 are targeted at those whom our program directly affects: students, teachers, administrators, parents, and the community. Also available are videos that allow everyone to see and expand their understanding of how an IMPACT Model School functions on a day-to-day basis. Only when everyone concerned with the education of our children understands the integral part that the media and technology program plays in high student achievement will the commitment to fund these resources be made. Thus, it is imperative that we use IMPACT to inform all citizens in North Carolina of the importance of our role in education. Media and technology professionals live in exciting times. The public is beginning to understand the link between our programs and services and a high quality education. We dare not squander this opportunity. IMPACT is a tool that will help media and technology personnel at both the state and local levels work together to plan and build effective, comprehensive teaching and learning environments for the 00st Century. We look forward to the challenge! Frances Bryant Bradburn, Director Division of Instructional Technology TABLE OF CONTENTS TABLE OF CONTENTS INTRODUCTION INTRODUCTION ...............................................................................................................0 IMPLEMENTING THE IMPACT MODEL IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE ..................................................0 PHASE 0: Building Support ....................................................................................0 PHASE 0: Readiness Assessment ............................................................................0 PHASE 0: Setting the Stage for Successful Collaboration ..........................................0 PHASE 0: Formal Collaboration ...............................................................................0 PHASE 0: Beyond the Classroom .............................................................................0 On-going: Evaluation ...............................................................................................0 DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING ...............................0 Using the Concerns-Based Adoption Model (CBAM) to Move Teachers Forward in the IMPACT Model .................................................................................0 What Teachers Must Be Willing to Do .....................................................................00 THE TECHNOLOGY FACILITATOR SCENARIO ....................................................................00 SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO .......................................................00 WORKS CITED ...............................................................................................................00 TABLE OF CONTENTS i TEACHING AND LEARNING VISION ..........................................................................................................................00 COLLABORATION ...........................................................................................................00 INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS ............................................00 ACCESS TO INFORMATION RESOURCES AND SERVICES IN THE TEACHING/ LEARNING PROCESS .....................................................................................................00 COLLABORATION FOR ASSESSMENT, RESEARCH, AND STUDENT ACHIEVEMENT ..............00 PROFESSIONAL DEVELOPMENT .....................................................................................00 Professional Development for Media and Technology Professionals ............................00 Assessing Professional Development .......................................................................00 Planning High Quality Professional Development .....................................................00 Ensuring High Quality Professional Development .....................................................00 The National Staff Development Council Standards .................................................00 North Carolina Professional Development Standards ................................................00 COLLABORATION THROUGH FLEXIBLE ACCESS ..............................................................00 FLEXIBLE ACCESS LOOKS LIKE THIS ..............................................................................00 COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS ...................................................00 LEADERSHIP AND THE CHANGE PROCESS .....................................................................00 MAKING FLEXIBLE ACCESS AND COLLABORATION WORK ...............................................00 ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS .....................................00 IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS ................................00 ADVOCACY: COMMUNICATING FLEXIBLE ACCESS AND COLLABORATION .........................00 READING AND LITERACY ...............................................................................................00 COLLABORATION: MEDIA AND TECHNOLOGY, READING, AND LITERACY ..........................00 READING PROGRAMS OR READING? ..............................................................................00 WORKS CITED ...............................................................................................................00 ii IMPACT: Guidelines for North Carolina Media and Technology Programs INFORMATION ACCESS AND DELIVERY INFORMATION ACCESS AND DELIVERY: THE HEART OF EFFECTIVE PROGRAMS ..............00 RESOURCES, NEEDS, AND CHOICES ..............................................................................00 MAKING RESOURCES ACCESSIBLE ................................................................................00 The Role of Media and Technology Professionals .....................................................00 Vital Components for Resource Access and Delivery .................................................00 PLANNING AND DESIGNING FACILITIES FOR LEARNING .................................................00 People and Responsibilities ...................................................................................00 Overall Facility Design: Basic Considerations ...........................................................00 Important Elements of Good Design .......................................................................00 Access .................................................................................................................00 Location ..............................................................................................................00 Exceptional Children Facilities ...............................................................................00 Aesthetics and Atmosphere ...................................................................................00 Ergonomics ..........................................................................................................00 Mechanics and Engineering ...................................................................................00 Safety ..................................................................................................................00 Security ...............................................................................................................00 Design Considerations for Spaces within the Facility ................................................00 Designing for Growth and Development ...................................................................00 Designing for the Infusion of Technology .................................................................00 Designing for Expanded Hours and Use ..................................................................00 Designing for Flexible Use .....................................................................................00 DEVELOPING EDUCATIONAL SPECIFICATIONS ................................................................00 Details Matter ......................................................................................................00 Four Preliminary Steps ..........................................................................................00 Components of Educational Specifications ..............................................................00 EDUCATIONAL SPECIFICATIONS FOR SCHOOL AND MEDIA/TECHNOLOGY SPACES ..........00 Classrooms ...........................................................................................................00 Flexibly Accessed Computer Labs .........................................................................00 Distance Learning via the N.C. Information Highway ...............................................00 Staff Offices ........................................................................................................00 Technology Administration and Planning .................................................................00 Conference Areas .................................................................................................00 Workrooms ..........................................................................................................00 Auditoriums, Cafeterias, and Gymnasiums .............................................................00 TABLE OF CONTENTS iii EDUCATIONAL SPECIFICATIONS FOR THE SCHOOL LIBRARY MEDIA CENTER ..................00 Visualizing Use of Space ......................................................................................00 Some Key Design Questions .................................................................................00 Charts of Recommendations .................................................................................00 Minimum Square Footage .....................................................................................00 Large Group Instruction .......................................................................................00 Reference ...........................................................................................................00 Story Sharing ......................................................................................................00 Independent Work Areas .......................................................................................00 Small Group Activity ............................................................................................00 Informal Reading .................................................................................................00 Production ..........................................................................................................00 Periodical Storage ................................................................................................00 Administration and Planning .................................................................................00 Circulation ..........................................................................................................00 Automated Catalog ..............................................................................................00 Professional Area .................................................................................................00 Parent Resource Area ...........................................................................................00 Workroom ...........................................................................................................00 Display and Exhibit ..............................................................................................00 Secure Equipment Storage, Distribution, and Maintenance .....................................00 EDUCATIONAL SPECIFICATIONS FOR FURNITURE, SHELVING, AND BUILT-INS ................00 General Considerations .........................................................................................00 Guidelines for Shelving .......................................................................................000 Maximum Heights for Different Types of Furniture and Shelving .............................000 More Helpful Tips about Furniture and Shelving ...................................................000 GENERAL TECHNOLOGY INFRASTRUCTURE FOR INSTRUCTION .....................................000 Network Server, Head-end Area ...........................................................................000 Video Wiring Closet Area ......................................................................................000 WORKS CITED ..............................................................................................................000 iv IMPACT: Guidelines for North Carolina Media and Technology Programs PROGRAM ADMINISTRATION PLANNING THE PROGRAM ............................................................................................000 Why Plan? ..........................................................................................................000 Vision: the Key to Success ..................................................................................000 Short-term and Long-term Planning .....................................................................000 BEING THE CHANGE AGENT .........................................................................................000 Advocating for the Program ..................................................................................000 MEDIA AND TECHNOLOGY ADVISORY COMMITTEE MEMBERSHIP AND RESPONSIBILITIES ...............................................................................................000 BUDGETING FOR THE PROGRAM ..................................................................................000 Some Facts about Budget and Funding ................................................................000 Developing an Effective Budget ...........................................................................000 Primary Sources of Funding ................................................................................000 Other Sources of Funding ...................................................................................000 Writing Budget Proposals ....................................................................................000 POLICY ........................................................................................................................000 Policy and Procedure Defined ...............................................................................000 Creating Policy and Procedure Manuals .................................................................000 Components of a Policy Document ........................................................................000 Components of a Procedure Document .................................................................000 Policy, Procedures, and Guidelines Implementation Chart .......................................000 COLLECTION DEVELOPMENT ........................................................................................000 Vision .................................................................................................................000 Role of the MTAC in Collection Development .........................................................000 Role of the School Library Media Coordinator ........................................................000 Role of the Technology Facilitator .........................................................................000 Assessing the Collection ......................................................................................000 Assessing the Collection: Methods ........................................................................000 Assessing the Collection: Collection Mapping .........................................................000 Assessing the Collection: Resource Alignment ........................................................000 Assessing the Collection: Systematic Random Sampling .........................................000 Automated Assessments ......................................................................................000 Weeding the Collection ........................................................................................000 