Projects

MPACT Model Evaluation Project
The primary goal of the IMPACT evaluations is to determine whether the implementation of the IMPACT model of integrating technology into teaching and learning in North Carolina K-12 schools makes a significant difference in student outcomes, such as achievement and behaviors such as absenteeism, and teacher outcomes, such as level of technology integration in classroom teaching and technology skills. The major components of the IMPACT model, North Carolina’s guidelines for media and technology programs include: having a full-time technology facilitator and media coordinator in place; provision of high quality professional development; access to appropriate educational hardware and software; developing a school-wide focus on flexible access to computer labs, mobile computer carts, and libraries; in combination with collaborative planning. 



Technology Evaluation Project for NC LEA
Evaluating Technology use in Local Education Adgencies 

enGauge was used to collect data for the school system and data analyzed to determine the areas of strength and weakness related to technology use in the classroom. All certified personnel and administrators were surveyed using the instrument. The survey produces reports on -- items placing the system and each individual school on a continuum of technology use. Other reports include a comparison between schools, grades, the school system and the state, and the school system and everyone completing surveys in the database.

Middle School Vocabulary Project
Teacher: Donna Burrows, Ravenscroft School, Raleigh, NC

The vocabulary project for seventh grade grew out of a meeting with Language Arts teachers in a local middle school. The teachers were asked in what part of the Language Arts curriculum might they wish to integrate technology. One teacher decided that she would like to try to develop something online as an alternative format for presenting vocabulary to seventh grade students. A pilot project was developed in which three groups of students worked on their vocabulary words online. All students were assigned a student number. Group one was presented with textual information similar to what they had previously received on paper. Group two was presented with text and graphics that might trigger recall of the vocabulary word. Group three was presented with text, graphics and auditory information about the vocabulary words. The students used WebAssign, an assignment system created at NCSU and previously used with university and high school students.

The next year it was decided that three classes of students would be randomly assigned to the groups described above. A learning styles inventory was administered online within the WebAssign system to determine each student's preferred method for obtaining information. Student vocabulary test scores were collected for the year.

Webmaster Camp for Middle School Students

A computer camp was held for middle school students in order to give them the opportunity to learn web design skills. The students were identified through guidance counselors at the middle schools in the Wake County Public School System for the first year. The first year camp accommodated 10 students from the WCPSS who have an interest in technology. The students were provided with a one-week camp designed to teach them skills in web design and maintenance as well as opportunities to interact on the NCSU campus in the cafeteria and gymnasium. The schools are asked to provide teacher mentors for each student and allow him/her the opportunity to use the skills s/he has learned when returning to the school.
Student information was collected via surveys and interviews. Follow-up information on the students will help determine the effectiveness of the camp.

Art and Technology Project
The students used the computer program, Art Dabbler to create Impressionist-like digital art.
This project is used annually as a part of the students' art history grade and as a way to introduce them
to an alternate media in the art program. After working with the students to show them how to 
use the tool, I administered a survey to the students to determine their understanding of 
the use of technology in their art program as well as their satisfaction with the new media.

The project will be expanded to include an additional digital art piece which may then be used in note cards or other project without copyright infringement.,

Steps in the Project

Introduction to Impressionism by the art teacher
Find Impressionist art online (art teacher and instructional technology specialist)
Select an artist and painting to study (art teacher)
Teach the use of the tools in Art Dabbler 2 (instructional technology specialist)
Students replicate the painting selected over several class periods (art teacher and instructional technology specialist)
Save and print the Impressionistic study (instructional technology specialist)
Note cards were printed for Mother's Day presents in year 2.