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It traces the program’s origins in 2002, the use of federal EETT funding, and the LANCET study’s research roles in measuring achievement and building formative evaluation capacity. It also explains the CAPE framework and capacity-building drivers, including moral purpose, understanding change processes, and developing educator knowledge, resources, professional community, and shared leadership.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-schools-capacity-for-evaluating-technology-projects-lessons-learned-from-the-north-carolina-impact-schools/586399/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-schools-capacity-for-evaluating-technology-projects-lessons-learned-from-the-north-carolina-impact-schools/586399.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the IMPACT model in North Carolina schools?","Question",{"text":112,"@type":113},"The IMPACT model aimed to improve student learning through effective instructional technology by going beyond basic integration to include leadership, collaboration, professional development, infrastructure, evaluation, and adequate budgeting.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the LANCET study support evaluation of the IMPACT model?",{"text":117,"@type":113},"LANCET used experimental and quasi-experimental research to examine aspects of the model, including effects on student achievement, while also helping schools build internal capacity for formative evaluation using data to guide implementation decisions.",{"name":119,"@type":110,"acceptedAnswer":120},"What is CAPE, and what does it focus on?",{"text":121,"@type":113},"CAPE is a suite of resources and tools designed to build schools’ capacity to apply project evaluation, including an evaluation framework, instruments, and a professional development model to strengthen formative evaluation practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586399,1792231588,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Developing Schools’ Capacity for Evaluating Technology Projects:  \nLessons Learned from the North Carolina IMPACT Schools  \nA report from  \nLooking at North Carolina’s Educational Technology (LANCET), a partnership of the  \nNorth Carolina Department of Public Instruction, The SERVE Center at the University of North Carolina at Greensboro, and North Carolina State University  \nKirk Knestis, Elizabeth Byrom, Jenifer O. Corn, Beth Thrift  \nNovember, 2007  \nDeveloping Schools’ Capacity for Evaluating Technology Projects: Lessons Learned from the North Carolina IMPACT Schools  \nKirk Knestis, Elizabeth Byrom, Jenifer O. Corn, Beth E. Thrift  \nIn 2002, the North Carolina Department of Public Instruction (DPI) initiated an innovative and ambitious program for improving student learning through the effective use of instructional technology. Until that point, most technology projects in schools were geared toward integrating technology into the curriculum, and they tended to focus on professional development for teachers and the acquisition of equipment. Evidence that technology integration was making a difference in student learning was limited. In the belief that technology can be a catalyst for improving student outcomes, and armed with a sound understanding of the research on school improvement, DPI developed the IMPACT model for schools. The model goes beyond traditional approaches to technology integration by encompassing all of the elements that research suggests are components of an effective school-based technology and media program:  \nleadership, collaboration, professional development, a media coordinator, a technology facilitator, flexible scheduling, infrastructure, resources, evaluation, and an adequate budget. To pilot the model, DPI took the bold step of using their funding from the Enhancing Education Through Technology (EETT) component of No Child Left Behind (NCLB) to award IMPACT grants to eleven resource poor schools across the state. Each of the eleven grants was for threeyears and 1.5 million dollars, which provided the IMPACT schools the time and resources they would need in order to fully implement the model.  \nWith such a heavy commitment of resources to individual schools, educators and policymakers in North Carolina-and across the nation-were interested in finding out whether the IMPACT model does indeed improve student learning. Thus, in 2003, DPI sought and was awarded a grant from the U.S. Department of Education (ED) to study the implementation and impact of the model. Looking at North Carolina Educational Technology (LANCET) was one often research projects supported by the Evaluating State Educational Technology Programs (ESETP) initiative. DPI’s partners in the LANCET study were the Friday Institute for Educational Innovation at North Carolina State University (NCSU) and the SERVE Center at the University of North Carolina at Greensboro (SERVE). Researchers at NCSU conducted experimental and quasiexperimental research on several aspects of the IMPACT model, including the effect of the model on student achievement. SERVE’s role in LANCET was to help the IMPACT schools develop the internal capacity for conducting formative evaluation of their individual projects, focusing on uses of data to make decisions for improving the implementation of their projects. The purpose of this document is to share insights into and lessons learned from SERVE’s work with the IMPACT schools as they implemented and evaluated their projects.  \nTo help the schools learn how to plan and conduct the evaluation of their IMPACT projects, SERVE provided professional development, technical assistance, and resources to school teams. To support the work, SERVE developed the Capacity for Applying Project Evaluation (CAPE) suite of resources and tools, which includes an evaluation framework, a compendium of evaluation instruments, and a professional development model geared toward capacity building  \nLessons Learned about Evaluation Capa","cbCaipvc8prJW9Vf","https://ap.wps.com/l/cbCaipvc8prJW9Vf","pdf",135949,17,"English","# Developing Schools’ Capacity for Evaluating Technology Projects\n## Lessons Learned from the North Carolina IMPACT Schools\n## Conceptual Framework","[{\"question\":\"What was the purpose of the IMPACT model in North Carolina schools?\",\"answer\":\"The IMPACT model aimed to improve student learning through effective instructional technology by going beyond basic integration to include leadership, collaboration, professional development, infrastructure, evaluation, and adequate budgeting.\"},{\"question\":\"How did the LANCET study support evaluation of the IMPACT model?\",\"answer\":\"LANCET used experimental and quasi-experimental research to examine aspects of the model, including effects on student achievement, while also helping schools build internal capacity for formative evaluation using data to guide implementation decisions.\"},{\"question\":\"What is CAPE, and what does it focus on?\",\"answer\":\"CAPE is a suite of resources and tools designed to build schools’ capacity to apply project evaluation, including an evaluation framework, instruments, and a professional development model to strengthen formative evaluation practices.\"}]","Developing Schools’ Capacity for Evaluating Technology Projects - Lessons Learned from the North Carolina IMPACT Schools | PDF",1792057809,43]