Guide to Weeding the Collection ...........................................................................000 Collecting Data ...................................................................................................000 The Non-print Collection ......................................................................................000 Writing a Collection Development Plan ..................................................................000 Developing a Budget ...........................................................................................000 TABLE OF CONTENTS v Selecting Resources ............................................................................................000 Some Guiding Questions for Selecting Resources ...................................................000 Selecting Equipment, Hardware, and Infrastructure ................................................000 Conducting an Inventory ......................................................................................000 What is inventory? ...............................................................................................000 Why inventory? ....................................................................................................000 Guidelines for Scheduling Inventory ......................................................................000 School Equipment Inventory .................................................................................000 WORKS CITED ..............................................................................................................000 SYSTEM-LEVEL GUIDELINES SYSTEM-LEVEL LEADERSHIP ........................................................................................000 TEACHING AND LEARNING ...........................................................................................000 Collaborating to Achieve Goals ............................................................................000 Being Involved with the Curriculum .....................................................................000 Providing Professional Development .....................................................................000 Planning, Research, and Development .................................................................000 INFORMATION ACCESS AND DELIVERY .........................................................................000 Establishing Infrastructure and Connectivity .........................................................000 Standardizing Resources and Equipment ..............................................................000 Planning for New and Renovated Facilities ...........................................................000 Ensuring Equity .................................................................................................000 Managing Resources ...........................................................................................000 PROGRAM ADMINISTRATION .......................................................................................000 Strengthening Communication and Public Relations ..............................................000 Establishing Policies and Procedures ...................................................................000 Recruiting, Selecting, and Retaining Personnel .....................................................000 Attending to Budget Basics .................................................................................000 Developing Collections ........................................................................................000 Evaluating Programs ...........................................................................................000 WORKS CITED ..............................................................................................................000 vi IMPACT: Guidelines for North Carolina Media and Technology Programs RESEARCH AND EVALUATION COMPELLING DATA FROM CURRENT RESEARCH ...........................................................000 RESEARCH ...................................................................................................................000 Scientifically Based Research ...............................................................................000 Action Research ..................................................................................................000 Data-Driven Decision Making in the Media and Technology Program ........................000 Measuring the Media and Technology Program .......................................................000 Using School Data for Program Decisions ..............................................................000 EVALUATION ................................................................................................................000 HOW TO EVALUATE PROGRAMS ....................................................................................000 Guidelines for Evaluation .....................................................................................000 USING OUTPUT MEASURES FOR EVALUATION ...............................................................000 REFERENCE CHART: MEASURES AND WHAT THEY SUPPORT .........................................000 RESEARCH AND EVALUATION MODELS ..........................................................................000 Comprehensive Program Evaluation Model .............................................................000 Technology Focused Evaluation Models .................................................................000 PROGRAM EVALUATION RUBRICS .................................................................................000 Media and Technology Program Evaluation Rubrics ................................................000 System-Level Leadership and Support Evaluation Rubrics .......................................000 WORKS CITED ..............................................................................................................000 TABLE OF CONTENTS vii APPENDICES APPENDICES TABLE OF CONTENTS .............................................................................000 AMTR Guidelines ................................................................................................000 Collaborative Planning Session Rubric ...................................................................000 How to Talk to a Principal ....................................................................................000 Guidelines for Baseline Information in Media and Technology Policies .....................000 Suggested Guidelines for the Reconsideration of Instructional Materials - Sample Policy .....................................................................................................000 Job Descriptions ..................................................................................................000 Media and Technology Advisory Committee ............................................................000 One-to-One Computing ........................................................................................000 Media Coordinator Performance Appraisal Instrument .............................................000 Technology Facilitator Performance Appraisal Instrument ........................................000 Sample Schedules - Media and Technology ...........................................................000 School Library Media Coordinator without a Technology Facilitator ...........................000 Wireless Local Area Network ................................................................................000 GLOSSARY GLOSSARY ..................................................................................................................000 BIBLIOGRAPHY BIBLIOGRAPHY ...........................................................................................................000 viii IMPACT: Guidelines for North Carolina Media and Technology Programs INTRODUCTION INTRODUCTION 0 INTRODUCTION "TECHNOLOGY IGNITES OPPORTUNITIES FOR LEARNING, ENGAGES TODAY'S STUDENTS AS ACTIVE LEARNERS AND PARTICIPANTS IN DECISION-MAKING ON THEIR OWN EDUCATIONAL FUTURES AND PREPARES OUR NATION FOR THE DEMANDS OF A GLOBAL SOCIETY IN THE 00ST CENTURY." Toward A New Golden Age In American Education: How the Internet, the Law, and Today's Students are Revolutionizing Expectation, National Education Technology Plan 0000, U.S. Department of Education, "THE CHALLENGE FACING AMERICA'S SCHOOLS IS THE EMPOWERMENT OF ALL CHILDREN TO FUNCTION EFFECTIVELY IN THEIR FUTURE, A FUTURE MARKED INCREASINGLY WITH CHANGE, INFORMATION GROWTH, AND EVOLVING TECHNOLOGIES. TECHNOLOGY IS A POWERFUL TOOL WITH ENORMOUS POTENTIAL FOR PAVING HIGH-SPEED HIGHWAYS, [MOVING THEM] FROM OUTDATED EDUCATIONAL SYSTEMS TO SYSTEMS CAPABLE OF PROVIDING LEARNING OPPORTUNITIES FOR ALL, TO BETTER SERVE THE NEEDS OF 00ST CENTURY WORK COMMUNICATIONS, LEARNING, AND LIFE." National Educational Technology Standards for Students, Connecting Curriculum and Technology, International Society for Technology in Education, 0000. 