Defining Technological Literacy Toards an Epistemological Frameork [Paperback]

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.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

Dakers . . . and an international slate of contributors offer this collection of 18 essays that explore humanity's responsibility for becoming more critically involved in the discussions surrounding the technologies that are so rapidly transforming the world. The book . . . engages the reader to deliberate more critically lã$