There is clear and widespread agreement among the public and educators that all students need to be proficient technology users. Technology literacy is among the attributes that appear in nearly every set of "21st Century Skills." However, while districts spend a great deal of money on technology, there seems to be only a vague notion of what technology literacy really means. Defining and describing technology skills is only a first step to assure all children become proficient information and technology users. Other critical elements will include a teacher-supported scope and sequence of skills, well designed projects, and effective assessments. Equally essential is fruitful collaboration among classroom teachers, teacher librarians, and technology teachers in order to present students with a unified and integrated approach to ensure that all children master the skills they will need to thrive in an information-rich future. This article presents the "Information, Communications, and Technology (ICT) Skills for Information Problem Solving" curriculum which defines technology capabilities and identifies associated skills based on the Big6 Skills Approach. The Curriculum describes levels of technology proficiency, and in so doing, promotes the skills and concepts basic to information and technology. In an information society, it is essential that students are technologically productive and able to solve information problems effectively and efficiently. This curriculum requires more than teaching computer skills, technology hardware, and software programs in an isolated approach. An effective technology curriculum must be integrated across content areas and grade levels to improve the learning process. Technology is successfully integrated when it seamlessly supports curricular goals. Students learn and refine their technology skills when they work on projects that require them to solve problems and make decisions.