DRAFT
1:1 Initiatives in North Carolina Schools
A report by
Callie Uffman
University of North Carolina at Chapel Hill
B.A. English, Global Studies
May 2013
DRAFT
An Overview of Digital Learning
Today’s “technology-fueled, knowledge-based economy” demands a work force that is
equipped with the skills of digital literacy, and it is up to America’s schools to ensure students develop
these skills. Traditional learning emphasizes the three R’s, helping students master the basic skills of
writing, reading and arithmetic, and the soft skills of communication, collaboration, and creativity. But in
order to be fully prepared to contribute to the 21st century work force, students must also learn skills of
problem solving and innovation, and must “be adept at navigating virtual worlds.” Schools and postsecondary institutions must upgrade traditional teaching practices if they are to graduate work forceready students (Gordon 2011).
Because the American education system was not designed to teach skills of digital literacy,
Gordon argues, “we need to be more purposeful in embedding these kinds of skills into educational
landscapes.” Schools must thoughtfully adapt to an increasingly technological landscape “if K-12
graduates are to thrive in the tech-infused job sectors they will enter upon graduation.” Don Knezek,
CEO of the International Society for Technology in Education, describes the digital literacy skills that
students need:
These new skills that we call digital skills are simply cognitive skills in digital settings. Beyond
being able to use technology efficiently and productively…K-12 graduates should understand
how to use it to define and break down a problem, look into how similar problems have been
solved, and design and implement a solution. In communicating that solution, they should be
skillful not merely at typing a Word document but also at telling a compelling story through an
interactive multimedia presentation.
So, rather than merely learning how to use technology, students should learn old and new skills with
technology. While many schools are introducing technological tools and have asked students to use
digital media in assignments, few have taken the further step of creating digital learning landscapes.
Eileen Lento of Intel notes, “too many districts invest in technology with neither a long-term vision for
how it will be used nor any definition or measurement of success”. That long-term vision should include
three levels of implementation: (1) teaching about technology use (2) embedding technology in
instruction (3) teaching through technology, such as with simulations or augmented reality. Districts that
focus too much on the first level, investing in technology with no implementation strategy, do not reap
the benefits of a total technological transformation. Lento articulates the problem well: “What often
happens, then, is computers are used as expensive pencils, and then they wonder why they're not
getting different results” (Gordon 2011).
Districts that invest in technology and strategically implement a transformation provide “the
flexibility for kids to learn online, doing more project-based learning, and having teachers come together
in an interdisciplinary way to create experiences that enable students to explore these digital
technologies, while continuing to ensure that they have a rigorous academic experience.”
Magner explains that the emphasis should be less on fixing 20th century schools and more on building
21st century schools” (Gordon 2011).
North Carolina Policy Supports Digital Learning Transformation
North Carolina has taken steps to build 21st century schools with its policies on digital learning.
The 2011-2013 North Carolina State School Technology Plan by the Commission on School Technology
outlines an implementation plan for using funds from the State School Technology Fund to improve
digital learning in North Carolina schools. The plan’s priorities include improving LEAs’ infrastructure for
technology and connectivity, providing universal access to digital learning devices, increasing use of
digital textbooks, improving technology-enabled professional development, and positioning the state as
a leader in 21st century learning practices (NC State School Tech Plan).
