of fixed classes and open access

Stage 2:◦Media and technology professionals meet

regularly to plan collaborative learning units◦There are no fixed classes in the media

center or computer lab

Stage 3:◦Highest level of implementation◦Collaborative planning, implementation,

reflection, and evaluation of formal units of instruction

◦Media and technology professionals may also engage in co-teaching with classroom teachers

Role of the Principal Scheduling time for collaboration Preparing for the meeting Long-range planning

◦ By Teachers◦ By Media coordinator◦ By Technology Facilitator

Communication One-on-one collaboration (Teachable moments) Group collaboration Role(s) of participants

Attempt to meet personnel needs. Articulate school-wide expectations for

collaboration. Develop a schedule to provide flexible

access. Acquire print and non-print resources. Offer professional development.

(Continued)

Upgrade building infrastructure as needed Analyze student data to identify school-

wide student needs. Identify goals for technology/information

skills integration in the School Improvement Plan.

Redesign the media center and classrooms to accommodate differentiated instruction using technology and flexible grouping.

Collaboration Toolkit Create and evaluate multidisciplinary units Create differentiated activities Identify common planning for collaboration Create new assessment tools and rubrics Celebrate and recognize student and

teacher achievements. Evaluate outcomes using a variety of

methods (surveys, reflections, etc.)

Target the unit (T) Brainstorm Objectives (C) Refine Activities (C) Assign Responsibilities for Instruction Schedule Time Present the Unit (C) Evaluate the Unit Share Successes

Identify and integrate outside resources into units of instruction (local, state, national educational resources including print, digital, and human resources).

Provide after school programs for children, parents, and community members.

Open the media center and technology facilities extended hours

The MTAC may evaluate the implementation of the IMPACT Model using the guided reflection questions found on page 8 of the IMPACT notebook

or the Program Evaluation Rubrics found at http://www.ncwiseowl.org/impact/admin/rubric.pdf

Corkboard Exampleswww.ncwiseowl.org/kscope/TeacherHut/

TableofContents/CorkBoard.html

Curriculum Centerhttp://www.ncwiseowl.org/kscope/impact/

Slideshow/slide1.htm

IMPACT www.ncwiseowl.org/impact.htm

Administrators:http://www.ncwiseowl.org/Impact/Admin/AdminImpact.htm

Teachers:http://www.ncwiseowl.org/kscope/impact/

IMPACT Model Schools http://www.ncwiseowl.org/Impact/igrant/Websites.htm

Http://www.ncwiseowl.org/IT/MCPAI/MCPAI.htm

IMPACT: Guidelines for North Carolina Media and Technology Programs. Public Schools of North Carolina. State Board of Education. Department of Public Instruction. Instructional Technology Division, August 2005

IMPACT website at www.ncwiseowl.org/impact.htm