Abstract
The International Society for Technology in Education (ISTE) has developed standards for preparing teachers in the specialty area of educational computing and information technologies. These guidelines were adopted by the National Council for Accreditation of Teacher Education (NCATE), the only agency officially sanctioned to accredit professional teacher preparation programs in the United States. ISTE’s association with NCATE has already resulted in a significant impact on the way computer and technology education is viewed in the United States. Educators are now reporting instances where the combined power of the ISTE standards and NCATE accreditation process have contributed to successful efforts to develop programs and promote change within the educational structure. This paper explores the guidelines and presents documented instances where these standards have contributed to successful efforts to develop programs and promote change within the educational structure.
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