0 IMPACT: Guidelines for North Carolina Media and Technology Programs "INFORMATION LITERACY--THE ABILITY TO FIND AND USE INFORMATION-- IS THE KEYSTONE OF LIFELONG LEARNING. CREATING A FOUNDATION FOR LIFELONG LEARNING IS AT THE HEART OF THE SCHOOL LIBRARY MEDIA PROGRAM. JUST AS THE SCHOOL LIBRARY MEDIA CENTER HAS MOVED FAR BEYOND A ROOM WITH BOOKS TO BECOME AN ACTIVE, TECHNOLOGY-RICH LEARNING ENVIRONMENT WITH AN ARRAY OF INFORMATION RESOURCES, THE SCHOOL LIBRARY MEDIA SPECIALIST TODAY FOCUSES ON THE PROCESS OF LEARNING RATHER THAN DISSEMINATION OF INFORMATION. THE LIBRARY MEDIA PROGRAM COMBINES EFFECTIVE LEARNING AND TEACHING STRATEGIES AND ACTIVITIES WITH INFORMATION ACCESS SKILLS. INFORMATION AVAILABILITY WILL UNDOUBTEDLY CONTINUE TO MUSHROOM INTO THE NEXT CENTURY, WHICH WILL MAKE A STRONG SCHOOL LIBRARY MEDIA PROGRAM EVEN MORE ESSENTIAL TO HELP ITS USERS ACQUIRE THE SKILLS THEY WILL NEED TO HARNESS AND USE INFORMATION FOR A PRODUCTIVE AND FULFILLING LIFE." Information Power: Building Partnerships for Learning, American Library Association, Chicago, 0000. Through the State Board of Education's Strategic Plan for Excellent Schools, every child has the opportunity to achieve at his or her highest potential in the fast-paced, ever-changing environment of the 00st century. The rapid advance of technology requires that all educators continually upgrade their skills, knowledge bases, and perspectives. Media and technology programs are an integral part of education. Collaboration is the key. Teachers and media and technology personnel collaborate to create a 00st century learning environment in which student learning is the focus. Students simultaneously collaborate with each other and their teachers to learn how to solve problems, complete real world tasks, and take charge of their own progress. The added value of this collaborative, media and technology-enhanced environment is thoughtful planning, differentiated instruction, and smaller class size. IMPACT: Guidelines for North Carolina Media and Technology Programs, released in 0000, provided guidelines for school library media coordinators and technology facilitators in North Carolina. The 0000 revision of the document updates information in the original, continues to reflect national, state, and professional standards, and adds a step-by-step guide to becoming an IMPACT school. It also provides recommendations for programs, personnel, budgets, policies, resources, and facilities that will guide media and technology programs as they support a resource-rich, technology-rich learning environment. IMPACT will help meet the information and technology challenge facing North Carolina schools in the new millennium. As a result, media and technology programs will: IMPACT TEACHING, IMPACT LEARNING, IMPACT MOTIVATION, AND IMPACT STUDENT ACHIEVEMENT. INTRODUCTION 0 0 IMPACT: Guidelines for North Carolina Media and Technology Programs IMPLEMENTING THE IMPACT MODEL A How-to Guide Dealing with the Change that the IMPACT Model Will Bring The Technology Facilitator Scenario School Library Media Coordinator Scenario Works Cited IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE Educators in schools interested in implementing the IMPACT Model always ask, "What is the best way to begin?" While one school might decide to implement all portions of the model simultaneously--hiring all the staff, implementing flexible access, and initiating monthly grade-level collaborative planning sessions, others prefer a phased-in model to help staff prepare for the change in school culture that will ensue. The following guide offers strategies for implementing the IMPACT Model regardless of the timeline that a school adopts. Please be aware, however, that all change is difficult. Moving quickly and resolutely toward a new program may be less painful than a drawn-out implementation. PHASE 0: Building Support The first step in implementing the IMPACT Model is creating an awareness of the benefits of the model to students and teachers. Administrative support is critical to implementing the model. The principal should be an instructional leader who participates fully in the Media and Technology Advisory Committee (MTAC). Teachers and all stakeholders should be represented on the MTAC. Research on the benefits of flexible scheduling can be shared with the MTAC whose members will serve as advocates for the IMPACT Model within the school and community. Parents and community members should be represented on the MTAC. The school library media coordinator and technology facilitator should be active participants in the School Improvement Team, ensuring that information and technology skills are addressed within the school improvement plan. A school wide planning retreat focusing on change, flexibility, and collaboration provides the opportunity to share research on the IMPACT Model and address initial concerns among the total staff. The MTAC should communicate with educators in other schools in North Carolina that have successfully implemented the IMPACT Model and learn from their experiences. IMPLEMENTING THE IMPACT MODEL 0 PHASE 0: Readiness Assessment The second step in implementing the IMPACT Model is determining the readiness of your school for successful implementation. Consider the following needs as you design this assessment: The school library media coordinator and technology facilitator, in collaboration with the system-level technology director and system-level media director, should review IMPACT guidelines and North Carolina Educational Technology Plan recommendations for determining additional personnel. The media coordinator and technology facilitator should conduct a needs assessment for staff to determine their readiness to utilize technology and information in a collaborative environment. This assessment may include technology application skills, technology integration skills, flexible scheduling utilization, understanding of collaborative teaching and learning, and how to ask open-ended questions. Content area curriculum mapping/pacing guides should be reviewed and updated for alignment to the Standard Course Of Study, relevance to current classroom practice, and consistency across grade levels and subject areas. The infrastructure should be evaluated for adequacy according to the standards described in the North Carolina Educational Technology Plan. Hardware access and software resources should be evaluated for adequacy and age appropriateness according to North Carolina Educational Technology Plan standards. The media collection should be evaluated through a collection analysis that maps resources to the curriculum. A long-term collection development plan should be created based on the collection analysis. The collection should balance print and nonprint resources. The media center schedule should be evaluated for its capacity to provide point-of- need resources and services to students and staff. The master schedule should be reviewed for options to create flexible access to media and technology facilities and personnel. The existing budget should be evaluated for the capacity to fund needs identified in the readiness assessment. All potential external and