AN ACT TO FURTHER THE TRANSITION TO PERSONALIZED DIGITAL LEARNING IN ALL NORTH CAROLINA K-12 PUBLIC SCHOOLS; TO TRANSITION FROM TEXTBOOKS TO DIGITAL MATERIALS FOR ALL LEARNERS; AND TO REQUIRE THE STATE BOARD OF EDUCATION TO DEVELOP AND IMPLEMENT DIGITAL TEACHING AND LEARNING STANDARDS FOR TEACHERS AND SCHOOL ADMINISTRATORS.
Furthers the transition in all of North Carolina's K-12 public schools to personalized digital learning as the title indicates. Includes a sequence of "whereas" clauses that set out the policy rationale and educational goals and purposes of the transition to personalized digital learning in the state's K-12 schools.
Declares that it is the intent of this act to create programs to advance and accelerate the transition to and implementation of digital learning statewide. Acknowledges that the transition to the use of digital tools in the education system will impact all aspects of education, including (1) course content, (2) teaching methods, (3) where and when learning takes place, (4) the resources required, and (5) defining and measuring success.
Directs the State Board of Education (SBE) to take the following steps to accomplish the transition to digital learning in the state's K-12 schools: (1) expand the School Connectivity Initiative, (2) establish a collaborative procurement service, (3) expand access to Digital Learning resources, (4) support and provide professional development for education leaders, and (5) establish a grant program to support the development and dissemination of model digital learning innovations.
Section 7 of this act directs the SBE to contract with the Friday Institute for Educational Innovation, as part of North Carolina State University, to establish the North Carolina Digital Learning Initiative (NCDLI). Requires the NCDLI to report to the SBE, Special Committee on Digital Learning, by January 1, 2016, and annually thereafter on the activities set forth in Section 7.
Declares that the provisions of this act are subject to the availability of funds for these purposes.
© 2021 School of Government The University of North Carolina at Chapel Hill
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