NO CHILD LEFT BEHIND

No Child Left Behind

No Child Left Behind

Introduction

This is a research paper critically discussing over Education and No Child Left Behind (NCLB) policy made by the United States of American government. The main objective of No Child Left Behind in reflection to NCLB is defined in terms of how students who live in the US who do not have access to electronic facilities are compared to students with these facilities. Six articles have been compiled which reflect information on the introduction of computers in the education and its reflection towards the No Child Left Behind Act 2001. It follows the progress of classroom computing through the subsequent decades. (Grey 2010)

Discussion and Analysis

In the early 1990s computers were rarely used in the classroom, but by 2005, 94% of all U.S. public schools had computers with Internet access in the classroom. In addition, the traditional desktop computer of the early 1990s has been replaced with laptops, handheld computers, and pen top computers, which usually have wireless broadband connections to the Internet. There is wide recognition today that teacher professional development is an important component of integrating technology into instruction— integrating technology is currently mandated by the No Child Left Behind Act. Several national studies provide current data on the use of computers and the Internet in schools, and there is a digital divide between traditionally disadvantaged students and more affluent students in terms of computer access at home. Fortunately children's access to computers at school is much more evenly distributed, and disadvantaged students' dependence on computer access at school is a plea to policy makers to continue funding educational technology initiatives.

Information and Communication technologies have facilitated teaching and learning since long. Because technologies have advanced the years, they have become crucial to the learning and teaching process. With information technologies entering the electronic age, the pace of integrating technologies into teaching and learning increased. The use of the television, radio and photograph added to the opportunities for communication (Carrier 2007). One may see it at every level of learning, and when these technologies were first brought in they all were anticipated to be effective teaching tools. The growth of video and audio recorders entailed that Information captivated by these tools could be demonstrated on magnetic tapes and so made usable to the students, educators and administrators.

It is an understatement to claim that technology is pervasive. Many students use cell phones to talk, text, take pictures, and send e-mails. Many students have myspace.com accounts on their home computers and most schools have computers and access to the Internet. In some ways, student competency in the use of technology exceeds the competency of teachers (Allison 2001). Technology has become an important part of the social fabric and is having a profound effect on education. (Wenglinksy, 2005)

There are many research studies supporting the use of technology in the classroom. Studies have shown technology to be effective for teaching and learning with all levels of students, including those with special needs (Judge ...