internal sources of funding should be identified in consultation with the system-level technology director, the system-level media director, and the principal. The MTAC should conduct a benchmark assessment of the media and technology program using IMPACT rubrics. PHASE 0: Setting the Stage for Successful Collaboration The next step in implementing the IMPACT Model is to create a foundation for collaborative planning that addresses needs identified in the readiness assessment. The principal will attempt to meet personnel needs through re-assignment of existing staff and recommendations to the superintendent for hiring additional staff. With the support of the MTAC, the principal should articulate school-wide expectations for collaboration. This may include a master planning calendar based on curriculum mapping/pacing guides. The principal will develop a schedule to provide flexible access to the school library media coordinator and technology facilitator and facilities. The media coordinator and technology facilitator will acquire print and non-print resources based on the collection development plan. 0 IMPACT: Guidelines for North Carolina Media and Technology Programs The media coordinator and technology facilitator will acquire adequate hardware/ software according to the recommendations of the North Carolina Educational Technology Plan and the MTAC committee. These acquisitions should include adaptive technologies for students with special needs. The media coordinator and technology facilitator will offer professional development on best practices in using technology and media resources to support student achievement. The system-level technology director will upgrade building infrastructure to meet North Carolina Educational Technology Plan standards. The media coordinator and technology facilitator, with the principal and teachers, will analyze student data to identify school-wide student needs. As members of the School Improvement Team, the media coordinator and technology facilitator will identify goals for technology/information skills integration in the School Improvement Plan. The media coordinator and technology facilitator, with input from the MTAC, will redesign the media center and classrooms to accommodate differentiation of instructional activities with technology and flexible grouping. PHASE 0: Formal Collaboration The ultimate step in implementing the IMPACT model is creating collaborative planning times. Using this time, the school library media coordinator, technology facilitator, and classroom teachers collaboratively will: Plan together to create and evaluate multidisciplinary units of instruction integrating technology/information skills across the curriculum; Design differentiated instructional activities to meet individual student needs; Identify regular common planning time for team collaboration by grade level and subject; Assess student products emerging from collaboratively planned units of instruction (New assessment tools and rubrics should be created as needed.); Celebrate student achievement and recognize teachers for their successes; Evaluate the outcomes of common planning times using a variety of methods such as surveys, reflections, and plus/delta charts. PHASE 0: Beyond the Classroom Collaborative planning will expand the opportunities for integrating resources beyond the classroom. The increased use of media and technology resources in instruction makes it important to expand access to these resources beyond the traditional school day and the traditional school community. The school library media coordinator and technology facilitator will identify and integrate outside resources into collaborative units of instruction. These resources may include local, state, and national educational resources including print, digital, and human resources. The media coordinator and technology facilitator will work with partners to provide after school programs for children, parents, and community members. (For example, Computer Camps, Computer Clubs, Book Clubs, technology training for adults, family technology and reading nights.) The media center and technology facilities may be opened extended hours and staffed by educators who have negotiated flexible hours with the administration, by separately hired staff, and/or by volunteers. IMPLEMENTING THE IMPACT MODEL 0 ON-GOING: Evaluation Implementation of the IMPACT Model may be evaluated by the MTAC using the following guided reflection questions. What impact does a supportive environment have on media and technology access and use? What impact do media, technology, and collaboration have on the total school program? What impact does communication have on the total school program? What impact do research-based practices in technology, literacy, and information skills have on student learning? Does integration of technology/information skills throughout the curriculum enhance student learning? What areas of the curriculum can most effectively be enhanced with technology/ information skills? Does the use of technology as a learning tool improve student achievement? To what extent is data used in making decisions about hardware/software allocations and selection of media resources? To what extent are technology and media resources accessible to all students? To what extent are technical support personnel provided and technical support procedures implemented? To what extent are technology and media resources accessible during and beyond the school day? To what extent has the school established and maintained an effective communications system? To what extent does the school support and promote collaboration? To what extent are procedures used to monitor, evaluate, and review progress of technology initiatives? To what extent is effective professional development provided? To what extent are student/curricular needs being fulfilled by identified media and technology resources? ORIENTATION FOR NEW STAFF AND ADMINISTRATORS: The school must recruit and hire teachers who are receptive to the IMPACT Model. The MTAC will provide orientation for new staff and administrators to the IMPACT Model. 0 IMPACT: Guidelines for North Carolina Media and Technology Programs DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING "THE CONVICTION THAT LEARNING GOALS SHOULD BE FIXED AND TIME A FLEXIBLE RESOURCE OPENS UP PROFOUND OPPORTUNITIES FOR CHANGE." (United States. Department of Education. "Prisoners of Time.") USING THE CONCERNS-BASED ADOPTION MODEL (CBAM) TO MOVE TEACHERS FORWARD IN THE IMPACT MODEL In order for the IMPACT Model to work in a school, it must have the support and under-standing of classroom teachers. Teachers must understand the changes that will occur in their classrooms and in their teaching as a result of this model. The administrative and media and technology staff must support and nurture teachers through this change. Supporting and nurturing means addressing teachers as individuals and understanding their concerns about the changes they are or will be experiencing. According to the CBAM model of change, individuals involved in change can be identified as one of the following: INNOVATOR: Approximately 0% or any group can be considered innovators. These individuals are eager to try new ideas, are open to change, and are willing to take risks. LEADER: Approximately 00% of any group can be considered leaders. These individuals are open to change, but more thoughtful about getting involved. EARLY MAJORITY: Approximately 00% of any group can be considered as the early majority. These individuals are cautious and deliberate about deciding to adopt an innovation. LATE MAJORITY: Approximately 00% of any group can be considered as the late majority. These individuals can skeptical of adopting new ideas and are "set in their ways." RESISTER: Approximately 00% of any group can be considered resisters. These individuals are suspicious and generally opposed to new ideas. (Hord, S., et al, 0000.) It is important to recognize that these identifiers are not meant to be negative or positive, but rather they allow a change facilitator to recognize what is needed to move an individual through the change process. For the IMPACT Model, this means being able to recognize how a teacher approaches a change to classroom practice and working with each individual to better utilize the model. Once the school library media coordinator, technology facilitator, and/or administrator have identified each teacher's adopter level, they should identify Stages of Concern. The Stages of Concern help to identify how a person feels and thinks about a given initiative. In the implementation of the IMPACT Model, teachers will move through the stages as they become more comfortable with the collaborative process and the IMPACT culture. " IMPLEMENTING THE IMPACT MODEL 0 "CHANGE: is a PROCESS, not an event is made by INDIVIDUALS first, then institutions is a highly PERSONAL experience entails DEVELOPMENTAL growth in feelings and skills (Hord, S., et al, 0000.) STAGES OF CONCERN 0. AWARENESS: The individual either isn't aware of the change being proposed or doesn't want to learn it. 0. INFORMATIONAL: The individual has heard of the program, but needs more information. 