Abstract
Guided by the TPACK theory (Mishra & Koehler, 2006), this chapter reviews and compares the technology standards related to and designed for teachers of Chinese as a Foreign Language (CFL) from the entry level to the accomplished level in the United States and China. It has found that the technology standards are often included in the comprehensive standards for teachers and parallel the standards about other aspects of teaching. The technology standards related to CFL in the two countries share some similarities but also differ in important ways. Several important and critical understandings are identified, including the needs for CFL technology standards, the theoretical foundations for CFL technology standards, and a more solid and comprehensive infrastructure for CFL education. Recommendations are made to address the needs, and research is called for to study the development and implementation of CFL technology standards.
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