of the Standards for Technological Literacy (STL). NAE President William Wulf was

explicit in describing the NAE’s support: “Thankfully, in Standards for Technological Literacy … the International Technology Education Association has successfully distilled an essential core of knowledge and skills we might wish all K-12 students to acquire.” (ITEA, p. v) The NAE’s praise for STL suggests Technology Education may not be as far from the mark as some suspect. For this paper, we’ve been asked to “identify core engineering concepts that are foundational for the study of technology in grades 6-12. ” In accord with the NAE’s assessment, we believe STL is an excellent starting point as the field seeks to identify new engineering content for PK-12 technology education curriculum. Technology education should not lose sight of the fact that the engineering community believes in reaching all with engineering concepts, not just those aspiring to postsecondary engineering opportunities. As such, their approach, at least through grade 10, will have more in common with the ideals and methods that have emerged in technology education over the past two decades than with university engineering curricula, which serve a decidedly different purpose than does PK-1