Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

name that gives so little insight into its character or potential—and thatcarries negative connotations and limitations that may undermine its chances for continuingsuccess. Although Technically Speaking and many other publications concerned withtechnological literacy reveal well-formed intentions and sophisticated reasoning, it appears thatthe name was selected with little deliberation or reflection on its implications. This paper willargue that we need to stop now to rename the enterprise and to reflect on the numerousconstituencies we will need to engage and system of heterogeneous elements we will need tobring together if we are to have an effective and productive interface between technical expertsand those without technical expertise

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

W. Bernard Carlson, University of Virginia

Tagged Divisions

Technological Literacy Constituent Committee

,social or religious goals. I suspect that these student assumptions reflect the dualismprevalent in modern thought that separates the material world from the world of ideas;technology is about “stuff” and “stuff” is dealt with by markets and business whilepolitics, society, and religion are the realm of beliefs, ideas, and abstractions, all of whichare ethereal and not affected by material considerations. Given that students tend to find it easy to think about technological and economicchange and are less familiar with the interplay of technology and political power orreligious beliefs, the examples offered here focus on themes relating first to religion andthen politics. While there are other ways that people use technology to shape

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

assessment: did student learningresult in achievement of the desired outcomes? Four sample student learning objectivesare provided at a level of detail suitable for assessment and evaluation. These aresummarized below. While some commonality exists, the diversity of student learningobjectives is appreciable, reflecting lack of an accepted definition for “TechnologicalLiteracy.” It is expected that recent NAE and ITEA technological literacy standards maypromote convergence on this issue. Page 11.1239.11Student Learning Objectives (four examples) 1. Technology and the Human Built Environment (K. Vedula) Students will develop: ‚ an

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

, and college courses for non-majors). The dissemination of work in this area isdominated by publication in refereed conference proceedings, most likely reflecting the fact thatthe effort of developing such work for journal publication is not likely to be recognized in thereward structure of most engineering colleges.VII. Bibliography1 International Technology Education Association (ITEA) (2000). Standards for technological literacy: Content forthe study of technology. Reston, VA: Author.2 Prime, G. (1998). Tailoring assessment of technological literacy learning. Journal of Technology Studies. 24, (1),18-23.3 Noeth, R.J., Cruce, T. & Harmston, M.T. (2003). Maintaining a strong engineering workforce. ACT Policy Report

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University; John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

. Page 11.1228.5 Knows some of the ways technology shapes human history and people shapetechnology. Knows that all technologies entail risk, some that can be anticipated and some thatcannot. Appreciates that the development and use of technology involve trade-offs and abalance of costs and benefits Understands that technology reflects the values and culture of societyWays of Thinking and Acting Asks pertinent questions, of self and others, regarding the benefits and risks oftechnologies Seeks information about new technologies Participates, when appropriate, in decisions about the development and use oftechnologyCapabilities Has a range of hands-on skills, such as using a computer for word

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of St. Thomas; Karl Mueller, University of St. Thomas

Tagged Divisions

Technological Literacy Constituent Committee

program, we asked several questions on the survey that reflect the goals of theprogram. These goals were to help students understand the finite nature of water and energyresources, that there is no single correct answer to an engineering problem, and that engineeringcombines artistic creativity with empirical science. Participant responses indicated that the goalsof the program were achieved. Specifically, on a scale ranging from 1 (art) to 7 (science) theaverage response to the question “Engineering is…” was a four. This indicates that participantsunderstand that engineering balances creativity and science. Also, for the question “For anyengineering question there is one correct answer” the average response was a six on the scale of1 (strongly

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Susan Voss, Smith College; Borjana Mikic, Smith College

Tagged Divisions

Technological Literacy Constituent Committee

freshener for a hat. A fly swatter andspatula formed the arms, and a broom and umbrella the legs. A thermometer represented thespinal cord through the center of the body and a clock was used to represent the heart. Woundthroughout the inside of the box was an orange electrical wire symbolizing a person’s veins. Page 11.567.20Hanging from the wire were mirrors, which in addition to the “ribs” of spoons adhered to thesides, allowed a spectator to see themselves and be reflected in technology and art.