Defining Technological Literacy: Towards an Epistemological Framework

ISBN-13: 9781349532063 / Angielski / Miękka / 2006 / 223 str.

John R. Dakers; J. Dakers

Opis

Never before have we so needed a new literacy that will enable us to meaningfully participate in the rapidly evolving technologically mediated world. This collection offers a solid basis for defining this new technological literacy by bringing together theoretical work that ranges from philosophy, design, and pedagogy.

Recenzje

"Dakers . . . and an international slate of contributors offer this collection of 18 essays that explore humanity's responsibility for becoming more critically involved in the discussions surrounding the technologies that are so rapidly transforming the world. The book . . . engages the reader to deliberate more critically about the knowledge and processes required to develop technology and the broader implications for society if a new technological literacy framework is not developed." - CHOICE

"We all are technologists and technology users while going about our daily activities. However, most of us do not take time to reflect on the decisions we make, how technology influences what we do in our lives, where and how it should be taught in formal education systems, and the impact of technology on society. Defining Technological Literacy is a book that does the homework for us in that worldwide experts offer their knowledge for our understanding." - Dr. Kendall N. Starkweather, Executive Director/CEO, International Technology Education Association

"There have been many and anguished calls for technological literacy in the advanced industrial countries. They have mostly been in vain for two reasons. One is the lack of an incisive and circumspect conception of technology. The other is the absence of helpful theories and practices of teaching technological literacy. This books meets both of these needs. It deserves to become a landmark." - Albert Borgmann, author of Holding On to Reality (1999)

"Defining Technological Literacy provides a much broader research-based view of what technological literacy is and can be. It should be a valuable book to teacher educators, supervisors, philosophers, policymakers, and those in higher levels of education who develop educational programs for the future. While the various chapters are diverse, they all provide further enlightenment as to what technological literacy is." - William E. Dugger, Jr., Senior Fellow, International Technology Education Association

Spis treści

PART I Preface Defining Technological Literacy What Is the Philosophy of Technology? How to Understand Mundane Technology: New Ways of Thinking about Human-Technology Relations Understanding the Technological Urge: The Ambiguous Legacy of Techne Towards a Philosophy for Technology Education PART II: DESIGN IN TECHNOLOGY EDUCATION The Design of Design The Designer Fallacy and Technological Imagination PART III: THE NATURE OF TECHNOLOGICAL ACTIVITY Technology and Knowledge: Contributions from Learning Theories Technological Knowledge and Artefacts: An Analytical View Skill in Technology Creative Technological Performance PART IV: TECHNOLOGY, DESIGN AND SOCIETY: IMPLICATIONS FOR TEACHING Gender and Technology: Gender Mediation in School Knowledge Pedagogy to Promote Reflection and Understanding in School Technology Courses "Technology, Design and Society" versus "Science, Technology and Society (STS)": Learning Some Lessons Implicit Theories of Learning: Implications for Technology Education Teachers Human Beings as Technological Artefacts Technology and Ethics PART V: COMPUTERS AND THE WORLD WIDE WEB: CONSEQUENCES FOR TECHNOLOGY AND EDUCATION New Technologies/New Literacies: Redesigning Education in the Contemporary Era Globalization and the Renewal of Technological Literacy Technologizing Pedagogy: The Phenomenology of E-Learning

O autorze

Wendy Dow, France Andrew Feenberg, Simon Fraser University, Canada J. Britt Holbrook, University of North Texas, USA Don Ihde, Stony Brook University, USA Tim Ingold, University of Aberdeen, UK Richard Kahn, Antioch University, USA Steve Keirl, University of London, UK Douglas Kellner, UCLA, USA Mike Michael, University of Sydney, Australia Carl Mitcham, Colorado School of Mines, USA Michael A. Peters, University of Illinois at Urbana-Champaign, USA Marc J. de Vries, Delft University of Technology, The Netherlands