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, )

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. Rubrics

 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 atProgram Evaluation Rubrics

 Corkboard Examples ents/CorkBoard.html  Curriculum Center /slide1.htm

 IMPACT Administrators: mpact.htm Teachers: / mpact.htm /  IMPACT Model Schools

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 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