Defining Technological Literacy

Towards an Epistemological Framework
2006. Auflage 2014
ISBN: 978-1-137-37346-5
Verlag: Palgrave MacMillan Us

Buch, Englisch, 223 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 3067 g

Never before have we so needed a new literacy that will enable us to meaningfully participate in the rapidly evolving technologically mediated world. This collection offers a solid basis for defining this new technological literacy by bringing together theoretical work encompassing philosophy, design, and pedagogy.

Zielgruppe

Research

Autoren/Hrsg.

Dakers, J.

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaft und Gesellschaft | Kulturwissenschaften Kulturwissenschaften
• Sozialwissenschaften Medien- und Kommunikationswissenschaften Medienwissenschaften
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie

Inhaltsverzeichnis

PART I Preface Defining Technological Literacy What Is the Philosophy of Technology? How to Understand Mundane Technology: New Ways of Thinking about Human-Technology Relations Understanding the Technological Urge: The Ambiguous Legacy of Techne Towards a Philosophy for Technology Education PART II: DESIGN IN TECHNOLOGY EDUCATION The Design of Design The Designer Fallacy and Technological Imagination PART III: THE NATURE OF TECHNOLOGICAL ACTIVITY Technology and Knowledge: Contributions from Learning Theories Technological Knowledge and Artefacts: An Analytical View Skill in Technology Creative Technological Performance PART IV: TECHNOLOGY, DESIGN AND SOCIETY: IMPLICATIONS FOR TEACHING Gender and Technology: Gender Mediation in School Knowledge Pedagogy to Promote Reflection and Understanding in School Technology Courses "Technology, Design and Society" versus "Science, Technology and Society (STS)": Learning Some Lessons Implicit Theories of Learning: Implications for Technology Education Teachers Human Beings as Technological Artefacts Technology and Ethics PART V: COMPUTERS AND THE WORLD WIDE WEB: CONSEQUENCES FOR TECHNOLOGY AND EDUCATION New Technologies/New Literacies: Redesigning Education in the Contemporary Era Globalization and the Renewal of Technological Literacy Technologizing Pedagogy: The Phenomenology of E-Learning

Über Autor(innen)

Wendy Dow, France
Andrew Feenberg, Simon Fraser University, Canada
J. Britt Holbrook, University of North Texas, USA
Don Ihde, Stony Brook University, USA
Tim Ingold, University of Aberdeen, UK
Richard Kahn, Antioch University, USA
Steve Keirl, University of London, UK
Douglas Kellner, UCLA, USA
Mike Michael, University of Sydney, Australia
Carl Mitcham, Colorado School of Mines, USA
Michael A. Peters, University of Illinois at Urbana-Champaign, USA
Marc J. de Vries, Delft University of Technology, The Netherlands