New Frontiers in Technological Literacy - Breaking With the Past

Zusatztext "The beginning of our twenty-first century is marked by many breaks that affect our social! economic! cultural! and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions! they generate opposing feelings from the most basic rejection to unconditional adherence. This book! by the richness of contributions from leading international experts! lays the foundation of an appropriate place for technology education in all our educational systems." Jacques Ginestie! Director! ESPE Aix-Marseille! Aix-Marseille Université! France "Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long! and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education." - Marc de Vries! Professor of Reformational Philosophy! Delft University of Technology! The Netherlands "Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover! the speed withwhich technologies change calls for a running frontier! well exemplified here." - Don Ihde! Distinguished Professor of Philosophy! Stony Brook University! USA Informationen zum Autor Andoni Alonso, The Complutense University of Madrid, SpainDavid Barlex, The Design and Technology Association, UKLeo Elshof, Acadia University, CanadaCathrine Hasse, Aarhus University, DenmarkMary Kirk, Metropolitan State University, USACarl Mitcham, Colorado School of Mines, USAStephen Petrina, University of British Columbia, CanadaSilja Samerski, University of Oldenburg, GermanyJamie Wallace, Aarhus University, DenmarkNan Wang, University of Chinese Academy of Sciences, ChinaMolly Watson, Student, UKJohn Williams, University of Waikato, New Zealand Klappentext 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. Zusammenfassung 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. 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...

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 den Autor / die Autorin

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

Zusatztext

"The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems." Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Université, France

"Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education." - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands

"Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover, the speed withwhich technologies change calls for a running frontier, well exemplified here." - Don Ihde, Distinguished Professor of Philosophy, Stony BrookUniversity, USA

Bericht

"The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems." Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Université, France
"Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education." - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands
"Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover, the speed withwhich technologies change calls for a running frontier, well exemplified here." - Don Ihde, Distinguished Professor of Philosophy, Stony BrookUniversity, USA

Produktdetails

• Autoren: John R. Dakers
• Mitarbeit: Dakers (Herausgeber), J Dakers (Herausgeber), J. Dakers (Herausgeber), John R. Dakers (Herausgeber)
• Verlag: Palgrave UK
• Sprache: Englisch
• Produktform: Fester Einband
• Erschienen: 10.07.2014
• EAN: 9781137394743
• ISBN: 978-1-137-39474-3
• Seiten: 183
• Themen: Geisteswissenschaften, Kunst, Musik > Pädagogik > Schulpädagogik, Didaktik, Methodik; Naturwissenschaften, Medizin, Informatik, Technik > Informatik, EDV > Allgemeines, Lexika; B, Media Studies, Sociology, Society, Society & social sciences, Communication, computer science, engineering, Computer Science, general, Social Sciences, Social Sciences, general, Media and Communication, Computers and Society, Ethical & social aspects of IT, Computers and civilization, Engineering: general, Educational Technology, Engineering, general, Technology and Engineering, Palgrave Education Collection, Digital Education and Educational Technology