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Twenty years ago, A Nation at Risk (1983) recommended “computer science ” as one of the five “new basics ” to be included in high school graduation requirements. Since then, American schools have made dramatic improvements in their technological capacity, driven largely by public and private investments over the past ten years of more than $40 billion dollars in infrastructure, professional development and technical support (Dickard, 2003). K-12 educators have also made great strides in their readiness and ability to use technology to redefine the boundaries of the school building and the school day, to improve the quality and accessibility of the administrative data that informs their work, and most importantly, to foster the learning of core content and the development of students ’ skills as communicators, researchers, and critical consumers of an ever-expanding world of information. However, policymakers, practitioners and the public all recognize that much remains to be done in each of these areas. This paper provides an overview and analysis of twenty years of key policy reports addressing the challenges and opportunities involved in integrating technology into K-12 education in the United States. The report summarizes recommendations made in these reports, and comment