June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.1160.1 - 23.1160.11
Technological Literacy: Assessment and Measurement of Learning GainsAmerica’s standard of living and way of life depend upon technology. It is vital both for bothempowerment of the individual and national economic growth that informed citizens have anunderstanding of what technology is, how it works, how it is created, how it shapes society, andhow society influences technological development. Despite the centrality of technology to ourwell-being, there is little research measuring the degree to which undergraduate students, out-of-school adults, and other adults outside of the K-12 setting possess a broad understanding of theprinciples, products, and processes of technology. While formalized measurement is lacking, asignificant number of faculty members have been teaching courses on technological literacy andassessing student learning in their individual classes. The work reported here will describe theresults of efforts to collect and refine these existing assessments used by individual faculty intostandard assessment tools that can be broadly applied. These assessment tools were then used byfaculty to assess technological literacy learning outcomes. The combined results begin to create abroadly-based characterization and measurement of the technological literacy of Americanundergraduates and the potential effectiveness of technological literacy courses. Whileassessment of learning gains within courses that form part of an engineering major have beendeveloped under ABET EC 2000, the means of assessing the technological understanding of themajority of undergraduates who are not engineering students is yet to be systematicallyaddressed. The proposed work begins an effort to create some assessment tools appropriate foruse with the large number of students who are not majoring in one of the STEM disciplines.Some initial data is available on the application of these assessment tools to a population ofstudents who are enrolled in technological literacy courses across a range of institutions. Thesepreliminary results help to establish the learning gains of non-STEM students who participate intechnology and engineering literacy classes. This work was supported by the National ScienceFoundation through award DUE – 11xxxxxx.
Krupczak, J., & Disney, K. A. (2013, June), Technological Literacy: Assessment and Measurement of Learning Gains Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22545
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