Standards for Technological and Engineering Literacy: Addressing Trends and Issues Facing Technology and Engineering Education

In this quickly evolving digital world, the technology and education (T&E) education classroom can provide valuable instruction that creates a well-informed online citizenry through digital understanding and citizenship curriculum. For twenty years, "Standards for Technological Literacy" (STL) (ITEA/ ITEEA, 2000/2002/2007) provided technology education curriculum guidance. With STL's aging content, an increased focus on technology and engineering education, and new emphasis on integrative science, technology, engineering, and mathematics (STEM) education, technology and engineering leaders realized STL needed to be updated. The International Technology and Engineering Educators Association (ITEEA) and its Council on Technology and Engineering Teacher Education (CTETE) led the creation of "Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education" (STEL) (ITEEA, 2020). While maintaining the epistemological foundation contained in STL, STEL addresses technological, engineering, educational, and societal changes that have occurred since STL was last updated in 2007. The purpose of this article is to demonstrate how STEL addresses concerns found in the recent project "Current and Future Trends and Issues in Technology and Engineering Education" (Moye et al., 2020). The trends and issues project identified topics impacting the technology and engineering education profession and should not be confused with trends and issues that might be taught in a Technology and Engineering Education (TEE) laboratory classroom (i.e., current events such as emerging technologies, socio-technological issues, etc.). Specifically, this article looks at how STEL addresses curriculum trends and issues. The correlation between the two projects provides additional justification for technology educators to adopt "Standards for Technology and Engineering Literacy."