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Pub Date: |
2004-09-01 |
Pub Type(s): |
Journal Articles; Numerical/Quantitative Data; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Technology Education; Information Technology; Technological Literacy; Public Opinion; Surveys
Abstract:
The first poll in what has become a two-part series was commissioned by the International Technology Education Association (ITEA) in the spring of 2001 with the intent of finding out how Americans viewed technological literacy. Funding for this second survey was provided by the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA). Although it was not anticipated at the time, the opportunity has been provided just three years later to revisit this question in a manner designed to either validate or bring into question the findings in that first survey and to build on and extend what those findings told. With that in mind, it is important to cite and acknowledge the three major conclusions reached in 2001. They were: (1) The American public is virtually unanimous in regarding the development of technological literacy as an important goal for people at all levels; (2) Many Americans view technology narrowly as mostly being computers and the Internet; and (3) There is near total consensus in the public sampled that schools should include the study of technology in the curriculum. This survey and the earlier one on which it builds were designed to determine how the public views technological literacy and the importance of technology in their daily lives. The opportunity to do a second study so closely following the first has resulted in adding to, reinforcing, and augmenting the understandings gained in the earlier study. A list of the ITEA/Gallup Poll Survey Committee members concludes the article. (Contains 16 tables.)
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Author(s): |
Rose, Lowell C. |
Source: |
Educational Horizons, v82 n2 p121-130 Win 2004 |
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Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Accountability; Federal Legislation; Elementary Secondary Education; Educational Improvement; School Districts; Academic Achievement; Educational Legislation; Academic Standards; State Standards; Educational Indicators
Abstract:
The signing of the No Child Left Behind Act on January 8, 2002, moved the federal effort to influence K-12 schooling to a new and higher level--more aggressive, focused, and directive. The act requires that school districts and schools demonstrate adequate yearly progress (AYP) toward a particular goal: universal student achievement of standards established by each state. Each year, school districts and schools that do not achieve AYP will be labeled "Did Not Make AYP," and after two such years they may suffer sanctions that include loss of federal funding, termination of staff, and dissolving the school district. There is much in NCLB to like and embrace. The focus on "leaving no child behind"--systematically identifying and then addressing the needs of low-achieving students--is still a worthy if distant goal. If the provisions of NCLB as they stand at this writing are not changed, the greatest consolation for the education community and all concerned may be that the results of NCLB will so lack credibility that they will be not be taken seriously. In that event, NCLB will go down as one of the greatest missed opportunities in the history of American education.
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