Mapping Curriculum to Ed Tech and Industry Standards

Ever since technology became a major component in education, schools have been charged with teaching and integrating technology to enhance learning and ensure technol-ogy literacy. However, there is still no consistent definition, process, or as-sessment in place, leading to concerns about accountability. Because technol-ogy standards are seemingly arbitrary and open to multiple interpretations, each school district, each school, and even each teacher will have to develop their own definition, process, and assessments. This leaves schools and teachers charged with an overwhelm-ing responsibility; subsequently, tech-nology integration and assessments vary greatly among teachers, school districts, and states. If a goal of PK–12 education is to prepare our students to compete in the high-tech global econ-omy, multiple areas regarding technol-ogy need to be addressed by various educational stakeholders to ensure we are prepared for this challenge: • National and state standards • Assessments • Teacher preparation programs • Initial licensing and relicensin