Two recent trends in education--increased technology and accountability--are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed as standards or benchmarks to guide professional development. The purpose of this study was to examine and compare initial attempts at establishing teacher technology competencies with the intent of establishing a framework or matrix that could be used to compare other, similar documents. Teacher technology competencies from a variety of organizations and institutions were studied and compared. A master matrix of technology competencies was created, consisting of the following categories: (1) prerequisite technical skills--basic operations, hardware issues, navigation, and file management; (2) instructional uses--instructional strategies and resources; (3) professional roles--ethical/legal issues, professional resources, and professional development; and (4) technical skills--troubleshooting/maintenance, productivity tools, Internet applications, and networking. Based on findings, generalizations were drawn and recommendations made for improving future technology competencies. Also included is a discussion of the implications for teacher education programs and the need to use teacher technology competencies in an integrated effort which considers not only technology, but pedagogy and curricular content as well. (Contains 2 figures, 1 table, and 15 references.) (Author/AEF)