The increase in the number of states that include technology education in the state framework may indicate that, a nation, we are placing increasing importance on technology education part of the overall learning experience. The International Technology Education Association (ITEA) conducted research on the status of technology education in the United States in 2006-07. This was the third study conducted by ITEA on the condition of the study of technology in all 50 states. The previous studies were completed by ITEA's Technology for All Americans Project in 2000-01 and 2003-04. The reports of the previous two studies were published in The Technology Teacher (ITEA, 2001), (ITEA, 2004). Survey Methodology Questionnaires were sent via email in October, 2006 to all 50 state technology education supervisors. In cases where no supervisor was available, alternate contacts in the state education departments were used. Two additional follow-up surveys were emailed in January and March 2007 to those states that did not return their responses. Telephone follow-up calls were conducted in April and May 2007 to attempt to gather unreported data from those states that had not responded and to clarify responses necessary. ITEA utilized the services of Zoomerang, an online web-based firm, to provide the respondents a questionnaire to complete on their computer screen and return electronically. The survey consisted of 10 questions. Questions 1, 2, and 4 were duplicated from the Newberry 2000-2001 study (a total of three questions) and questions 5 and 6 were added in the 2004 survey (a total of five questions). Questions 3 and 7 through 10 were added to the 2006-07 instrument. The specific questions were: 1. Is technology education in your state framework? (Yes or No) 2. Is technology education required in your state? (Yes or No) 3. If you answered Yes to question #2, it: --Under local control --An elective --A requirement that pending/proposed --At what grade level?-- 4. How many technology education teachers are in your state?-- 5. Have you used Standards for Technological Literacy: Content for the Study of Technology (STL) in any of the following ways? (Select all that apply.) --Not used at all --Placed in your state standards --Adopted as is for your state standards --Used in your curriculum guides --Conducted workshops using the standards --Other, please specify-- 6. Have you used Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL) in any of the following ways? (Select all that apply.) --Not used at all --Placed in your state standards --Adopted as is for your state standards --Used in your curriculum guides --Conducted workshops using the standards --Other, please specify-- 7. Are you doing Standards for Technological Literacy assessments in your state at this time? (Yes or No) (If Yes, please share how used).-- 8. What course title(s) best describe the secondary school level technology education curriculum being taught in your state?-- 9. Do you have a technology education state curriculum guide(s)? (Yes or No) 10. What best describes where technology education program funding comes from in your state (i.e., relationships to local, state, national programs)?-- The data tables that follow this report are abbreviated. (See Figures 1-9 and Tables 1A and 1B. The full data tables with comments are viewable online at www.iteawww.org/TAA/ResourcesMainPage.htm.) Who Responded Forty-six (46) states responded to the 2006-07 survey, which represents a 92 percent response rate. The states that did not respond were: Montana, New Mexico, Wisconsin, and Wyoming. …

Creating programs and curricular offerings that are standards-based (1) is a worthwhile goal that can best be achieved by using the many and varied resources available to educators and others. This article describes several such resources. ITEA Annual Conference Attending the ITEA conference gives participants the opportunity to speak with other educators about standards-based reform and learn what works and what does not. It is a rewarding and concentrated opportunity for dialogue about standards issues that transcends print resources. Conference sessions typically include several presentations that directly tie into educational standards. Preconference workshops offer opportunities for in-depth study of issues in technology education. The March 2006 ITEA Conference is in Baltimore, Maryland. Now is the time to begin planning to attend the March 2007 ITEA Conference, which will be held in San Antonio, Texas. Information is available on the ITEA Web site (www. iteaconnect.org). ITEA-CATTS Standards Specialists Another one-of-a-kind opportunity to obtain assistance in standards-based reform is the ITEA-CATTS cadre of Standards Specialists. These individuals will travel to virtually any location on a cost-recovery basis to work with individuals or groups. Formal presentations and workshops can be tailored to fit the specific need of educators, whether a presentation from teachers to the administration at their school or a workshop to help teachers use the standards materials, as examples. Whether educators have already committed to standards-based reform and need assistance or are simply exploring the benefits of standards-based reform, the Standards Specialists have years of practical experience and can offer guidance on a variety of issues. To explore the possibilities or to schedule a visit by a Standards Specialist, contact Barry Burke, the Director of ITEA-CATTS, via e-mail at bburke@iteaconnect.org or via telephone at 301-482-1929. ITEA-CATTS Engineering byDesign[TM] Curricular Offerings The CATTS curricular offerings can be implemented as units, individual courses, or in their entirety as an integrated, standards-based program for middle school or high school. Elementary Engineering byDesign[TM] units are currently underway. Moreover, the courses are designed to integrate with each other so that content increases in sophistication when students encounter it in higher grades, as directed in the technological literacy standards. (2) All of the curricular offerings in the Engineering byDesign[TM] program use or will soon use the processes presented in the addenda (3) to the technological literacy standards to achieve standards-based curriculum based on a modified backwards design model (for more information on modified backwards design, consult ITEA, 2004 and ITEA, 2005b). They also contain connections to content standards for mathematics and science. They also include or will include assessments. For more information about the ITEA-CATTS curricular offerings, consult Barry Burke via e-mail at bburke@ iteaconnect.org or via telephone at 301-482-1929. ITEA-CATTS Designing Human Exploration Curricular Project (DHE) This project is developing K-12 curricular units based upon technological literacy standards and space exploration. As part of the CATTS umbrella, the DHE units will be stand-alone, but they will also be designed to serve as substitute units that coordinate with the current CATTS curricular offerings. For more information, contact Shelli Meade, the Director and Editor of DHE, at smeade@iteaconnect.org or via telephone at 540-382-4804. ITEA-CATTS Consortium ITEA-CATTS Consortium participants receive quality products and services specific to their local and professional development needs. Representatives from each participating state meet to provide feedback on CATTS initiatives and to help plan future endeavors based upon their current needs. …