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No Child Left Behind Initiative
The following will be a critique of No Child Left Behind with regards to technology integration.
The dream in most schools to have a technology program has remained unfulfilled. This is because their teachers have neither the skill nor the time to effectively incorporate technology in class. There are also limited resources for media experts to create conducive environment for students to learn. Another problem is that administrators cannot come up with a strategy that is cohesive, due to lack of technical wherewithal. Moreover, most of the educators have this misconception that the type of technology does not matter; they are all good. Therefore, technological innovations may in some occasions act as obstacles, both of and in themselves. For instance, in a case where a media expert starts to recklessly bring in different kinds of digital tools, such as hardware and software; and does not give a valid reason for how they should be used, the specialist may ignore other tools important in achieving their goals. This is because it may create a belief that there is total technological integration in the media centre. This means that unreasonable use of technology may act as an obstacle, both of and in itself, and...
Presently, evaluation in school is in the form of countrywide and school high-stakes examination, hence the evaluation has a critical impact, including graduation or promotion of students. The U.S. act dubbed "No Child Left Behind" insists a lot on examination, leading to a lot of pressure on both the schools, students and teachers, for them to be successful. This method of evaluation may have a number of factors that may be a hindrance to technological advancement.
Technology for Assessment Instead of Instruction/Teaching
Most schools integrate technology for the purpose of enhancing the process of evaluation instead of the process of instruction. The emphasis on this issue undermines the prospective promise of these advancements as a tool for learning and teaching, as well as cutting the cost which may have been incurred on instructional tools and software. There may be a stable supply of constant training and facilities, but the utilization of computers by teachers, for instruction, is still quite limited (Hsu, 2010). It is not known well enough, if the cause of this problem is the inadequate knowledge and skill of teachers in…
References
Earle. (2002). The Integration of Instructional Technology into Public Education: Promises and Challenges. Educational Technology Magazine, 42(1). Retrieved, from http://asianvu.com/digital-library/educational_technology/earle.pdf
(n.d.). Google Sites. Barriers to Integrating Technology - The Digital Librarian. Retrieved July 15, 2016, from http://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology
Hsu. (2010). THE RELATIONSHIP BETWEEN TEACHER'S TECHNOLOGY INTEGRATION ABILITY AND USAGE. Journal of Educational Computing Research, 43(3), 309-325. Retrieved, from http://marianrosenberg.wiki.westga.edu/file/view/ShihkuanHTheRelationship
No Child Left Behind Act of 2001 Key political, or legal issues, changes in K-12 assessment goals A Statute of instructive practice within the K-12 cluster involves instruction, curriculum and assessment among students. In this case, alignment ensures that the three capacities coordinated with the same goal and strengthened instead of working at cross-purposes. An appraisal will also measure the success of what the students are being taught on whether their
No Child Left Behind Act (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American
State education agencies and local school districts needs to work to incorporate the major provisions of the No Child Left Behind Act (U.S. Department of Education, 2004a). The evaluator feels it is imperative that as teacher preparation programs, along with state and local education agencies, address the training, recruitment, and retention of highly qualified teachers and conduct counseling sessions for every American classroom. Teacher education programs can prepare future teachers
However, despite clear benefits, this law is clearly not meant for assimilation into the educational environment of Jew Jersey. Many who would oppose entering into participation with the program focus on the idea that it gives up New Jersey's inherent autonomy as a state to create its own educational standards. Essentially, it allows the federal government more authority within local education. This would intrude on local legislature's ability to more
School Advisory Program Implementation Knowledge, Integration, and Synthesis of Theory and Research School advisory programs aim to serve various purposes that include providing the environment and time to develop meaningful teacher-student relationships, promoting students' emotional, moral, and social development, and providing academic and personal guidance chiefly. The programs need to be organized effectively, encompass relevant content, and have a suitable leader. Periodic program assessment is also important. This paper will compare and
Knowledge, Integration and Synthesis of Theory and Research This paper will focus on the theories applied to analysis of school advisory program specializations. School advisory programs aim to serve various purposes that include providing the environment and time to develop meaningful teacher-student relationships, promoting students' emotional, moral, and social development, and providing academic and personal guidance chiefly. The programs need to be organized effectively, encompass relevant content, and have a suitable leader.