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ERIC Number: ED241715
Record Type: Non-Journal
Publication Date: 1984
Pages: 41
Abstractor: N/A
Literacy for a Technological World. Information Series No. 266.
Dyrenfurth, Michael J.
Given the importance of technology in our society today, it would seem that the hope for a future in which people are in control of their environment lies in universal technological literacy or, in other words, in the ability to do and use technology instead of just being aware of it. The earliest form of collective arguments for technological literacy stemmed from the industrial arts profession. Educational legislation and the recent series of reports focusing on the improvement of education, however, fail to include any systematic effort to incorporate technological literacy into the mainstream of educational programming. Few models exist that clearly define technological literacy. A comprehensive thrust toward technological literacy will involve the schools, other educational institutions, and the cooperation of radio and television networks, museums, libraries, and other public resources as well as collaborative efforts with the private sector. Educators at all grade levels must alter their curricula to include technological literacy in the curricula for English, mathematics, science, social studies, and the practical arts. It is also necessary to properly address the needs for technological literacy in such support services as personnel development, teacher education, curriculum development, public information, and information networking. (MN)
National Center Publications, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 43210 (IN266--$3.75).
Publication Type: Information Analyses
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Grant or Contract Numbers: N/A