The effectiveness of educational technology: Will the Enhancing Education Through Technology Act of 2001 really expand our knowledge of teaching and learning with technology?

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Terrell, E. (2002). The effectiveness of educational technology: Will the Enhancing Education Through Technology Act of 2001 really expand our knowledge of teaching and learning with technology?. In M. Driscoll & T. Reeves (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (pp. 948-952). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/15325.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2002
Montreal, Canada
2002
ISBN 1-880094-46-0
  Margaret Driscoll & Thomas C. Reeves
AACE

More Information on ELEARN
Table of Contents

Author

Elaine Terrell, University of Arkansas, USA

Abstract

The recent reauthorization of the Elementary and Secondary Education Act of 1965 (EASA), also known as the No Child Left Behind Act of 2001 (NCLB) provided broad changes encompassing many areas of public education in the United States. This reauthorization calls for $1,000,000,000 for technology in education under the Enhancing Education Through Technology Act of 2001. Of this funding, $980,000,000 is earmarked for state and local initiatives while $20,000,000 has been set aside to fund federal programs. Of the $20,000,000 earmarked for federal programs, $15,000,000 has been committed to long-term evaluation of technology and its effect on teaching and learning. Despite the vast body of research that has been devoted to this subject since 1990, research is still lacking. This paper addresses two fundamental questions. First, what criticisms and obstacles may have impeded past research? And secondly, what are the implications for the study proposed under the NCLB Act of 2001?

Keywords

• Elementary Education
• Secondary Education
• Educational Technology

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