The document discusses the development of National Educational Technology Standards (NETS) in the 1990s as accountability in education increased. It notes that policymakers and educators began seeing technology skills as important for preparing students. The U.S. administration also considered technology skills a high priority similarly to reading and math. Some states like North Carolina and Florida developed their own technology standards. To address the lack of national standards, the NETS project published standards in 1998 that were developed by technology professionals.

1. Development of the National Educational Technology Standards (NETS)

2. Accountability In the American education system of the 1990's, as accountability became a familiar and fixed part of the educational landscape, curriculum standards emerged as one of its most prominent features.

3. Are people beginning to see the importance of technology? Policymakers and educators alike are beginning to see technology skills as an important part of preparing citizens for tomorrow's world.

4. How does the U.S. Administration Feel about technology in schools? The current U. S. Administration has made it clear it considers preparing students to use technology tools as high a priority as basic as skills in reading and mathematics (Technology counts, 1997, November 10).

5. State Standards: Several states, most notably North Carolina, decided a few years ago to set their own standards for what students at each grade level should know and be able to do with technology (Atkins & Vasu, 1998). Others like Florida integrated technology into their state curriculum standards.

6. National Standards However, unlike content areas such as mathematics and social studies, there were no national standards developed by a respected content area professional organization. In June, 1998, the National Educational Technology Standards (NETS) Project published such standards.