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Defining Technological Literacy : Towards an Epistemological Framework - John R. Dakers

Defining Technological Literacy

Towards an Epistemological Framework

By: John R. Dakers (Editor)

Hardcover Published: 19th May 2006
ISBN: 9781403970374
Number Of Pages: 223

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Technologies can range from the simplest of shelters to keep us warm and dry, to the most complex bioengineering interventions. In this technologically mediated world we now inhabit, there is a growing need for human beings, and particularly young people, to be more critically involved in the discourse surrounding technology. In order to achieve a truly democratic world, any tensions or confusions between human beings, their environment, and their technologies must be resolved. Only then will people become empowered to improve their world in a creative, sensitive, informed and above all, sustainable fashion. This collection offers a solid basis for defining this new technological literacy by bringing together theoretical work that ranges from philosophy, design, and pedagogy.

"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

Acknowledgmentsp. viii
Forewordp. ix
Introduction: Defining Technological Literacyp. 1
Considering Aspects of Knowledge and Experience for Developing Technological Literacy
What Is Philosophy of Technology?p. 5
Technological Knowledge and Artifacts: An Analytical Viewp. 17
Technology and Knowledge: Contributions from Learning Theoriesp. 31
How to Understand Mundane Technology: New Ways of Thinking about Human-Technology Relationsp. 49
Walking the Plank: Meditations on a Process of Skillp. 65
Ethical Technological Literacy as Democratic Curriculum Keystonep. 81
Considering Aspects of Design in Developing Technological Literacy
Understanding Technological Designp. 105
The Designer Fallacy and Technological Imaginationp. 121
Human Beings as Technological Artifactsp. 133
Considering Aspects of Pedagogy for Developing Technological Literacy
Towards a Philosophy for Technology Educationp. 145
Innovative Technological Performancep. 159
Pedagogy to Promote Reflection and Understanding in School Technology-Coursesp. 179
"Technology, Design, and Society" (TDS) versus "Science, Technology, and Society" (STS): Learning Some Lessonsp. 197
Gender and Technology: Gender Mediation in School Knowledge Constructionp. 219
Implicit Theories: Their Impact on Technology Educationp. 239
Considering Globalization, Computers, the World-Wide Web, and their Impact in Developing Technological Literacy
Reconstructing Technoliteracy: A Multiple Literacies Approachp. 253
Rethinking Technological Literacy for the Global Network Erap. 275
From Knowledge to Information: Virtual Classrooms or Automated Diploma Mills?p. 297
Notes on Contributorsp. 315
Author Indexp. 323
Subject Indexp. 329
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9781403970374
ISBN-10: 1403970378
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 223
Published: 19th May 2006
Publisher: Palgrave USA
Country of Publication: US
Dimensions (cm): 21.6 x 14.0  x 2.46
Weight (kg): 5.37
Edition Number: 1