This study used a cross-sectional survey design to determine the extent to which technology has been integrated in the schools with each of the eight National Education Goals as reported by elementary and secondary school principals from urban, suburban, and rural schools. The eight national goals are defined in the Goals 2000 legislation enacted by Congress in 1994. From a sample of 1,000 elementary school principals and 1,000 secondary school principals, 273 usable responses were returned, a return rate of 14%, from 126 elementary school principals and 147 secondary school principals from 158 rural or small schools, 83 suburban schools, and 32 urban schools. Results suggest a discrepancy between principals' perceived use of technology as it relates to each of the National Education Goals and what would be expected in schools today. Most principals have not defined the importance of technology for each of the goals. Most tended to perceive the inclusion of technology only with regard to Goals 4 and 5, which deal with the continued professional development of teachers and increasing students' competence in mathematics and science. As the year 2000 approaches, schools are not advanced in the use of technology, and have not related technology strongly to the National Education Goals. (Contains 2 tables and 64 references.) (SLD)