View the STEL Pre-Publication Version - FREE 

In Summer 2018, work began on revising the Standards for Technological Literacy, originally published in 2000. After two years of research, discussion, writing, data collecting, external reviews, and editing, ITEEA has now released the pre-publication draft of Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (ITEEA, 2020). This project was supported through grants from the National Science Foundation and the Technical Foundation of America.  

Standards for Technological and Engineering Literacy (STEL) provides an up-to-date roadmap for classroom teachers, district supervisors, state supervisors, states, and curriculum developers to promote technology and engineering education program development and curriculum design from Pre-K through twelfth grade.

As part of our goal of making these standards accessible and useful to all, major resources are available now on the STEL Resources webpage. These include crosswalks of the STEL benchmarks with benchmarks from science, mathematics and English language arts; benchmark verbs matched to the Domains of Learning and Revised Bloom’s taxonomy; and benchmarks collated by grade band as compendiums. In the coming months ITEEA will release an ePub version of STEL with complete formatting, along with an interactive STEL website that will allow users to search by grade band, standard, and benchmark. Future plans include development of best practice STEL-based lesson plans.


Standards Cover

Standards for Technological Literacy: Content for the Study of Technology, commonly called STL, and Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards, commonly called AETL, are companion publications that together articulate a complete set of technological literacy standards and identify a vision for developing a technologically literate citizenry.
STL identifies content necessary for K-12 students, including knowledge, abilities, and the capacity to apply both to the real world. The standards in STL were built around a cognitive base as well as a doing/activity base. They include assessment checkpoints at specific grade levels (K-2, 3-5, 6-8, and 9-12). STL articulates what needs to be taught in K-12 laboratory-classrooms to enable all students to develop technological literacy. The goal is to meet all of the standards through the benchmarks, which are included in STL. Standards are written statements about what is valued that can be used for making a judgment of quality. STL is NOT a curriculum.
AETL identifies the means for the implementation of STL in K-12 laboratory-classrooms. AETL contains three separate but interrelated sets of standards: student assessment practices to be used by teachers, professional development* to assure effective and continuous in-service and pre-service education for teachers of technology, and detailed program standards that delineate educational requirements used to promote the development of technological literacy.
For information regarding the development of STL and AETL, visit Phase II and Phase III respectively in the TfAAP History section.
When this page was archived (January 2006) STL had been translated into Finnish, Mandarin Chinese, Japanese, Estonian, Greek, and German. The translations could be viewed by visiting the website of the relevant ITEEA International Center.