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The article "Using Instructional Technology in Transformed Learning Environments: An Evaluation of Project CHILD," by Sarah Butzin, claims that students are able to learn more and are more motivated when they are able to use technology and implement the Computers Helping Instruction and Learning Development (CHILD) project. Butzin studied the effects of technology by comparing two schools that were both technology-rich. One school implemented project CHILD and the other school implemented a more traditional design. According to the author, the CHILD method involves a cluster of three grades that are broken into smaller groups and remain with the same teachers throughout those three grades (K-2 and 3-5.) The more traditional learning style still involved the use of technology in day to day learning, but every year the students changed teachers and only worked within their grade level. The CHILD implementation makes it so that CHILDren can learn at their own pace and switch stations that include bookwork, one on one or small group time with the teacher, working with technology, and hands-on experience. Butzin claims that this style of learning showed positive outcomes for testing scores, classroom motivation, improvement in behavior, and increased parent involvement.

Sarah M. Butzins article, Integrating Technology into The Classroom: Lessons from The Project CHILD Experience, claims that Project CHILD helps students learn to be independent workers and how to work effectively in groups by developing skills to help themselves and each other when the teacher is unavailable. Butzin realizes that it is uncommon for teachers to want to learn how to implement technology into the classroom and curriculum, but by having three main teachers who each specialize in one subject- reading, math, and language arts- they are able to become experts in utilizing technology and software into their area of expertise.

In the article "Debate: Not Child Left Behind" put together by "Debatepedia" the pros and cons of standardized testing resulting from the 'No Child Left Behind' Act are discussed.

In Technology a Key Tool in Writing Instruction the author, Maya Prabhu, explains how a report done by the National Writing Project and College Board shows that "teachers play a critical role in driving the use of technology, to teach writing." For this report nine teachers, who were selected for various reasons, were observed by a writer for a day and then interviewed. Results showed that the use of such things like blogs, podcasts, and other software can actually increase students' engagement and improve their writing and thinking skills in all grade levels and in all subjects. These results help fuel the argument that more teaching needs to be done with technology in this new digital age. The NWP and College Board claims that there are ". . . three things [that need to] be done to meet the challenges of teaching and learning in the digital age at all levels of education." A child cannot learn or be impacted by technology if they do not have access, so therefore it is suggested that a child have one-on-one interactions with a computer or some time type of similar technology.

In Yasmin Kafai's article Playing and Making Games for Learning, Kafai claims that if one individual were to write a history on the development of child education, they would be forced to include the impact video games have made on child learning. Kafai writes that teachers have picked up on the fact that video games capture children's attention and have tried to use this to their advantage by incorporating video games into their teaching style. There are many ways to incorporate video games into the classroom, but Kafai generalizes that there are two main categories of thought when it comes to teachers integrating video games into the curriculum: instructionalists and constructionalists.

This article talks about how children are changing their own literacy experiences in chat rooms, blogs, and emails. It is saying that now a days children sit in these structured classrooms and correct teachers and listen to lectures when their world they are living in is more technologically updated and high speed and better for their learning than these structured classrooms. It is based on how we can now have these things called "constructivist classrooms" which are classrooms with different levels of learning so that every child can learn this new world in all kinds of different ways says the article. It ties in how the internet can changes ways of teaching and can help teachers from everywhere learn more about their own teaching. This article hits all the highlights of how the internet affects us in daily lives and it talks about all the uses of it that can be used.

High Stakes Testing, by Miriam J. Metzger, Andrew J. Flanagin, talks about testing, and the No Child Left Behind Act and how it has affected schools and their methods of teaching. It explains how because of the No Child Left Behind Act the Children are no longer being taught to know the information, but they are being taught so they can pass the tests and get the schools more money. The tests the students are taking are focusing on Mathematics and Reading...

In the book, In Mind in Society, Lev Semyonovich Vygotsky, a Soviet psychologist in the beginning of the 20th century, talks about the role of play in child development.

In Priscilla Griffith and Mary Olson's article, Phonemic Awareness helps beginning readers break the code, the authors give examples of how phonemics help children learn to read. In the article they quote Cunningham as saying "Phonemic awareness has been defined as the ability to examine language independently of meaning and to manipulate its component sounds." This is important because a child is able to break down a word to find out what it is. The authors also state that when children know how to rhyme or can recognize rhymes they have an easier time reading (516). Another example the authors give is when a child is able to break apart the phonemes of a word to create spelling by assigning the letters to represent the sounds (518). The authors believe phonemic awareness is important because "while phonemic awareness is not needed to speak or understand language, it plays a critical role in learning skills requiring the manipulation of phonemes-specifically word recognition and spelling." (518). This is important because the kids should be learning to read and spell by breaking words apart and not just by memorizing whole words.

talks about different kinds of knowledge that kids in out schools have today.

The Great School Staff and its main focus in wrote testing in California on standardized testing in schools. The first part of this article talks about all the different kinds of test there are through out elementary school and high school. It examines how schools are given a target in which their student's scores should follow under. These targets are called API growth targets. After the testing is complete the schools will receive rankings comparing similar schools and also comparing schools within in state. It states that these test are mainly important for helping parents understand how well their child is learning, and also how well are schools preparing their students. The results of this test can affect the children, teachers and schools. I

No Child Left Behind has been a catalyst for collaboration between general education, special education, and all aspects of the education system

This article spoke about how scholars believe that children who are read to by their family members will most likely have better literacy practices. They have greater tendencies to try and read without any formal instruction compared to those who wait for instruction. They believe that the "comfortable atmosphere" of their own hom and the soothing voice of their mother (or in some cases their father, grandma...etc) generates as reading being something calm rather than a task. children get to learn about all new things and can be explained to in a way that they can understand. Their parents are able to speak to them in a language easyly understood by their children and be able to meet their unique needs. The connection between real life situations and that of a storybook are made which makes it more simple for a child to understand and actually be able to personally relate to.

The Future of Thinking, Cathy Davidson argues our world is no longer taking learning seriously. Teachers are teaching so that students are passing tests. She argues the No Child Left behind Act leaves old forms of learning behind. How is it improving the way Children are learning if the focus of learning is changing?

This is a TED talk about placing computers in countries where children to not have access to teachers. In doing this, the children become their own teachers by pure interest in the computer, and in the end, they learn just as much, if not more, than children who have access to adult teachers.

In the book "Digital media, youth, and credibility" by Miriam J. Metzger and Andrew J. Flanagin, they discuss the impact of standardized testing in classrooms. Through their perspective the two main subjects of standardized testing are math and English, leaving other subjects neglected. The passing of "No Child Left Behind" is brought up as the beginning of the standardized testing phenomena.

chris anderson talk about how people are learning through stuff that are post on the internet. an example he gave at the beginning is a young child learn how to do these tricks from watching other doing it on youtube.

This video shows what children enjoy doing the best and how easy and fascinated a child is to learn so many new things about everything.