In 2013, the North Carolina General Assembly has passed legislation to implement the State
School Technology Plan and support digital learning in North Carolina schools. House Bill 23
commissions the University of North Carolina Board of Governors to “integrate digital teaching and
learning into the requirements for licensure renewal” for teachers (House Bill 23). The bill requires all
students in teacher education programs to demonstrate competencies in “using digital and other
instructional technologies” so that they are prepared to “use digital and other instructional technologies
to ensure provision of high-quality, integrated digital teaching and learning to all students” (House Bill
23). House Bill 23 was read and ratified on March 13, 2013. House Bill 44, entitled “Transition to Digital
Learning in Schools,” allocates previous funding for textbooks to funding for digital materials, “to
provide educational resources that remain current, aligned with curriculum, and effective for all learners
by 2017” (House Bill 44). House Bill 44 was read and ratified on March 11, 2013. House bill 45 entitled
“Internet Access for Public Schools” commissions the Department of Commerce to take an inventory of
“infrastructure to support robust digital learning in the public schools and an inventory of internet
access in all North Carolina counties” (House Bill 45). The Department will report its results and
recommendations to expand access across the state by December 1, 2013 (House Bill 45). This bill is still
undergoing the review process, but is scheduled to become effective on July 1, 2013.
One-to-one initiatives
In keeping with recent legislation and the North Carolina State School Technology Plan, many
districts are implementing “one-to-one” initiatives to equip their schools with tools for 21st century
learning. According to the State Technology Plan, one-to-one initiatives provide every student, teacher,
and administrator in a district with a computing device. Formerly focusing on laptop computers, one-toone initiatives can also include programs that provide students, teachers, and administrators with mini
laptops, tablets, and mobile devices. In 2008, more than 13,000 students in 28 LEAs in North Carolina
participated in one-to-one initiatives. Schools implementing initiatives vary in size, location, and incomelevel (North Carolina Learning Technology Initiative). Perhaps the most acclaimed example of a
successful one-to-one initiative is the Mooresville Graded School District.
In 2007, Mooresville Superintendent Mark Edwards and the Mooresville Graded School District
board adopted a six-year plan setting goals “for the utilization of technology resources in all classrooms,
and focusing on academic achievement, engagement, opportunity and equity” (Cisco 2). Providing 6,000
laptops to students in grades 3-12 and faculty was a key part of Edwards’ strategy (EdWeek). Since 2008,
the district has measured considerable improvement in assessments: the graduation rate increased
from 80% in 2008 to 91 % in 2011, students meeting math, reading, and science proficiency standards
increased from 73% in 2008 to 88% in 2011, and the district has the third highest test scores and second
highest graduation rate in the state (New York Times). The Mooresville district made all of these
improvements while spending only $7,415.89 per student, placing Mooresville at 100 out of 115 districts
in the state in the spending per student metric. For his efforts and success, Dr. Mark Edwards was
named the AASA 2013 Superintendent of the year. Edwards’ vision for 21st century education is key to
Mooresville’s progress; he believes “that providing access to online tools is the key to creating a
generation of informed, lifelong learners” (Cisco 1).
The success of the Mooresville Graded School District’s one-to-one initiative in boosting student
achievement demonstrates the capacity of districts to affordably integrate technology and improve their
metrics of student success. An examination of one-to-one initiatives in five North Carolina LEAs reveals
the benefits and challenges of one-to-one initiatives in districts of varying size, population, and location.
One-to-one initiatives in North Carolina districts
Fourteen North Carolina districts were contacted for this study and representatives from five
districts responded to questions about their efforts to implement 1:1 initiatives. The following districts
are featured for their leadership of digital learning in North Carolina: Mooresville Graded School District,
Durham Public Schools, Wilkes County Schools, Rowan-Salisbury School System, and CharlotteMecklenburg Schools.
1. Mooresville Graded School District:
The Mooresville Graded School District includes 5,409 elementary, middle, and high school students
in Iredell County (Mooresville Statistics). Mooresville developed a strategic plan in 2007 and began
implementing their digital conversion in 2008 (Mooresville Strategic Plan). The Mooresville Digital
Conversion Initiative provided all employees with a 13” MacBook Air, students in grades 4-12 with an
11” MacBook Air, and every 3rd grade student with a 13” white Unibody MacBook. The initiative was
funded primarily by redistributing funds from sources that were no longer needed, such as funding for
traditional textbooks. The district installed the Cisco 802.11N to create a wireless network in all of their
buildings, and trains students and parents on internet safety with lessons from Common Sense Media.
