Goals 2000 sets the nation upon a course of school improvement through a process which focuses on high standards for student performances and development of local, state, and national plans for their achievement. Standards development projects have been initiated in major curricular areas: mathematics, science, social studies, geography, language arts, and physical education. Technology has been specifically identified as an area which must be addressed in local, state, and national school improvement plans which are a part of the Goals 2000 process. This project provides for the development of technology standards as required by Goals 2000 and needed b local, state, and federal school improvement planners. The project's goal is to enable, through coordination and technical expertise, major stakeholders in K-12 education to develop national standards for the educational uses of technology that will facilitate school improvement in America.
This project is based on five assumptions. First, appropriately used, technology has the proven ability to enhance teaching and learning, and is increasingly demanded by concerned parents. Second, standards have been, or are being developed for nearly all areas of the K-12 curriculum. Third, although many of these efforts address appropriate uses of technology such as those of the National Council of Teachers of Mathematics (NCTM), no single set of standards addresses this need throughout the entire K-12 curriculum. Fourth, the International Society for Technology in Education (ISTE) has its primary focus on educational technology and has traditionally helped curriculum leaders with technology issues. Fifth, ISTE possesses not only those qualifications necessary for accomplishing the task, but also recent experience in developing standards for teacher preparation now used by the National Council for Accreditation of Teacher Education. These assumptions suggest both the need for K-12 education technology standards and that ISTE is the appropriate group to coordinate their development by the major stakeholder organizations.
The standards recently prepared by ISTE for preservice teacher education lay the groundwork for technologically well-prepared new teachers. But this effort must be expanded to address student technology competencies, inservice professional development, and specific applications of technology throughout the curriculum. Standards for these curriculum-specific applications must be developed by ISTE and its partners (the major curriculum stakeholders) to supplement the major curriculum standards projects.
This project uses a standards development process derived from the experiences of the NCTM and ISTE. Its focus is on an iterative, collaborative process governed by key stakeholders and others responsible for funding and implementing the resulting standards. This process provides a hearing to all concerned parties and includes consensus-building activities and sufficient time for consensus to be achieved