Of the many special tasks faced by the field of technology, perhaps none is more important than assessment. In regard to assessment, questions abound. The methods of assessment we choose to initiate will reflect what we believe is necessary for students to develop technological literacy and what they should know about technology. The practices and methodologies we propose will also reflect how we consider gender, multiple intelligences, performance, and the inclusion of hands-on tasks. Due to time restraints and many issues on the table, little time was given to teacher education.
Teacher education is a necessary requirement for implementing the study of technology for all.
Further education and professional development for teachers is critical to the successful use of standards whether they come from Benchmarks or Standards for Technological Literacy . There are questions for future consideration. From this standpoint, the preparation of teachers and the contributions of reflected research and practice demands intensive work. The AAAS Technology Education Research Conference provided a forum to raise many questions that must be synthesized and massaged to formulate a research agenda and course of action. Currently, we have many suggestions on topics we may visit, but we have not considered what we must take, how long we plan to stay, or when we plan to return to a particular topic for further investigation.