Main Topic: Impact of Technology on Student Achievement I. IntroductionII. Ensuring equitable use of technology for educational excellenceIII. Theorists' Views of Technology in Relation to Student AchievementIV. Using technology as a means of meaningful learningV. Summary, Implications, and DiscussionsImpact of Technology on Student Achievement There are several ways a teacher can measure student achievement. Teachers can use grades, portfolios, etc. to monitor student progress in class. The four main features of the No Child Left Act (NCLB) are “greater accountability for outcomes, greater freedom for states and communities, research-based methods, and parental involvement.” NCLB's ultimate goal is for all children to meet their grade level by 2014' (Davis, in press). “NCLB's strong emphasis is on standardized tests that measure achievement in broader terms such as student portfolios; documents and reports; presentations; and formative assessments that measure critical thinking and problem-solving skills” (International Society for Technology in Education (ISTE), 2008, p. 5). Teachers are incorporating technology into subject areas such as language arts, math, science, foreign languages, English as a second language, and technology literacy. Additionally, NCLB emphasizes the use of computers in the professional development of teachers, principals, and other staff members (Learning Point Associates, 2007, pp. 3-4). NCLB "requires that every student be technologically literate by eighth grade. ISTE (2007) provides standards that include 1) creativity and innovation; 2) communication and collaboration; 3) fluency in inquiry and information; 4) criticism. ....middle of paper......theft: The indelible bond (Policy Brief) Retrieved from ISTE.org: http://www.iste.org/Content/NavigationMenu/Advocacy/Policy/59.08-PolicyBrief. -F-web.pdfJonassen, D., Howland, J., Marra, R.M., & Crismond, D (2008). Meaningful learning with technology (3rd ed.). S., Puckett, K., & Bell, S. M. (2006, September/October). Bridging the Digital Divide: Update from the Early Childhood Longitudinal Study. The Journal of Educational Research, 100, 52-60. /vnweb.hwwilsonweb.com.ezproxylocal.library.nova.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.42Learning Point Associates (2007, 2002). Understanding the No Child Left Behind Act: Technology Integration (Consumer Brochure). Retrieved from http://www.learningpt.org/pdfs/qkey3.pdf: