New Frontiers in Technological Literacy

Breaking with the Past
2014. Auflage 2014
ISBN: 978-1-137-38632-8
Verlag: Palgrave MacMillan Us

Buch, Englisch, 183 Seiten, Format (B × H): 152 mm x 231 mm, Gewicht: 3051 g

This book attempts to rethink the concept of technological literacy in a modern context, not only in terms of a subject area taught in schools, but also as an important general concept that all citizens should engage with. As this book will illustrate, the concept of technological literacy has no universally agreed definition.

Autoren/Hrsg.

Dakers, J.

Fachgebiete

• Technische Wissenschaften Technik Allgemein Technik: Allgemeines
• Sozialwissenschaften Medien- und Kommunikationswissenschaften Medienwissenschaften
• Mathematik | Informatik EDV | Informatik Informatik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein Soziale und ethische Aspekte der EDV
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

Foreward; Carl Mitcham Introduction: Breaking with the Past; John R. Dakers 1.Technological Literacy as a Creative Process of Becoming Other; John R. Dakers 2.Postliterate Machineries; Stephen Petrina 3.Technology and Technology Education: Perspectives from a young person; Molly Watson 4.Technological Literacy and Digital Democracy: a relationship grounded in Technology Education; P. John Williams 5.Re-Envisioning Our Knowledge Tradition: From Gender-Blind to Gender Aware; Mary Kirk 6.Eco-technological Literacy for Resiliency; Leo Elshof 7.A Chinese Perspective on Technological Literacy; Nan Wang 8.Enabling both reflection and action: a challenge facing technology education; David Barlex 9.From CyberEducation to CyberActivism: Can CyberLiteracy Transform the Public Sphere?; Andoni Alonso 10.Situating technological literacy in the workplace; Jamie Wallace and Cathrine Hasse 11.Genetic literacy: Scientific input as a precondition for personal judgment?; Silja Samerski

Über Autor(innen)

Andoni Alonso, The Complutense University of Madrid, Spain
David Barlex, The Design and Technology Association, UK
Leo Elshof, Acadia University, Canada
Cathrine Hasse, Aarhus University, Denmark
Mary Kirk, Metropolitan State University, USA
Carl Mitcham, Colorado School of Mines, USA
Stephen Petrina, University of British Columbia, Canada
Silja Samerski, University of Oldenburg, Germany
Jamie Wallace, Aarhus University, Denmark
Nan Wang, University of Chinese Academy of Sciences, China
Molly Watson, Student, UK
John Williams, University of Waikato, New Zealand