Overview

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 encompassing philosophy, design, and pedagogy.

Full Product Details

Author:   J. Dakers
Publisher:   Palgrave USA
Imprint:   Palgrave Macmillan
Dimensions:   Width: 14.00cm , Height: 1.80cm , Length: 21.60cm
Weight:   5.367kg
ISBN:  

9781403970374

ISBN 10:   1403970378
Pages:   223
Publication Date:   19 May 2006
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"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"

Reviews

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, and Publisher of Technology & Children and The Technology Teacher journals designed to help educators teaching about technology. <br> 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 teachi

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, and Publisher of Technology & Children and The Technology Teacher journals designed to help educators teaching about technology. <br> 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. <br>--Albert Borgmann, author of Holding On to Reality (1999) <br> 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. It is extremely important to have a book such as this written from a global perspective rather than onecountry's view. --William E. Dugger, Jr., Senior Fellow, International Technology Education Association<br>

Author Information

JOHN R. DAKERS is Lecturer in Educational Studies, University of Glasgow, UK.

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