Technological literacy reconsidered: a model for enactment

被引：26
作者：
Ingerman, Ake [1 ]
Collier-Reed, Brandon [2 ,3 ]
机构：
[1] Univ Gothenburg, Dept Educ, Gothenburg, Sweden
[2] Univ Cape Town, Ctr Res Engn Educ, ZA-7925 Cape Town, South Africa
[3] Univ Cape Town, Dept Mech Engn, ZA-7925 Cape Town, South Africa
来源：
INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION | 2011年 / 21卷 / 02期
基金：
瑞典研究理事会;
关键词：
Technological literacy; Technology education;
D O I：
10.1007/s10798-009-9108-6
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets-the potential for and enactment of technological literacy-where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed.
引用
收藏
页码：137 / 148
页数：12
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