In 2003, North Carolina State University's Friday Institute (http://www.fi.ncsu.edu/) was selected to evaluate the effectiveness of the IMPACT model for North Carolina schools.

 

• The IMPACT model for North Carolina schools recognizes that effective school library media and instructional technology programs support both effective teaching and learning. The model is based on a fully funded media and technology program, including personnel, resources, and access. School library media and instructional technology programs are key to making education relevant. The model is outlined in IMPACT: Guidelines for Media and Technology Programs (http://www.ncwiseowl.org/Impact/TOC.htm) and is aligned to Information Power: Building Powerful Partnerships, the national standards for media and technology programs (AASL, 1998). Based on valid research and reflecting the recommendations of the North Carolina Educational Technology Plans (2000-2005 and 2007-2009), the IMPACT model acknowledges the importance of staffing each school in North Carolina with both a school library media coordinator and an instructional technology facilitator. Further, it assures that the media and technology resources and conditions necessary to support the teaching and learning process are present and on-going.

• The Enhancing Education Through Technology (EETT) grant is intended to provide the funding and technical assistance to support Local Education Agencies (LEAs) in implementing the IMPACT model in one of their schools.
  
  
• No Child Left Behind (NCLB) mandates detailed accountability and the evaluation of program interventions in our schools, including those related to technology (Cradler & Cradler, 2002; US Department of Education, 2002). One of the primary questions driving any such evaluation relates to demonstrating the impact that technology has on student achievement. This is the focus of the primary hypothesis that this evaluation must address:

Hypothesis: The implementation of the IMPACT model of integrating technology into teaching and learning will make a significant difference in student achievement based on North Carolina End-of-Grade and End-of-Course test scores.

• Eleven schools were chosen for EETT Competitive Grant after applying in January 2003. Eligibility was based on federal guidelines of High Poverty LEA (based on 1997 Census data) plus EITHER a school in corrective action (based on Title I identification) OR that has a high technology need. (http://tps.dpi.state.nc.us/eett/)

• Cradler, J., & Cradler, R. (2002). NCLB poses challenges. Learning & Leading with Technology, 30(2), 46-57.

• US Dept. of Education. (2002). No Child Left Behind (NCLB). Retrieved August 1, 2003, from http://www.NoChildLeftBehind.gov

• Indiana Dept. of Education, Office of Learning Resources. (nd). National Standards and Guidelines. Retrieved August 1, 2003, from http://www.indianalearns.org/intronational.asp