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dc.creatorBlaschke, Charles L.
dc.date.accessioned2017-01-25T17:29:52Z
dc.date.available2017-01-25T17:29:52Z
dc.date.issued2003-07
dc.identifier.citationBlaschke, C. L. (2003). Reader comments: No Child Left Behind: More rhetoric than reality. Educational Technology, 43(4), 62-63.en
dc.identifier.urihttps://hdl.handle.net/1969.1/158583
dc.descriptionThe central concern in this article is that NCLB disincentivized the use of technology in education as money was reallocated to other instructional areas. He suggests districts do not need to sacrifice technology at all instead it can help districts address unintended consequences of NCLB. For example, using computer-based tests is advocated for so talented students do not hit ceilings. A major concern for Blaschke was that even though the law said schools would have to report 8th grade technology proficiency, they did not have to report progress towards this goal.en
dc.format.mediumElectronicen
dc.language.isoen_US
dc.publisherEducational Technology Publications, Englewood Cliffs, NJ
dc.relation.ispartofseriesEducational Technology, Vol. 43, No. 4
dc.rightsIncluded with permission of the publisher. All rights reserved.en
dc.subjecteducation technologyen
dc.subjectNCLBen
dc.titleReader Comments: No Child Left Behind: More Rhetoric Than Realityen
dc.type.genrejournalen
dc.type.materialTexten
dc.format.digitalOriginreformatted digitalen


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