This practicum addresses the finding that college-bound high school experiential/internship students who pursued stringent secondary education programs often did not have the opportunity to participate in technology literacy elective courses, and therefore did not possess the minimal technology skills necessary for success in post-secondary education or the professional workforce. A technology development professional development curriculum was designed to increase competency in: (1) word processing skills; (2) database entry and manipulation; (3) spreadsheet entry and manipulation; (4) desktop publishing; (5) graphic development and manipulation; and (6) audio-visual recording and manipulation. The curriculum design involved the requirement that students use technology in order to complete internship-related assignments; use of lesson plans with reflective activities which introduced technological concepts; the development of activities which were relevant to students' lives and internship experiences which could be illustrated and analyzed with integrated software applications; and engagement in post-secondary media center research that enabled students to conduct on-line searches relating to the professional internship fields. Student competency evaluation consisted of students developing a portfolio exhibiting all technology products developed during the course, post tests measuring knowledge of technology terms and applications, completion of a comprehensive media center assignment, and exhibition of technology skills at the professional internship site as measured by sponsor feedback on student performance. Week-by-week documentation of the course is provided. Results showed that the implementation strategies greatly improved student competency, and that by regularly providing technology access to students, confidence levels were heightened. Fourteen appendices include many of the instruments utilized in the study. (Contains 15 references.) (MAS)