North Dakota Teaching with Technology Initiative

Best Practices Summary

Alias: ND TWT
Funding Source: Technology Innovation Challenge Grant
Award year: 1998
Lead LEA: Bismarck Public School District #1, ND
Web site:
Funding in Year 1: $789,390.00
Total Funding: $7,282,557.00

Contact: Tanna Kincaid
806 North Washington
Bismarck, ND 58501
Phone: 701-355-3041
Fax: 701-221-3454

The North Dakota Teaching with Technology initiative (ND TWTi) is a statewide program within North Dakota. The initiative provides training and support to public and private K-12 educators. ND TWTi consists of three phases of professional development for technology integration. All three phases are customized to the school and individual. Within each phase there are three roles that participants can assume: classroom educator, mentor, or administrator. Each phase of professional development is split into two strands of content: Leadership Strand and Educator Strand. Activities for these two strands are embedded in professional practice within the building. The Initiative is building-based and teams 10 or fewer teachers within a single building with a team mentor. Project host schools house ND TWTi staff, Regional Education Technologists (RETs), who serve 521 buildings throughout the state.

There are three primary innovations within the ND TWTi professional development model:

1. Each phase of professional development is customized to the need of the individual participant. Participants submit a proposed plan of action, in essence their learning contract, and work through development and implementation.

2. The primary means of assessment is a portfolio that includes student artifacts.

3. Building-based implementation focusing on the identification and development of in-house leaders (administrators and mentors).

Strategies employed by this project:

Bowens, R. (2000). Research, analysis, communication: Meeting standards with technology. Retrieved on June 1, 2001, from International Society for Technology in Education

CEO Forum on Education and Technology. (1997, October). From pillars to progress
Year 1 report). Washington, DC: Author.

CEO Forum on Education and Technology. (1999, February). Professional
development: A link to better learning (Year 2 report). Washington, DC: Author.

CEO Forum on Education and Technology. (2000, June). The power of digital learning:
Integrating digital content (Year 3 report). Washington, DC: Author.

Cheong, W. The Power of Questioning. (2000) Connect, Synergy Learning, March-April 2000, pp.17-19. Retrieved June 1, 2001 from

Contextual Learning Resources: Project-Based Learning. (2001) Retrieved June 1, 2001, from Contextual Learning website:

Coughlin, E. C. & Lemke, C. (1999). Professional competency continuum: Professional
skills for the digital age classroom. Santa Monica, CA: Milken Family Foundation.

Eisenberg, M. B. and D. Johnson. (1996, March). Computer skills for information problem-solving: Learning and teaching technology in context. ERIC Digest ERIC Clearinghouse on Science & Technology. Available:

Esch, Camille. (1999). Project-based and problem-based: The same or different? Retrieved on June 1, 2001, from Challenge 2000 Multimedia Project website:

enGauge® Professional Development Program. North Central Regional Educational Laboratory (NCREL). Available online at:

Lemke, C. & Coughlin, E. (1998). Technology in American schools: Seven dimensions for gauging progress. Santa Monica, CA: Milken Exchange on Education Technology.

National Educational Technology Standards for Teachers: Preparing Teachers to Use Technology. ISTE: Eugene, OR, 2002. Available online at:

Olson, S., Loucks-Horsley, S. (2000) Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Retrieved on June 1, 2001, from the website:

Penuel, W., Means, B., (1999). Observing classroom processes in project-based learning using multimedia: A tool for evaluators. Retrieved on June 1, 2001, from the Secretary’s

Conference on Educational Technology website:

Problem-based learning overview. Retrieved June 1, 2001 from the Maricopa Center for Leaning and Instruction website:

Standards for Students (NETS) Project. Connecting Curriculum and Technology. ISTE: Eugene, OR. 2000. Available online at

Wiggins G., & McTighe, J. (2000). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.