dc.creator | Blaschke, Charles L. | |
dc.date.accessioned | 2017-01-25T17:29:52Z | |
dc.date.available | 2017-01-25T17:29:52Z | |
dc.date.issued | 2003-07 | |
dc.identifier.citation | Blaschke, C. L. (2003). Reader comments: No Child Left Behind: More rhetoric than reality. Educational Technology, 43(4), 62-63. | en |
dc.identifier.uri | https://hdl.handle.net/1969.1/158583 | |
dc.description | The 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.medium | Electronic | en |
dc.language.iso | en_US | |
dc.publisher | Educational Technology Publications, Englewood Cliffs, NJ | |
dc.relation.ispartofseries | Educational Technology, Vol. 43, No. 4 | |
dc.rights | Included with permission of the publisher. All rights reserved. | en |
dc.subject | education technology | en |
dc.subject | NCLB | en |
dc.title | Reader Comments: No Child Left Behind: More Rhetoric Than Reality | en |
dc.type.genre | journal | en |
dc.type.material | Text | en |
dc.format.digitalOrigin | reformatted digital | en |