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ERIC Number: EJ905115
Record Type: Journal
Publication Date: 2003
Pages: 10
Abstractor: ERIC
Reference Count: 18
ISSN: ISSN-1071-6084
A Curricular and Instructional Challenge: Teaching and Learning for Technological Literacy/Capability
Levande, James S.
Journal of Technology Studies, v29 n2 p88-97 Sum-Fall 2003
A major assumption of this article is that the field of technological studies is committed to the development of technological literacy and capability. And, that the need for technological literacy and capability is essential to avoid a breakdown in the quality of contemporary life. A major problem exists in how this is to be accomplished. The problem's solution requires answers to the questions of: To what extent or degree should it be achieved at any given time and place? Where should it be achieved? and Who is responsible in achieving literacy and capability? Streichler (2000) encapsulated the issues that revolve around these questions by asking the field to establish a framework and formalize a continuum that addresses "technology" and the "learner". The challenges that must be met in achieving the "continuum" include: (1) changes in professional behavior; (2) bringing segments of the field together; (3) giving up past concepts and processes; and (4) the quality, direction, and quantity of research in the field. In this article, the author discusses these challenges and the application of the user/learner-centered approach to the challenges The user-centered complex of technology, because of its inclusive nature, can accommodate the other remaining functions for the establishment of a continuum. The author examines each in relation to its place in the complex. (Contains 2 figures.)
Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A