Technoliteracy
Technological Literacy In Secondary Education
Technological Literacy in Secondary Education
Although not easy to define, it seems that the term technological literacy has become a part of the human vocabulary in recent years. As a member of the committee designated by the Board of education, I have formulated a good approach to address the gray area of this term’s definition. The definitions of some credible sources can help shape this definition and combine these ideas for a more general, but concrete definition of the term technological literacy for secondary education. For defining technological literacy we can not only define it in the context of technological literacy in the secondary educational arena, but emphasize on the importance of technological literacy. Here we can narrow down the definition from a broader one, being the importance of technological literacy on the basis of understanding the tools of technology in an ever changing, technologically and advanced nation. We can expand this notion to include: exposure, sources and accessibility, society, and age group, and demographics concerning secondary education. These are the factors that will make up our definition of technological literacy in secondary education.
First of all it is important to define the tools of technological literacy by narrowing down what it could include for secondary education. According to the International reading association states that,
“Students who graduate from secondary school…encounter the literacies demanded by a wide variety of information and communication technologies (ICTs): Web logs (blogs), word processors, video editors, World Wide Web browsers, Web editors, e-mail, spreadsheets, presentation software, instant messaging, plug-ins for Web resources, listservs, bulletin boards, avatars, virtual worlds, and many others.” (International reading association 2006).
Technological Literacy in Secondary Education
Although not easy to define, it seems that the term technological literacy has become a part of the human vocabulary in recent years. As a member of the committee designated by the Board of education, I have formulated a good approach to address the gray area of this term’s definition. The definitions of some credible sources can help shape this definition and combine these ideas for a more general, but concrete definition of the term technological literacy for secondary education. For defining technological literacy we can not only define it in the context of technological literacy in the secondary educational arena, but emphasize on the importance of technological literacy. Here we can narrow down the definition from a broader one, being the importance of technological literacy on the basis of understanding the tools of technology in an ever changing, technologically and advanced nation. We can expand this notion to include: exposure, sources and accessibility, society, and age group, and demographics concerning secondary education. These are the factors that will make up our definition of technological literacy in secondary education.
First of all it is important to define the tools of technological literacy by narrowing down what it could include for secondary education. According to the International reading association states that,
“Students who graduate from secondary school…encounter the literacies demanded by a wide variety of information and communication technologies (ICTs): Web logs (blogs), word processors, video editors, World Wide Web browsers, Web editors, e-mail, spreadsheets, presentation software, instant messaging, plug-ins for Web resources, listservs, bulletin boards, avatars, virtual worlds, and many others.” (International reading association 2006).
References: Bergeson, Dr. Terry, Office of Washington, Superintendent of Public Instruction Defining Technology Literacy, (2002), Retrieved March, 2008 from the Superintendent of Public Instruction website: http://www.k12.wa.us/edtech/ExpandedTechLitDef.aspx Donald J. Leu, Jr. Charles K. Kinzer, Julie Coiro, Dana W. Cammack, Newark, DE: Chapter 54, (2004), Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies, Retrieved March, 2008 from the International Reading Association website: http://www.reading.org/Library/Retrieve.cfm?D=10.1598/0872075028.54&F=bk502-54-Leu.html, IES, (2007), Computer and Internet Use by Students in 2003, Retrieved March, 2008 from the National Center for Education Statistics website: http://nces.ed.gov/Pubsearch/pubsinfo.asp?pubid=2006065 Intel Education, ©Intel Corporation, Intel® Teach Program, (2008), Retrieved March, 2008, from the Intel Corporation website: http://www.intel.com/education/teach/index.htm?iid=ed_nav+teach, Journal of Technology Education, Volume 4, Number 2, Fall (1993), Retrieved March, 2008 from the Digital Library Archives Website: http://scholar.lib.vt.edu/ejournals/JTE/v4n2/waetjen.jte-v4n2.html Saskatchewan Education, Chapter V: Technological Literacy, Retrieved March, 2008 from the Saskatchewan Education website: http://www.sasked.gov.sk.ca/docs/policy/cels/el5.html U.S Department of Education, Archived Information (1997), Technological Literacy, Retrieved March, 2008, from U.S Department of Education website: http://www.ed.gov/updates/PresEDPlan/part11.html,