Among the core values included in Mooresville’s strategic plan are (1) “Technology-enriched, relevant
curriculum and effective delivery of the curriculum are foundations for addressing diverse 21st century
learners;” (2) “21st century content…is integrated into core content areas;” (3) “All employees are
treated as professionals and supported by sufficient resources and ongoing training designed to
enhance and broaden skills that support the district vision, mission, and initiatives” (Mooresville
Strategic Plan).
Mooresville ensures that its employees are equipped to teach 21st century learners and use their
digital devices effectively by including 8 early release days for professional development in their
calendar and offering 2-3 summer training days. They also have technology support staff to update and
repair devices, and “help desk” managers at 4 schools. While the Mooresville initiative has boosted
student scores, attendance, and the district’s graduation rate, Chief Technology Officer Dr. Scott Smith
counts the initiative a success for its role in helping students succeed.
2. Durham Public Schools:
Durham Public Schools in Durham County includes 32,484 students. The district introduced a
strategic plan for a 1:1 initiative in spring 2011, and since then has supplied students, teachers, and
administrators with laptops and tablets. The initiative was funded by state and local funds and grants.
The district offers wireless internet access in school buildings, and enforces student internet safety with
local policy. Durham Public Schools offers teachers the following professional development
opportunities to improve their familiarity with digital instruction: the New Schools Project, New Tech
Network, and Apple training. Durham Public Schools has met the goals of their one-to-one initiative.
3. Wilkes County Schools:
Wilkes County Schools serves over 10,000 students and employs nearly 700 teachers. The district
gradually implemented their 1:1 initiative in four phases beginning in 2008, supplying all teachers with
laptops and training. In 2009, students in grades 6 and 12 received laptops, and in 2010, students in
grades 7 and 11 received laptops. In 2011, students in grades 8, 9, and 10 received laptops. In addition
to laptops, many teachers have tablets, and students in grades 6-8 have netbook computers or mini
laptops. Administrators have smartphones and tablets as well as laptops. The district received initial
funding from grants, and has received sustaining funds through local capital outlay and additional
grants.
Wilkes County Schools offers wireless internet access in all Pre K – 12th grade buildings and
classrooms, and uses Zscaler filtering to ensure internet safety. In addition, parents must sign COPPA
forms for students under 13 before they may participate in Web 2.0 activities. The district uses ePals
filtered student email accounts, and uses Edmodo and Learning Space as education social networking
tools. Wilkes County Schools teaches online safety to students using iSafe resources.
Since the first year of their 1:1 initiative, Wilkes County Schools has offered professional
development opportunities for teachers. All teachers receive laptop 101 training and training in
applications such as SAS Curriculum pathways, Edmodo, Google, and other Web 2.0 tools. Twelve
Instructional Technology Facilitators provide initial training and sustaining support for teachers for the
district’s 22 schools, and 10 technicians ensure that devices are updated and repaired.
Wilkes County Schools has fully implemented the hardware portion of their 1:1 initiative. The
district continues to offer professional development and resources to teachers as they change
instructional practices to effectively utilize devices as learning resources. While the Wilkes County
Schools district has successfully kicked off their 1:1 initiative, Associate Superintendent Wanda
Hutchinson views the project as a work in progress as teaching methodologies adapt to 21st century
learning.
4. Rowan-Salisbury School System:
The Rowan-Salisbury School System serves over 20,000 students and nearly 1,500 teachers in Rowan
County. The district introduced a strategic plan for their 1:1 initiative in 2008 with the goal of providing
individual mobile devices to students. The plan initially targeted schools with low student achievement
and has expanded to other schools in the district. Teachers, students, and administrators in RowanSalisbury schools have access to iPads, iPod touches, and laptop computers. Administrators have access
to smartphones. The Rowan-Salisbury Schools initiative was funded with a combination of grants, state,
local, and federal Title I funds, and PTA and fundraising events. The Blanche and Julian Robertson Family
Foundation and Golden LEAF Foundation have made significant contributions to grant funding for the
initiative.
