The Impact of the No Child Left Behind Act on Technology Application Competencies for US K-12 Teachers

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Chen, L.I. (2006). The Impact of the No Child Left Behind Act on Technology Application Competencies for US K-12 Teachers. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (p. 39). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22990.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006
June 2006
ISBN 1-880094-60-6
  Elaine Pearson & Paul Bohman
AACE

More Information on EDMEDIA
Table of Contents

Author

Linlin Irene Chen, University of Houston Downtown, USA

Abstract

The Act of NCLB (No Child Left Behind) of 2001 requires teachers to meet the criteria of "Highly Qualified Status" in subjects they will be teaching. The effect has trickled down to various aspects and levels of the public school systems throughout the US. For instance, starting from Fall of 2004, Texas State Board of teacher certification has created new exams under the "Technology Applications" categories to help teachers meet the criteria of technology competencies. The author proposes to conduct investigations to analyze this national trend in teacher re-training and re-tooling in the area of technology. The initial research will be conducted for the state of Texas. As I recruit more teacher educators who are interested in this topic, the research project will expand to cover implementation plans from other states. The purpose is to compare Texas to other states to see what they are doing to fulfill the requirements in technology of NCLB.

Keywords

• Teachers

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