0. PERSONAL: The individual's main concern is how this program will affect them on a personal level. 0. MANAGEMENT: The individual's main concern is about the management, scheduling, etc., of a specific program. 0. CONSEQUENCE: The individual's primary concern is how the program will affect students or how they can make the program work for their students. 0. COLLABORATION: The individual's primary concern is how to make the program work better by actively working on it with colleagues. 0. REFOCUSING: The individual's primary concern is seeking out a new and better change to implement. When the media coordinator, technology facilitator, and/or administrator have identified each teacher's Stage of Concern, they can more easily communicate the needs of both the teacher and the program. Teachers in the early stages of concern will need more one-on-one assistance and encouragement than those in the later stages. 00 IMPACT: Guidelines for North Carolina Media and Technology Programs WHAT TEACHERS MUST BE WILLING TO DO When teachers understand that a change will take place, they will need to be completely aware of what implementing the IMPACT Model will mean to their classroom and their teaching practice. TEACHERS MUST BE WILLING TO: BE FLEXIBLE Take risks Try new things Step out of the box ASSESS STUDENT NEEDS Analyze test scores Understand individual learning styles Survey individual interests INITIATE COLLABORATION Brainstorm ways the collaboration process can work for them and their students Share ideas with school library media coordinator/technology facilitator and other teachers Begin the collaboration process Evaluate project successes FAIL Technology doesn't always work Students don't always work well collaboratively The "best" lesson plan doesn't always work out the way you planned ASK FOR HELP Students Teachers School library media coordinator Technology facilitator CELEBRATE SUCCESSES Tell other teachers what is working well Share with school library media coordinator and technology facilitator Share with other schools Share at conferences USE: Web sites, bulletin boards, newsletters, displays, sharing lessons, press releases, system-level collaboration fairs, school-wide activities (Poetry Day, Technology Night), etc. IMPLEMENTING THE IMPACT MODEL 00 CHANGE ROLES Move from being the "sage on the stage" or "guide on the side" to the "mentor in the center" Facilitate the learning process Allow students to begin taking responsibility for their own learning Become a team member Become a life-long learner 00 IMPACT: Guidelines for North Carolina Media and Technology Programs THE TECHNOLOGY FACILITATOR SCENARIO "THE IMPORTANT ISSUE IN EFFECTIVENESS FOR LEARNING IS NOT THE SOPHISTICATION OF THE TECHNOLOGIES, BUT THE WAYS IN WHICH THEIR CAPABILITIES AID AND MOTIVATE USERS" (Dede, C., 0000). Innovation Middle School is wired. Every classroom has three multimedia, Internet accessible computers, an LCD projector, a Digital Interactive Whiteboard, a DVD player, and curriculum appropriate hardware and software. Networked printers are located on every hall, and each grade, 0th, 0th, and 0th, has a mobile computer lab. For Mrs. Ray, the technology facilitator, a wired school means a very busy schedule. Mrs. Ray has worked at Innovation Middle School for many years. Through her experience and education, she has gained and applied many insights about technology and the job of teaching. Mrs. Ray knows that technology brings new resources into the classroom (Bajcsy, 0000). For instance, this is the first year that Mr. Price has participated in the Global Lab project with his eighth grade 0st period science class. Global Lab students around the world create environmental profiles of their school. Students measure parameters such as light intensity, carbon dioxide concentrations, air and soil temperature, and soil moisture, then compile their data and exchange it with other schools across the globe. Through the global lab project, Mr. Price's students have information that has not been available to his students in previous years. With observations available from other students in diverse environments, his students make comparisons of their environmental profile with profiles of other environments to make hypotheses and observations. This morning Mrs. Ray works with Mr. Price and his students organizing the data from the various environments in a database. While Mrs. Ray works with students on creating a database, Mr. Price will work with students on organizing and synthesizing the information in appropriate searchable fields and records. Mrs. Ray also knows that with technology, teachers are able to develop new forms of instruction (Means, 0000). Last summer, the Innovation Middle School Social Studies team, developed lessons and an accompanying selection of online resources and software, of texts, photographs, audio and video content. This morning in Mrs. Foust's second period social studies class, students are using the resources to create multimedia reports instead of the traditional written reports on Asian history and culture. The group assigned to explore the economy of China, uniquely explore the ties between the American economy and China's economy and working conditions in their multimedia report titled Made in China. Students use photographs and voiceovers to explain the implications of importing products from China to the United States. This morning Mrs. Ray and Mrs. Powder, the school library media coordinator, are working with the students on their projects. Mrs. Powder is instructing students on how to correctly cite sources for multimedia and online resources. Mrs. Ray is helping students incorporate multime-dia sources into their presentations correctly. Mrs. Foust comments that using the multi-media resources gives greater content and depth to instruction and student assignments. Discussions with many teachers confirm something else Mrs. Ray already knows. Technology motivates student learning. Teachers suggest that technology motivates students, because it creates an environment that involves students more directly than traditional teaching tools (Schacter, 0000). Before Mrs. Ray heads to the sixth grade team weekly planning meeting, she stops by Mrs. Brown's 0th grade language arts class. IMPLEMENTING THE IMPACT MODEL 00 Since Mrs. Brown replaced journal writing on required reading assignments with Weblogs, her students' writing has increased dramatically. Students are so involved in writing and reading Weblog entries that they all scramble to get on the computers before lunch. Because students are posting their responses online where every other student can read the entry, students are reading the young adult literature thoroughly and are posting more in-depth observations about what they are reading. Mrs. Brown is ecstatic. Not only are students more engaged in the literature, but they are also taking responsibility for their own learning. After lunch Mrs. Ray heads for Mr. Mulroney's room. Technology has been extremely helpful