“Yes…But…”The Unintended Effects of Accountability Policy on Technology Infusion and Innovation
Tammy Scot, Walter Heinecke, Carolyn Callahan, Jill Urquhart, Curry School of Education, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The education of today's students takes place in an era of high stakes testing and accountability. This is also a time of great advances in learning theory and educational innovations, particularly in the use of technology. This paper studies the interaction between the accountability and testing movement and innovations aimed at improving the quality of education, specifically on reform efforts in educational technology and gifted education. It synthesizes evidence of ways current federal and state accountability policies constrain and limit educational improvements. Can one conclude that high stakes accountability policies are inhibiting innovations in education on a national scale?
Scot, T., Heinecke, W., Callahan, C. & Urquhart, J. (2008). “Yes…But…”The Unintended Effects of Accountability Policy on Technology Infusion and Innovation. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4313-4320). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).