Perceptions of Technological Literacy among Science, Technology, Engineering, and Mathematics Leaders

Rose, Mary Annette

doi:10.21061/jte.v19i1.a.3

Cited by 24 publications

(19 citation statements)

References 5 publications

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“…The definition of literacy traditionally refers to one's ability to read and write, while the goal of technological literacy is to provide people with the skills to participate intelligently and thoughtfully in the technological world around them (Pearson and Young 2002). Technological literacy is focused on the discussion of technology education, and being a technologically literate person means being deemed as well-prepared to make well-informed decisions in the increasingly technological world (Frank 2005;Rose 2007;Young, Cole, and Denton 2002). Being technologically literate is also considered as having the ability to deal with the interrelationships among technology, society, and the environment (ITEA 1996).…”

Section: Theoretical Framework Technological Literacymentioning

confidence: 99%

Developing an instrument for assessing students’ concepts of the nature of technology

Liou

2015

Research in Science & Technological Education

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Background: The nature of technology has been rarely discussed despite the fact that technology plays an essential role in modern society. It is important to discuss students' concepts of the nature of technology, and further to advance their technological literacy and adaptation to modern society. There is a need to assess high school students' concepts of the nature of technology.Purpose: This study aims to engage in discourse on students' concepts of the nature of technology based on a proposed theoretical framework. Moreover, another goal is to develop an instrument for measuring students' concepts of the nature of technology. Sample: Four hundred and fifty-five high school students' perceptions of technology were qualitatively analyzed. Furthermore, 530 students' responses to a newly developed questionnaire were quantitatively analyzed in the final test. Design and method: First, content analysis was utilized to discuss and categorize students' statements regarding technology and its related issues. The Student Concepts of the Nature of Technology Questionnaire was developed based on the proposed theoretical framework and was supported by the students' qualitative data. Finally, exploratory factor analysis and reliability analysis were applied to determine the structure of the items and the internal consistency of each scale. Results: Through a process of instrument development, the Student Concepts of the Nature of Technology Questionnaire was shown to be a valid and reliable tool for measuring students' concepts of the nature of technology. This newly developed questionnaire is composed of 29 items in six scales, namely 'technology as artifacts,' 'technology as an innovation change,' 'the current role of technology in society,' 'technology as a double-edged sword,' 'technology as a science-based form,' and 'history of technology.' Conclusions: The Student Concepts of the Nature of Technology Questionnaire has been confirmed as a reasonably valid and reliable instrument. This study provides a useful questionnaire for educational researchers and practitioners for measuring students' concepts of the nature of technology.

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Section: Theoretical Framework Technological Literacymentioning

confidence: 99%

Developing an instrument for assessing students’ concepts of the nature of technology

Liou

2015

Research in Science & Technological Education

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“…[1][2][3] Although there are varying definitions of what it means to be technologically literate, a necessary starting point is to consider what counts as technology and why. 4,5 Other aspects of technological literacy-including how people might interact with, design, or critically analyze technology-follow this definitional understanding. Page 14.319.2…”

Section: What Is Technology?mentioning

confidence: 98%

Children's Conceptions And Critical Analysis Of Technology Before And After Participating In An Informal Engineering Club

Lottero‐Perdue¹

2009 Annual Conference &Amp; Exposition Proceedings

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She began her career as process engineer, taught high school physics and pre-engineering, wrote curriculum and was a master teacher for Project Lead the Way, and led two Project FIRST robotics teams. As a science teacher educator, she has added engineering content and pedagogy to her science methods courses for prospective elementary teachers. She teaches engineering to children in informal settings and studies the ways in which the children do so critically, and has recently partnered with a school district to implement engineering instruction in elementary schools using Engineering is Elementary units of instruction.

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“…The aim for technology education however, according to the New Zealand curriculum (Ministry of Education, 2007), is for "students to develop a broad technological literacy that will equip them to participate in a society as informed citizens and give them access to technology related careers" (p. 32). Technological literacy was defined by Rose (2007) as something that "embodied the knowledge and skills needed to function in a society dominated by technological innovation" (p.35). The 'knowledge' consists of an appreciation of how technology, society and the environment may intersect (Williams, 2009).…”

Section: The New Zealand Curriculummentioning

confidence: 99%

A future-focus for teaching and learning: Technology education in two New Zealand secondary schools

Reinsfield

2016

tandc

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All submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Foot/End Notes These should be avoided where possible; the journal preference is for footnotes rather than endnotes. Referencing References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list, if in reference list they are cited in document, and formatted in the correct APA style. All doi numbers must be added to all references where required.

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Perceptions of Technological Literacy among Science, Technology, Engineering, and Mathematics Leaders

Cited by 24 publications

References 5 publications

Developing an instrument for assessing students’ concepts of the nature of technology

Developing an instrument for assessing students’ concepts of the nature of technology

Children's Conceptions And Critical Analysis Of Technology Before And After Participating In An Informal Engineering Club

A future-focus for teaching and learning: Technology education in two New Zealand secondary schools

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