in individualizing instruction for students, many of whom are served in excep-tional classrooms (Lou, 0000). While Mr. Mulroney believes that technology helps adapt instruction to student learning styles, he does not believe in isolated learning. In Mr. Mulroney's class, students are learning about volcanoes together through a variety of activities. Mark and Adam are building a model volcano from everyday kitchen products. Mary is using simulation software to simulate a volcanic eruption by combining different gases with magma and rock. Linda and James are creating a Hyperstudio stack on Mount St. Helen's in Washington. Mr. Mulroney asked Mrs. Ray to join the class this afternoon as students' work on their different projects. As students are leaving school, Mrs. Ray is setting up for professional development. Mrs. Ray knows that effective use of instructional technology is dependent on the teacher (Grove, Strudler, and Odell, 0000). Teachers must be confident in applying technology when and where appropriate. To maintain their technology competency in a fast-paced environment, professional development has becomes a high priority for teachers. Today, Mrs. Ray is teaching sixth grade teachers about handhelds. Before Mrs. Ray leaves for the day, she checks the next day's schedule. She notes that tomorrow Mrs. Caison, the music teacher, is using midi software in music appreciation class . . . For online video examples of technology facilitator scenarios visit the following Web site: 00 IMPACT: Guidelines for North Carolina Media and Technology Programs SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO INFORMATION LITERACY IS A TRANSFORMATIONAL PROCESS IN WHICH THE LEARNER EVALUATES AND USES INFORMATION IN ITS VARIOUS FORMS FOR PERSONAL, SOCIAL, AND PROFESSIONAL PURSUITS (paraphrased from Abilock, 0000). It is 0:00 a.m. - just another day in the Innovation school media center. Students cluster in the foyer waiting for the library doors to open. The library is always used heavily before the school day begins. Some students will come to the media center to work on class assignments. Others will check out books. Teachers stop by to schedule a class in the media center for a project. At 0:00 a.m., the first bell rings and the media center empties while students flock to homeroom class. Mr. Reynold's seventh grade math class is the first class of the day for Mrs. Wright, the school library media coordinator. Geometry is always a favorite part of the math curriculum in seventh grade because students never tire of constructing shapes and figures. Today, students are exploring an engineering geometric wonder of the world, domes. Mrs. Wright is excited today to share some of the books in the media center on the design and construction of structures. Some of Mrs. Wright's favorites are Building Big by David Macaulay, Experiment! Spiderwebs to Skyscrapers: The Science of Structures by David Darling, and Eyewitness Books: Force & Motion by Peter Lafferty. After Mr. Reynold's class leaves, Mrs. Wright checks on a couple of eighth grade boys who are investigating the various estuaries in North Carolina. Their assignment is to locate an estuary to visit on a field trip. Mrs. Rowland, the media assistant, helps the boys do a search on the Internet on estuaries in North Carolina. So far the boys have information on the Neuse River, the Albemarle, and the Pamlico River Estuary. Mrs. Wright directs the eighth grade boys to resources in the reference collection. Several books on North Carolina can aid their decision. Notably, The Nature of North Carolina's Southern Coast: Barrier Islands, Coastal Waters and Wetlands by Dirk Frankenberg describes several estuaries of interest. The Lunchtime Book Club meets today. Students who join the club bring their lunch to the library and discuss a book that they are reading. Currently, they are reading The DoubleLife of Zoe Flynn by Janet Lee Carey about a girl who hides the fact from her classmates that her family lives in a van. Mrs. Wright has several book clubs to meet the varied interests of students. Her personal favorite is the sports heroes book club she jointly coordinates with Mr. Reynolds. When reading is connected to real-world contexts and personal interest students are more motivated to read (Ivey and Broaddus, 0000). After lunch Mrs. Wright meets with the sixth grade collaborative planning team for the afternoon. Each year the sixth grade teachers focus the instructional program around a central theme. This year the theme is cities. The team has already decided the theme for next year will be detectives. Today, they want to pinpoint resources and plan ideas for integrating the theme with the SCOS. Mrs. Wright is excited. The detective/mystery genre of young adult literature is always a favorite with middle grade students. Today she suggests to Mrs. Johnson, the language arts teacher, Wolf Rider by Avi and Getting Lincoln's Goat by E. M. Goldman as literature for next year. IMPLEMENTING THE IMPACT MODEL 00 Mrs. Wright also thinks the history detectives Web site (http://www.pbs.org/opb/ history detectives/index.html) will be the perfect fit for the social studies curriculum. During the planning meeting she shows this Web site to Mr. Carter, the sixth grade social studies teacher while Mr. Grady, the science teacher and Mr. Brown, the math teacher discuss some ideas for integrating math and science with a detective theme. Mrs. Wright has appreciated the insight that a theme-based approach has brought to the sixth grade teachers. The sixth grade teachers recognize that their role as the content specialist combined with the media specialist's role as resource specialist has helped build a stronger, more dynamic instructional program (Russell, 0000). Theoretically, every unit of instruction in any subject curriculum has an opportunity for a problem- or inquiry-based learning component that requires data, information, and knowledge (Georges, 0000, p. 00). For Mrs. Wright, her role within the educational institution is clear. It is her responsibility to seize every opportunity, to provide her colleagues with instructional activities, and to create a collaborative atmosphere that fosters information literacy. For online video examples of school library media coordinator scenarios visit the following Web site: 00 IMPACT: Guidelines for North Carolina Media and Technology Programs WORKS CITED Abilock, D. "Information Literacy from Prehistory to K-00: A New Definition." Knowledge Quest 00.0 (0000): 0-00. Bajcsy, R. "Technology and Learning." Visions 0000: Transforming Education and Training through Advanced Technologies. Washington, DC: U.S. Department of Commerce, 0000. Dede, C. "Vignettes about the future of Learning Technologies." Visions 0000: Transforming Education and Training through Advanced Technologies. Washington, DC: U.S. Department of Commerce, 0000. Georges, F. "Information Literacy, Collaboration, and ‘Killer Apps': New Challenges for Media Specialists." Library Media Connection 00.0 (0000): 00-00. Grove, K., N. Strudler, and S. Odell. "Mentoring Toward Technology Use: Cooperating Teacher Practice in Supporting Student Teachers." Journal of Research on Technology in Education 00 (0000): 00-000. Hord, S., W. Rutherford, L. Huling-Austin, and G. Hall. Taking Charge of Change. Austin, TX: Southwest Educational Development Laboratory, 0000. Ivey, G. and K. Broaddus. "Just Plain Reading: A Survey of What Makes Students Want to Read in Middle School Classrooms." Reading Research Quarterly 0. 0 (0000): 000-000. Lou, Y., et al. "Small Group and Individual Learning with Technology: A Meta-Analysis." Review of Educational Research 00. 0 (0000): 000-000. Means, B. "Accountability in Preparing Teachers to Use Technology." 