Technological Literacy Reconsidered

Waetjen, Walter B.

doi:10.21061/jte.v4i2.a.1

Cited by 23 publications

(14 citation statements)

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“…It is common cause that technology in its various forms concerns everybody. However, Waetjen (1993) has argued that 'people can, and do, live without the faintest notion of the nature of technology ' (p. 5). This is highlighted by two Gallup surveys undertaken to assess what North Americans think about technology (Rose and Dugger 2002;Rose et al 2004) where more than two-thirds (68%) of respondents indicated that the first thing that came to mind when they heard the word technology was computers.…”

Section: Being Technologically Literatementioning

confidence: 99%

“…Interwoven within both skills and capability is a reliance on content. Waetjen (1993) cautions us at this point that technology education does not yet have a 'structured domain of knowledge' (p. 8).…”

Section: Knowledgementioning

confidence: 99%

“…Technological literacy has emerged as a central focus in the discussions on the outcomes of technology education (Dugger 2008;Frank 2005;Rose 2007;Waetjen 1993;Young et al 2002) as effort is directed towards equipping people to participate in an increasingly technological world. When technological literacy was first employed as a descriptor in the 1970s, it was viewed as something that 'embodied the knowledge and skills needed to function in a society dominated by technological innovation' (Rose 2007, p. 35).…”

Section: Introductionmentioning

confidence: 99%

“…Many views have emerged since then on what it means to be technologically literate (cf. Barnett 1995;de Vries 2005;Devon and Ollis 2007;Gagel 1997;Hayden 1989;Kahn and Kellner 2005;Waetjen 1993). For example, the National Academy of Engineering (NAE) have published Technically Speaking (Pearson et al 2002) where they describe technological literacy as encompassing 'three interdependent dimensions-knowledge, ways of thinking and acting, and capabilities ' (p. 3).…”

Section: Introductionmentioning

confidence: 99%

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Technological literacy reconsidered: a model for enactment

Ingerman

Collier-Reed

2010

Int J Technol Des Educ

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This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets-the potential for and enactment of technological literacy-where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed.

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Section: Being Technologically Literatementioning

confidence: 99%

Section: Knowledgementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Technological literacy reconsidered: a model for enactment

Ingerman

Collier-Reed

2010

Int J Technol Des Educ

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“…This perspective is supported in A Conceptual Framework for Technology Education (Savage & Sterry 1990). Similarly, Waetjen (1993) states that technology education has ''to establish itself as an academic discipline'' (p. 9). Since technology has its own body of knowledge, mode of inquiry and history that includes significant personalities and important events, it is argued that it should be considered an academic discipline (Wright 1996).…”

Section: Place and Nature Of Technological Knowledge In Technology Edmentioning

confidence: 99%

Knowledge and Values in Technology Education

Pavlova

2005

Int J Technol Des Educ

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This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed.

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Technological Literacy Classes: The State of the Art

Byars

1998

J of Engineering Edu

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This paper presents information about technological literacy classes (TLCs) for liberal arts majors, emphasizing an engineering‐based approach with a strong hands‐on component. Engineering‐based TLCs can increase technological literacy for liberal arts students and benefit engineering and engineering technology (ET) programs at the same time. The central goal of this paper is to provide resources for engineering and ET faculty interested in developing TLCs, including a summary of successful teaching strategies, an annotated bibliography, and a discussion of differing approaches to technological literacy. The paper proposes a working definition for technological literacy (drawing on “cultural literacy” (Hirsch)). A survey of technological literacy covers C. P. Snow's The Two Cultures, the New Liberal Arts (NLA) Program, and the Science/Technology/Society (STS) movement. The paper suggests formation of an ASEE group to specifically address technological literacy as a liberal art.

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Technological Literacy Reconsidered

Cited by 23 publications

References 0 publications

Technological literacy reconsidered: a model for enactment

Technological literacy reconsidered: a model for enactment

Knowledge and Values in Technology Education

Technological Literacy Classes: The State of the Art

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