Technology permeates the lives of most Americans: voice mail, personal computers, and the ever-blinking VCR clock have become commonplace. In schools, it is creating educational opportunities at a dizzying pace and, within and beyond the classroom, it is providing unprecedented access to a universe of ideas and resources. As a next step, the education community can harness the same power technology has to enrich what and how people learn to support the development and dissemination of expectations for students' learning in science and mathematics. By capitalizing on the burgeoning opportunities for students to explore the stimulating environments afforded by innovative technologies, the processes by which students acquire, apply, and extend their scientific and mathematical powers can be more fully examined. This paper describes some of the ways in which technology can: (1) support the ongoing dialogue to decide what performance standards should and can be established; (2) support understanding of established standards; (3) provide models and guidelines for developing and using standards; and (4) offer an ever-expanding repertoire of capabilities that will enlarge the conception of challenging performance standards for science and mathematics. Supporting dialogue about performance standards is discussed by focusing on computer networks and virtual environments. Supporting an understanding of performance standards, providing models and guidelines for developing and using performance standards, and enlarging the conception of challenging performance standards are also discussed. (Contains 19 references.) (ASK)