June 20, 2010
June 20, 2010
June 23, 2010
Technological Literacy Constituent Committee
15.1003.1 - 15.1003.10
Promoting Technological Literacy among Mathematics, Science and Technology Teachers: A Graduate Studies Course Abstract
This paper addresses a graduate course aimed at fostering technological literacy among K-12 mathematics, science and technology teachers. The course includes: 1) discussing broad questions, such as what is technology and how technology relates to other fields, for example, mathematics, science and engineering; 2) learning a specific subject in technology, for example, basic concepts in control systems; and 3) experiencing the process of designing, constructing and improving a technological system, for example, robotics. s on this experience indicate that individuals having a background in exact sciences are frequently interested in learning technological concepts and are capable of handling relatively challenging technological tasks in a short time. Based on our experience, it is suggested to adapt the following guidelines in designing programs aimed at fostering technological literacy: l interests; learning through hands-on activities in a rich technological environment; fostering peer-learning and collaboration in the class; and encouraging participants to reflect on their learning.
Subjects such as mathematics, science and technology are currently being instructed in school as separate disciplines, and teachers often teach specific subject matter and have only little knowledge about subjects not within their area of expertise. Only few teachers understand broad terms such as technology and technological literacy. In the Department for Science and Education at, we feel it is important to promote technological literacy among mathematics, science and technology teachers in order to enhance their understanding of technology and open routes for incorporating technology and engineering concepts into teaching other school subjects. This is the rationale behind the technology course we are offering our graduate students, as described in this paper.
The Aspects of Teaching Technology and Science Course
The course is delivered to K-12 mathematics, science and technology teachers studying for MSc or PhD degrees in science and technology education. About 20 students take this course every year during one semester (13 weeks, three hours a week). The course is comprised of the following three main parts: 1) discussing broad questions such as what is technology and how technology relates to other fields, for example, science and engineering; 2) learning a specific subject in technology, for example, basic concepts in control systems; and 3) experiencing the process of designing, constructing and improving a technological system, for example, robotics. The following section of this paper will describe in more
Barak, M. (2010, June), Promoting Technological Literacy Among Mathematics, Science And Technology Teachers: A Graduate Studies Course Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/15842
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