The Rowan-Salisbury School System offers wireless internet access in all district school buildings,
and teaches internet safety to teachers and staff. The district provides internet filtering for students and
staff with network appliances and software. Since it began in 2008, the initiative has included a
professional development component, providing teachers with a minimum 2-day training session that
focuses on how to effectively teach the curriculum using digital devices. The professional development
opportunities give teachers ideas and projects that they can integrate into their teaching immediately,
and gives them skills they need to successfully include digital devices in their instruction. In order to
ensure devices are updated and repaired, every school in the system has an Instructional Technology
Facilitator, and has nine district technical support employees on staff.
Rowan-Salisbury Schools considers their 1:1 project a great success. The district has seen
improvements in student proficiency on End of Course state tests. The graduation rate has increased
and disciplinary problems have declined. Moreover, teachers report increased student engagement in
1:1 classroom environments. The following graph displays the increase in proficiency on End of Course
state tests among Rowan-Salisbury students from 2008 to 2011.
70.0%
60.0%
50.0%
40.0%
2008-2009
30.0%
2010-2011
20.0%
10.0%
0.0%
All students
African-American
Economically
disadvantaged
5. Charlotte-Mecklenburg Schools:
Charlotte-Mecklenburg Schools serves over 135,600 students and employs over 8,960 teachers. In
the spring of 2012, the district introduced a guest wireless network to support the rollout of digital
devices. Approximately 4,000 student iPads and over 400 teacher iPads were initially deployed, and to
date, the district has purchased nearly 6,500 iPads. In addition to providing wireless access and the
introducing digital devices, Charlotte-Mecklenburg Schools launched the “Bring Your Own Technology”
(BYOT) initiative in the fall of 2012. The initiative allows students and teachers to bring personal devices
to use during the instructional day by connecting to the guest wireless network. Personal devices
accessing the network include smartphones, laptops, mini PCs, iPads, iPods, and tablets. The network is
filtered for students separately from the main CMS network. Currently, 1/3 of CMS schools have “good
coverage,” allowing 30 devices in a classroom internet access. The district has plans to upfit all schools
with good coverage by fall 2013. The district’s initiatives are funded by state technology funds, Federal
Race to the Top and Title I funding, and local funds.
Student internet access in Charlotte-Mecklenburg Schools is filtered using the Websense tool, which
blocks inappropriate websites and content. Gaggle, the student email solution, filters content and is a
human monitored system that flags inappropriate content and notifies staff when intervention is
necessary. Students are required to take a digital citizenship course through Gaggle and must sign the
CMS Acceptable Use policy before accessing the student network. The district is developing a social
media policy for staff and students.
Charlotte-Mecklenburg Schools offers professional development and technical support for their
digital learning initiatives. The Instructional Technology department supports teachers’ learning on
topics from technology integration, best practices, classroom management, various applications,
management of devices, blended learning, and the flipped classroom. The district support staff supports
workstations and district-owned digital devices. In addition, each school has a trained Apple
administrator to maintain iPads, and a technology contact to manage workstation, printer, and network
issues.
Charlotte-Mecklenburg Schools has few schools at the 1:1 ratio, but is currently piloting programs in
the West corridor’s “Project Lift” schools. “Lift Zone” schools have a 1:1 ratio for grades K-5. This spring,
students have been allowed to bring devices home. According to Chief Information and Transformation
Officer, Dr. Valerie Truesdale, this pilot year will determine how the district will grow the 1:1 initiative.
