In today's society where most students own MP3 players, engage in constant instant messaging and downloading from the Internet, more than ever school administrators and staff should be aware of issues in administration, policy, and applications. This book provides a comprehensive presentation of current policies and practices of technology in K12 schools. The first part of the book lays out the foundation of what schools should be concerned about involving various aspects of technology and its impact on school administration and teaching.

The second part of the book introduces technology, policy and philosophical discussions on the use of technology in schools.

The third section of the book provides an examination of technology of practical applications of technology currently used in schools.

Sharon Tettegah holds faculty appointments in the Department of Curriculum and Instruction and Educational Psychology. She also has appointments with the National Center for Supercomputing Applications and the Beckman Institute at the University of Illinois, Urbana Champaign.

Richard C. Hunter is a faculty member, and former chair in the Department of Educational Organization and Leadership in the College of Education at the University of Illinois, Urbana Champaign.

The administration of public schools encompasses myriad generic issues having to do with curriculum content, instructional methodology, human resource and financial management, and of course, the guidance and counseling of students. Woven into this tapestry is the obligation to individualize educational programs to accommodate the needs of a wide and diverse student population. The needs of children may be categorized by economic, social, ethnic, physical and mental differences unique to each child and family. It is incumbent upon the public school to accommodate these differences with specially designed educational programs and to remediate any effects that may be detrimental to learning. Prominent and unique among such programs is special education, for which the program of learning is usually separately funded at both federal and state levels, but even more importantly, the learning regimen is individually calibrated to address the needs of each child determined to have a disability. Indeed, assuring children with disabilities their statutory rights constitutes a substantial segment of public school administration in the United States today. The various ramifications of the educational needs of children with disabilities and their attendant circumstances are so extensive that one book on the subject cannot be sufficient to address the magnitude and broad scope of the field. However, in this book we have attempted to discuss several of the salient issues that are of prominent concern to both school administrators and teachers.

The book proceeds from the broad consideration of rights and costs to more specific issues regarding the categorization of children and thedisproportionality of the various racial and ethnic groups of children who may be improperly designated as disabled. Within the context of such classifications the book discusses the screening strategies on which the rights of children with disabilities are so delicately balanced. To inappropriately classify a child may result in a form of subtle discrimination or denial of a statutory right to the provision of a particular type of educational instruction or accommodation. As is indicated throughout this book, the assessment methods by which a child's free appropriate education is determined have become a science of considerable importance.

Incident to this necessity of precise assessment is the need for risk screening strategies and protocols to identify symptoms, behaviors and indications of learning disabilities requiring particular and specialized educational redress. Among issues of greatest importance is the determination not to exclude children with disabilities from the regular classroom and the mainstream of learning. Inclusion or mainstreaming is among the most contentious and perplexing issues confronting school administrators. What constitutes the legal requirements and the educational considerations of the least-restrictive environment comes directly into play in provision of an appropriate education. Beyond the all-important inclusion issue, other chapters of this book address problems of cultural and social mores that affect children with disabilities, symptoms of depression in parents of children with disabilities, maltreatment of children with disabilities, and symptoms of children who have suffered post-traumatic stress from catastrophic events in their ownlives. Each chapter suggests measures to be taken by educators in identifying and redressing such matters. Policy implications for the enhancement of the effectiveness of special education programs are identified for the school administrator to consider.

The No Child Left Behind (NCLB) Act is designed to close the achievement gap between disadvantaged and disadvantaged children through its Title I program. Title I provides disadvantaged students with compensatory education. Only Title I schools are required to meet NCLB accountability guidelines but some states apply federal accountability guidelines to non-Title I schools; and states must separate achievement test scores by racial subgroups. The book explores models to achieve equity in Title I schools. The authors define what is required of states in Title I schools. The NCLB guidelines are flexible: states may confine their accountability involvement to Title I schools only and limit the number of Title I schools in their state; states may establish their own standardized tests and establish their own racial subgroups. The authors examine how each state reacts and implements NCLB accountability standards, and challenges to these guidelines in the courts and in the body politics by states. The text examines the achievements of NCLB, implications of the Act. The text also reviews implications for a larger immigrant population that did not exist in 1965 when Title I was originally enacted by Congress; and the impact of globalization the educational needs of the country.
*Explores models to achieve equity under the No Child Left Behind (NCLB) Act
*Examines how each state implements NCLB standards and the implications of the Act

Urban education is the primary target of the school reform movement and remains the most difficult to assess and repair. The crisis in urban school systems mirrors many of the problems found in big cities - poor economic conditions for schools and families, personnel shortages and high turnover rates, improper facilities and materials, and political struggles over issues of structure and control. This book analyses the problems affecting urban schools and their students and the efforts that have been made to make these schools more accountable and effective. This book is organized in three parts. Part one provides an overview of many of the issues facing urban school districts, their students and their communities including meeting the needs of racially, ethnically, linguistically and culturally diverse populations, financing schools located in economically disadvantaged areas, and attracting and maintaining qualified teachers and administrators. Part two examines the impact demands for increased accountability and equity influence urban education reform. The issues discussed in this section include academic standards and high stakes testing, technology and the digital divide, the role of leadership and impact of teacher shortages, and school finance and public policy. Part three focuses on strategies developed to reform and improve urban school systems. These chapters examine federal education policy, the impact of school choice and related issues such as privatization and vouchers, the influence of community involvement, and state sponsored reform and reorganization efforts.