This paper looks at how the necessary technology skills have changed over time and how those changes affect the ways in which technology skills are taught and assessed. It reviews how educators' views of technological fluency are shaped by both the "pull" of technology--increasing technical power and applications that affect what workers and citizens need to know in an information society--and the "push" of content standards that affects what students are expected to learn and new views of how learning takes hold. The paper reviews the approaches various states and districts have taken to setting standards--embedding technology standards within curricular areas, or developing discrete technology skills and assessment measures--and gives examples of some promising practices. The challenge of building consensus for, and policies that support, technological fluency raises a number of issues for policymakers. These include the question of teacher competence, the amount and kinds of testing necessary to track progress, issues of equity, and implications for research. This document includes sections that cover: (1) changing definitions; (2) factors influencing today's necessary skills; (3) information literacy in the age of the Internet; (4) state and district technology skill standards and assessments; (5) technology proficiencies in promising projects; and (6) implications for policy. The executive summary is appended. (Contains 45 endnotes.) (AEF)