NC District 1:1 Initiatives
District
Students
Year
Devices

Mooresville
Graded
School
District
Durham
Public
Schools
5,409
2008


32,484
2011



Wilkes
County
Schools
10,374
2008




RowanSalisbury
Schools
20,460
2008


CharlotteMecklenburg
Schools
135,600
2012

Grades 4-12: 11“
MacBook Air
Grade 3: White Unibody
MacBook
Employees: 13” MacBook
Air
Laptops
Tablets
Teachers: laptops and
tablets
Grades 9-12: laptops
Grades 6-8: mini laptops
Administrators: laptops,
smartphones, tablets
iPads, iPod touches,
laptops for students,
teachers, and
administrators
Smartphones for
administrators
4,000 student iPads, 400
teacher iPads
Student, teacher personal
devices allowed, including
smartphones, laptops,
mini PCs, iPads, iPods,
and tablets
Funding
Home
Access
Redistribution of funds
from traditional
textbooks
Yes;
students
in grades
4-12
Grant, state, local
funding
Not at
this time
Initial grant funding;
Sustaining funds
supplied through local
capital outlay & grants
Yes;
students
in grades
9-12
Grants; state, local,
federal Title I funds;
PTA & fundraising
events
Access to
mobile
devices
on a
limited
basis
State technology funds;
Federal Race to the Top
and Title I funds; local
grant funding
Not at
this time
Analysis & Conclusions
The benefits of one-to-one initiatives are clear; districts that are committed to transforming to
digital learning report higher scores, fewer disciplinary problems, and increased student engagement.
An overview of five North Carolina districts’ efforts to implement one-to-one initiatives reveals several
key practices that districts of all sizes and locations follow, and factors that vary by district.
Key Practices
All five districts, differing in size and location, included the following practices in their one-toone initiative:
(1) Strategic Plan: All districts implemented their 1:1 initiative as part of a larger strategic plan
for technology. Though they introduced programs differently, all districts followed a
planned method for introducing digital devices in schools.
(2) Professional Development: All districts complemented digital devices with professional
development opportunities for teachers and administrators, as well as technical support for
schools. Ensuring that teachers could effectively teach with devices was a priority of all five
districts.
(3) Wireless internet access: All districts provided or had plans to provide schools with wireless
internet access. Schools using digital devices need internet access in order to use tools
effectively.
(4) Student internet safety: All districts used internet filtering to ensure student internet safety
according to the Children’s Internet Protection Act. Several districts also required students
to complete internet safety training before using the school-sponsored network and
devices.
Factors that Varied by District
(1) Implementation timeline/Rollout plan: While all districts followed an implementation plan
for their initiatives, the timeline and structure of the plan varied by district. While the
Mooresville district introduced most devices in a single year, Wilkes County Schools
introduced devices in phases over a four-year period.
(2) Devices: The actual devices that districts chose to use varied greatly by district. While Wilkes
County and Mooresville focused on providing students, teachers, and administrators with
laptops, Charlotte-Mecklenburg supplies students and teachers with iPads and allows
students to bring their own devices.
(3) Funding sources: Districts’ initiatives differed in their sources of funding. While most
initiatives were funded by some types of grant and state and local funding, the sources of the
grant varied by district. The Rowan-Salisbury School System used funds from PTA and
fundraising events to support their efforts. All districts combined various types of grants in a
“funding package” for their one-to-one initiative.
In conclusion, all five districts followed certain key practices in implementing their one-to-one
initiatives, though their implementation timeline, devices provided, and funding packages varied. These
districts’ efforts reveal that it is neither the devices nor the funding that determines the benefits and
challenges of digital learning; it is the thoughtful introduction of digital learning tools and careful
measurements of their effect. Eileen Lento of Intel considers a “long-term vision for how [technology]
will be used” and the definition and measurement of success to be critical factors in digital learning
transformations (Gordon 2011). The five districts’ strategic implementations of digital learning tools
demonstrate how 1:1 initiatives can improve scores and student engagement. While improved metrics
are worth celebrating, of the Mooresville district’s digital transformation, Chief Technology Officer Dr.
Scott Smith notes, “It is not about the 1:1; it is about helping all students succeed.”