What is technological literacy?
The development of proficiency in the use and application of technology is seen as a vital aspect of quality education in the primary curriculum due to its relevance in the modern world, seemingly infinite access to information and ability to support inquiry-based investigations as well as multiple intelligences through utilising children’s technological familiarity and ability (Martin, 2006, pp.429-431). According to the International Technology Education Association, technological literacy involves understanding “what technology is, how it is created, and how it shapes society, and in turn is shaped by society” (ITEA, 2007, p.9), which consequently facilitates a person’s capacity to make intelligent and informed decisions in a world driven by technology (Board of Studies NSW, 1993, p.2; 2012, p.11; Bybee, 2000; Ingerman & Collier-Reed, 2011, p.137).
The ability to “use, manage, assess and understand technology” (Ingerman & Collier-Reed, 2011, p.138; ITEA, 2007) allows teachers to engage, extend learning opportunities and develop technological literacy in their students through modelling appropriate interactions with equipment (Bybee, Powell, & Trowbridge, 2008, p.325). This indicates the importance of developing an understanding of interrelationships between technology, society and the environment through consideration of ethics, morals, socioeconomic impacts, appropriateness and bias when dealing with electronic equipment and digital media (Hodson, 2009, p.16; Martin, 2006, p.462). Furthermore, while computers and the internet are prominent elements in technological literacy, they comprise only a fraction of the vast human-built technology in our world (ITEA, 2007; Norton, Ritchie, & Ginns, 2007, p.204). This indicates the need for developing awareness, knowledge and appropriate interactions with the vast range of equipment which are individually chosen to suit particular contexts (Bybee et al., 2008, pp.268,269; Fleer & Jane, 2004, p.180; Ingerman & Collier-Reed, 2011, p.140).
The ability to “use, manage, assess and understand technology” (Ingerman & Collier-Reed, 2011, p.138; ITEA, 2007) allows teachers to engage, extend learning opportunities and develop technological literacy in their students through modelling appropriate interactions with equipment (Bybee, Powell, & Trowbridge, 2008, p.325). This indicates the importance of developing an understanding of interrelationships between technology, society and the environment through consideration of ethics, morals, socioeconomic impacts, appropriateness and bias when dealing with electronic equipment and digital media (Hodson, 2009, p.16; Martin, 2006, p.462). Furthermore, while computers and the internet are prominent elements in technological literacy, they comprise only a fraction of the vast human-built technology in our world (ITEA, 2007; Norton, Ritchie, & Ginns, 2007, p.204). This indicates the need for developing awareness, knowledge and appropriate interactions with the vast range of equipment which are individually chosen to suit particular contexts (Bybee et al., 2008, pp.268,269; Fleer & Jane, 2004, p.180; Ingerman & Collier-Reed, 2011, p.140).
Created by Paul Goossens - 2012
Assignment 1 for Curriculum Studies: Science and Technology II
Assignment 1 for Curriculum Studies: Science and Technology II