Over one hundred years ago, the departmentalization by institutions of higher education validated the movement to make language arts, mathematics, science, foreign language, and history essential components of our schooling. Throughout the twentieth century, these core subjects have endured to become situated at the center of our current educational paradigm.

A century later, in the current context of educational reform, parents, students, and educators are questioning what students should be expected to know and be able to do by the end of their formal instruction. In addition, the call for technological literacy continues to grow stronger each year. Employers, policy makers, and educational leaders are starting to agree that all citizens need to be technologically literate in order to succeed in today’s world. What should be essential education for all pupils regardless of their socio-economic background, gender, or heritage? What should be taught? At what step between a technological novice and expert do we want students to exit formal instruction? How will this degree of technological knowledge be achieved at a national level? Are the core subjects of one hundred years ago still appropriate today? These questions and many more led to the development and implementation of the Technology for All Americans project.