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ERIC Number: EJ726826
Record Type: Journal
Publication Date: 2005-Sep-1
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1053-6728
Results Matter: NCLB's Focus on Results Could Save Instructional Technology
Robertson, Peter
Technology & Learning, v26 n2 p31 Sep 2005
No Child Left Behind has made data-driven decision making a national movement, forcing districts to focus their use of technology on collecting, analyzing, and acting on student data. The author of this paper believes this is a good thing. In fact, he argues its current obsession with using technology for testing and analysis is a necessary detour, and that the use of technology for instruction will ultimately be better because of this journey. At the first stage of the journey, educators wake up to the significance of data but still lack the knowledge, skills, or motivation to analyze it. They begin to see that state accountability reports and Web sites like have performance messages for their schools, but they don't yet understand how to interpret those messages or craft a realistic plan of action. At stage two, educators start to use the data behind those reports and Web sites to zero in on student performance. Enter stage three. Schools in this stage concentrate on instruction and feedback. To support this work, they use instructional management systems that collect, organize, and analyze classroom assessment data. That is how instructional technology gets saved. Because accountability now frames technology's classroom role, the focus is on productive instructional purposes. Educators at this point seek out applications that support and extend quality instruction and provide assessment data as a by-product.
Technology & Learning, Subscription Department, P.O. Box 5052, Vandalia, OH 45377. Tel: 800-607-4410 (Toll Free).
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001