Overview

This book attempts to rethink the concept of technological literacy in a modern context, not only in terms of a subject area taught in schools, but also as an important general concept that all citizens should engage with. As this book will illustrate, the concept of technological literacy has no universally agreed definition.

Full Product Details

Author:   J. Dakers
Publisher:   Palgrave Macmillan
Imprint:   Palgrave Macmillan
Dimensions:   Width: 15.50cm , Height: 1.50cm , Length: 23.50cm
Weight:   3.051kg
ISBN:  

9781137386328

ISBN 10:   1137386320
Pages:   183
Publication Date:   10 July 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreward; Carl Mitcham Introduction: Breaking with the Past; John R. Dakers 1.Technological Literacy as a Creative Process of Becoming Other; John R. Dakers 2.Postliterate Machineries; Stephen Petrina 3.Technology and Technology Education: Perspectives from a young person; Molly Watson 4.Technological Literacy and Digital Democracy: a relationship grounded in Technology Education; P. John Williams 5.Re-Envisioning Our Knowledge Tradition: From Gender-Blind to Gender Aware; Mary Kirk 6.Eco-technological Literacy for Resiliency; Leo Elshof 7.A Chinese Perspective on Technological Literacy; Nan Wang 8.Enabling both reflection and action: a challenge facing technology education; David Barlex 9.From CyberEducation to CyberActivism: Can CyberLiteracy Transform the Public Sphere?; Andoni Alonso 10.Situating technological literacy in the workplace; Jamie Wallace and Cathrine Hasse 11.Genetic literacy: Scientific input as a precondition for personal judgment?; Silja Samerski

Reviews

Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education. - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands

The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems. Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Universite, France Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education. - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover, the speed withwhich technologies change calls for a running frontier, well exemplified here. - Don Ihde, Distinguished Professor of Philosophy, Stony Brook University, USA

The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems. Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Universite, France Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education. - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover, the speed withwhich technologies change calls for a running frontier, well exemplified here. - Don Ihde, Distinguished Professor of Philosophy, Stony Brook University, USA

Author Information

Andoni Alonso, The Complutense University of Madrid, Spain David Barlex, The Design and Technology Association, UK Leo Elshof, Acadia University, Canada Cathrine Hasse, Aarhus University, Denmark Mary Kirk, Metropolitan State University, USA Carl Mitcham, Colorado School of Mines, USA Stephen Petrina, University of British Columbia, Canada Silja Samerski, University of Oldenburg, Germany Jamie Wallace, Aarhus University, Denmark Nan Wang, University of Chinese Academy of Sciences, China Molly Watson, Student, UK John Williams, University of Waikato, New Zealand

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