The goals of the project for Teacher Preparation Institutions are:

• To help proactive teacher education programs enhance their curricula by precisely defining what graduates in 46 different teaching roles should know and be able to do with technology
• To motivate slower-moving teacher education programs by establishing a nationally recognized assessment and certification process to identify professionals who attain the specified competencies and by encouraging employers to hire teachers who have earned these certificates; and
• To help teacher preparation programs model outstanding technology-based learning experiences and modern educational thinking, by developing tools to help them use technologies effectively to assess and track student performance and communicate their assessments to students.

The goals of the project for Individual Teachers are:

• To help teachers identify what experts on their particular teaching assignment believe to be the most important ways technologies can help them and their students
• To help teachers decide which ways to use technologies in their own classrooms
• To help teachers identify the prerequisite skills and knowledge they will need to use technologies successfully for a particular purpose
• To help teachers locate ways to learn the technology-related skills they identify as important
• To track teachers' progress in developing technology-related skills, and to recognize teachers who attain the skills and knowledge identified as important by experts in their teaching role.

To accomplish these goals, we will:

• Develop a conceptual model that will help teachers in different teaching roles identify the most important ways technologies can help them help their students
• Establish partnerships with professional associations capable of enhancing the quality of the project
• Develop a detailed set of technology-related strategies, tied to important educational goals, and identify the prerequisite knowledge and skills required to use technologies in these important ways
• Establish "Expert Panels" consisting of teachers and teacher educators who will recommend technology-related strategies for each of the 46 identified teaching roles
• Develop "Job Descriptions" and a proposed set of stages to guide the work of the Expert Panels
• Create an online mechanism through which the Expert Panels and others can rate technology skills and strategies and conduct related discussions
• Support the Expert Panels as they create a first draft set of "core competencies" for the teaching roles they represent
• Post the draft competencies developed by the Expert Panels for ongoing input from teachers and teacher educators experienced in those roles
• Modify the competencies on an annual basis, based on the input received
• Develop a comprehensive set of online assessment tools for self assessment, peer assessment and assessment by Certified AECT Project Reviewers
• Develop an online training course to prepare Certified AECT Reviewers
• Develop a secure online database that will track and report progress of all teachers and prospective teachers pursuing AECT Project certification
• Develop, in conjunction with the National School Boards Association, interest in providing incentives to participate in the certification process among teacher preparation institutions and individual teachers, and
• Develop a method of revenue generation that will guarantee the long-term viability of the project.