hnological change.
For teachers and students, the need is more critical as both groups must become highly competent in the use and understanding of technology. Unfortunately, according to Mazurek (2000, p. 8), there remains no firm consensus on which technologies represent the most important nor is there any agreement (or clarity) on how to teach these groups an "awareness" of technology. Couple this with the already heavy workload of teachers largely due to increased class size, the "No Child Left Behind" commitment of the Administration, and new "teaching standards" largely borne out of the release of and the 1997 Report to the President on the Use of Technology to Strengthen K-12 Education in the United States (March 1997) the chances for teachers to carve any additional time out of their schedules for supplemental training becomes problematic.
It is unfortunate, but unless the educational system in this country is re-tooled, there is a very strong probability that the United States will be overtaken in its educational sector in much the same way that it was overtaken in the consumer-oriented automotive manufacturing sector ("International Test Scores," 2002). California represents the most populous state and the fifth largest economic power in the world. The way in which California responds to the above challenges will likely represent a looking glass through which the United States will see its overall educational future ("Education in California: Looking through the Prism," 200
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