Technological Literacy: Design And Testing An Instrument To Measure Eighth Grade Achievement In The Technology Education

Abstract

This study was focused on the design and testing of an assessment instrument to measure eighth-grade student achievement in the study of technology. Through classroom experiences and refinement of instructional methods by trial and error, technology educators have witnessed some success (academic improvement) using hands-on, lab-based design and problem-solving instruction, but these advances have not been documented. In the year 2000, the International Technology Education Association (ITEA) introduced Standards for Technological Literacy (STL) (ITEA, 2000). To date, no clear methods for measuring and assessing student attainment in these standards has been instituted. It is the interaction of instruction in technology education and its influence on student learning that is the central problem addressed by this research. More importantly, it is the need within the technology education field to have a reliable and valid assessment tool to measure student learning in the study of technology. The study design was a two-group post-test only design that is grounded in the quasi-experimental quantitative research tradition. The study utilized a two-group post-test only design, a treatment group who had received instruction in technology education in the form a modular instructional delivery classroom and a control group who had not received any formal education in the study of technology. The results of study found that eighth-grade participants taking a technology class performed better (M=15.42, SD=5.42) than those who had no previous technology class exposure (M=14.07, SD=5.25). In comparing the means of the eighth-graders' post-test, there was a significant difference F (1, 270) = 4.40, p=.037, p<.05 detected by the instrument designed and tested in this study. The results in this study suggest that standards-based modular instruction in technology education enhances student's technological literacy.

Opinions of University Students on Technology Literacy

“…It has also been demonstrated that this teacher is successful in helping her students acquire new or improve existing skills in technology, critical thinking, collaboration, presentation and self-learning. In the research conducted by Castillo [12], it was aimed to determine the technology literacy of the students who took and did not take technology courses, and it was concluded that a module programme based on technology literacy standards increased the technology literacy levels of students. Rock and Passe [13], on the other hand, conducted a study to reveal the level of application of technology-supported education applications on social studies education at the university level.…”