NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ813402
Record Type: Journal
Publication Date: 2008-Oct
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0746-3537
Starting a New Technology Course?: An Opportunity to Develop Student Technological Literacy
Moye, Johnny J.
Technology Teacher, v68 n2 p27-31 Oct 2008
Starting a new course can be intimidating, especially if the person is the first to teach it in his or her school district. A teacher must take many things into consideration when constructing the content for a new course. The primary focus should be on the development of student technological literacy. The International Technology Education Association (ITEA) defines technological literacy in two ways: "The ability to use, manage, assess, and understand technology," and, "Technological literacy is more of a capacity to understand the broader technological world rather than an ability to work with specific pieces of it." With these two definitions in mind, one realizes that technological literacy is more of an idea rather than specific information, and thus difficult to teach. Technology teachers must find mechanisms that will "facilitate" the development of student technological literacy. There have been many articles describing how to start new courses. This article provides specific actions taken to address: (1) student input to create a standards-based course; (2) how academic core (Science, Technology, Engineering, and Mathematics) information is included into the course; and (3) how to use a new course to encourage the development of student technological literacy.
International Technology Education Association (ITEA). 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: itea@iteaconnect.org; Web site: http://www.iteaconnect.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A