0000 State Educational Technology Conference Papers. Washington, DC: Council of Chief State School Officers, 0000. Schacter, J. The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say. Milken Exchange on Education Technology, 0000 . United States. Department of Education. "Prisoners of Time." National Education Commission on Time and Learning. Apr. 0000 . IMPLEMENTING THE IMPACT MODEL 00 00 IMPACT: Guidelines for North Carolina Media and Technology Programs TEACHING AND LEARNING Vision Collaboration Integration of Information and Technology Skills Access to Information Resources and Services Collaboration for Assessment, Research, and Student Achievement Professional Development Collaboration through Flexible Access Flexible Access Looks Like This Collaborating to Achieve Instructional Goals Leadership and the Change Process Making Flexible Access and Collaboration Work Roles and Responsibilities of Collaborative Partners Implementing Effective Collaborative Planning Sessions Advocacy: Communicating Flexible Access and Collaboration Reading and Literacy Collaboration: Media and Technology, Reading, and Literacy Reading Programs or Reading? TEACHING AND LEARNING VISION School library media and technology programs should focus on student achievement and involve the entire staff in collaboratively planning instructional programs that are authentic and engaging, enriched by high-quality resources, current technologies, and effective models of integration. A learner-centered approach to instruction focuses attention on media and technology programs as vital instructional forces that complement, support, and expand classroom learning. The ongoing assessment of media and technology programs is the responsibility of teachers and administrators working together with media and technology professionals. An effective media and technology program supports the teaching and learning community through data-driven collaboration, literacy, integration of technology and information skills with the total curriculum, resources, staff development, and assessment. COLLABORATION "CREATING THE CONTEXT OF A COLLABORATIVE CULTURE REQUIRES MORE THAN ENCOURAGING EDUCATORS TO WORK TOGETHER. THE TRADITION OF TEACHER ISOLATION IS TOO DEEP TO BE UPROOTED SIMPLY BY OFFERING OPPORTUNITIES FOR COLLEGIAL ENDEAVORS. COLLABORATION BY INVITATION NEVER WORKS. LEADERS WHO FUNCTION AS STAFF DEVELOPMENT LEADERS EMBED COLLABORATION IN THE STRUCTURE AND CULTURE OF THEIR SCHOOLS. TEACHERS' WORK IS SPECIFICALLY DESIGNED TO ENSURE THAT EVERY STAFF MEMBER IS A CONTRIBUTING MEMBER OF A COLLABORATIVE TEAM. CREATING AN APPROPRIATE STRUCTURE FOR TEACHER COLLABORATION IS VITALLY IMPORTANT, BUT ALSO INSUFFICIENT. LEADERS MUST DO MORE THAN ORGANIZE TEACHER TEAMS AND HOPE FOR THE BEST. THEY MUST PROVIDE THE FOCUS, PARAMETERS, AND SUPPORT TO HELP TEAMS FUNCTION EFFECTIVELY" ("Designing Powerful Professional Development," 0000). Collaboration should be evident in all areas of the school environment as well as at the system, regional, and state levels. Within the school, the school library media coordinator and the technology facilitator work closely with teachers, administrators, students, and support personnel. All of these people must be involved in the planning, implementation, and evaluation of an instructional program integrated with media and technology. For more information refer to the section on Collaboration Through Flexible Access. TEACHING AND LEARNING 00 INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS "TODAY'S STUDENT LIVES AND LEARNS IN A WORLD THAT HAS BEEN RADICALLY ALTERED BY THE READY AVAILABILITY OF VAST STORES OF INFORMATION IN A VARIETY OF FORMATS. THE LEARNING PROCESS AND THE INFORMATION SEARCH PROCESS MIRROR EACH OTHER: STUDENTS ACTIVELY SEEK TO CONSTRUCT MEANING FROM THE SOURCES THEY ENCOUNTER AND TO CREATE PRODUCTS THAT SHAPE AND COMMUNICATE THAT MEANING EFFECTIVELY. DEVELOPING EXPERTISE IN ACCESSING, EVALUATING, AND USING INFORMATION IS IN FACT THE AUTHENTIC LEARNING THAT MODERN EDUCATION SEEKS TO PROMOTE" (NC Information Skills Curriculum Philosophy, 0000). The school library media coordinator and technology facilitator play an integral role in teaching students how to access, evaluate, and use information. They also support students in being able to choose the most appropriate tool for collecting information in multiple formats and then organizing, linking, evaluating, and through synthesis, discovering how to present the information. "An array of tools for acquiring information and for thinking and expression allows more students more ways to enter the learning enterprise successfully and to live productive lives in the global, digital, and information-based future they all face" (Philosophy: North Carolina Standard Course of Study, 0000). These skills are embedded throughout the Information and Computer/Technology Skills curricula and are essential to teaching and learning. It is vital that these skills are fully integrated across the curriculum. To integrate these skills seamlessly across the curriculum, the media coordinator and technology facilitator need to "provide strong and creative leadership in building and nurturing the culture of learning, both as a teacher and as an instructional partner" (AASL and AECT, 0000). As teachers, the school library media coordinator and technology facilitator will need to "use both traditional materials and innovative resources" (AASL and AECT, 0000) to provide meaningful instruction. This can be achieved through instruction in a full range of information concepts and strategies, so that students will have the skills needed to interact effectively with all information resources. A research process is one of the types of innovative resources that can be used whenever students are in a situation, academic or personal, that requires information to solve a problem, make a decision, or complete a task. A systematic research model such as the Big Six provides an information problem-solving process, and a set of skills that provide a strategy for effectively and efficiently meeting information needs. It is important to remember that the integration of information and computer/ technology skills across the curriculum does not take place in isolation, but occurs through collaborative planning. The involvement of media and technology professionals in all aspects of curriculum implementation is fundamental to collaboration. 00 IMPACT: Guidelines for North Carolina Media and Technology Programs BEING INVOLVED WITH THE CURRICULUM TO ACHIEVE INSTRUCTIONAL GOALS MEANS: Developing a thorough knowledge of the North Carolina Standard Course of Study for all subject areas and grade levels within the school ; Working with teachers to integrate media and technology into instruction across all subject areas and grade levels (See scenarios for school library media coordinator and technology facilitator in Implementing the IMPACT Model); Serving on the School Improvement Team; Working on subject area and grade level teams and committees at the building, system, and state level; Taking leadership roles on the Media and Technology Advisory Committee; Analyzing the School Improvement Plan for areas of instructional focus; Reflecting the School Improvement Plan in instruction and in the acquisition of resources; Analyzing test data with teachers to improve instructional focus; Participating in grade level/departmental meetings; Recommending appropriate information and technology resources to support information and computer/technology skills, and critical thinking throughout the curriculum; Collaborating with teachers, staff, and other members of the learning community to integrate information literacy competencies throughout the teaching and learning process; Developing a deep understanding of the information and computer/technology skills for student learning and of the specific relationship between the skill and the curricular goals of the school and system (AASL and AECT, 0000); Developing and promoting specific plans for incorporating the information literacy standards for student learning into day-to-day curricular and instructional activities (AASL and AECT, 0000); Collaborating regularly with teachers and other members of the learning community to encourage students to become information literate, independent in their learning, and socially responsible in their use of information and information technology (AASL and AECT, 0000). RESEARCH MODEL RESOURCES THE BIG SIX OR THE SUPER THREE 