Onslow County Schools Division of Media and Instructional Technology This presentation was prepared under fair use exemption of the U.S. Copyright Law and is restricted from further use. IMPACT: Guidelines for North Carolina Media and Technology Programs. Raleigh: Public Schools of North Carolina, "IMPACT for Teachers." Kaleidoscope. Public Schools of North Carolina. 14 Feb

Onslow County Schools Division of Media and Instructional Technology Better use of instructional time Flexible access Collaboration, team or grade-level planning One-on-one Staff development Modeling Less time lapse between planning and implementation Quicker response time for gathering/preparing resources (Two heads are better than one) Time to assess student progress of the of successful performance of information process

Onslow County Schools Division of Media and Instructional Technology Enables students to work on curricular, resource-based projects in the library media center and/or computer laboratory concurrent with their work in the classroom. Accessible to students and teachers at point of need. Providing flexible access and flexible hours makes the library media program's resources and services, more accessible to the learning community.

Onslow County Schools Division of Media and Instructional Technology According to a comprehensive study conducted by Colorado's Library Research Service, test scores increased in schools where library media specialists spend more time planning collaboratively with teachers and the library staffing was sufficient to allow for the active participation of library media specialists in curriculum development, student instruction, and teacher education (Lance, 2000). Providing flexible access and flexible hours makes the library media program's resources and services, more accessible to the learning community.1 Where computer labs are available at the point of need, teachers have greater opportunity to integrate technology skills instruction into the entire education program. According to a study by Becker and Riel (2000), teachers who engaged in collaborative planning and sharing of instructional activities with other teachers most frequently demonstrated effective use of computers in classrooms. To provide this access and to meet the diverse learning needs of all students, schools need full-time professional library media specialists, technology facilitators and adequate support staffing and resources.2

Onslow County Schools Division of Media and Instructional Technology Collaboration is based on shared goals, a shared vision, and a climate of trust and respect (Muronago & Harada, 1999). Within the collaboration process, each partner fulfills a carefully defined role; comprehensive planning is required; leadership, resources, risk, and control are shared; and the working relationship extends over a relatively long period of time (Callison, 1999).

Onslow County Schools Division of Media and Instructional Technology

Onslow County Schools Division of Media and Instructional Technology Library media coordinators add a thorough understanding of information skills and methods to integrate them, helping the teacher to develop resource-based units that broaden the use of resources and promote information literacy.

Onslow County Schools Division of Media and Instructional Technology

Onslow County Schools Division of Media and Instructional Technology The technology facilitator supports classroom teachers in their use of technology and fosters student achievement through the implementation of technology in collaborative, student-centered classroom environments. Their role also includes assisting teachers in identifying and evaluating technology resources for their classroom that address curricular needs and learning goals of students and teachers and in infusing technology in their lessons resulting in better and longer lasting learning for their students. Technology Literacy Staff Development Modeling and Mentoring Resources

Onslow County Schools Division of Media and Instructional Technology

Onslow County Schools Division of Media and Instructional Technology The teacher brings to the partnership knowledge of the strengths, weaknesses, attitudes and interests of the students and of the content to be taught.

Onslow County Schools Division of Media and Instructional Technology

Onslow County Schools Division of Media and Instructional Technology Leadership, Support, Vision Budget Schedules Program and personnel evaluation

Onslow County Schools Division of Media and Instructional Technology Members: Principal Technology Facilitator School library media coordinator Representative from each grade level Special Areas Parent Responsibilities: Set goals and priorities Promote initiatives Communicate expectations Evaluate program effectiveness Solve Problems Handle challenges to instructional materials Advocate for the media and technology program Identify and recommend resources, hardware, and infrastructure.

Onslow County Schools Division of Media and Instructional Technology BE FLEXIBLE Take risks Try new things Step out of the box ASSESS STUDENTS’ 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

Onslow County Schools Division of Media and Instructional Technology 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

Onslow County Schools Division of Media and Instructional Technology Instructional units developed through collaboration expand classroom walls to encompass the media center, the computer lab and resources beyond the school. In this way students become self-directed learners, complex thinkers, quality producers, collaborative workers, and community contributors.