Topics: High school, Technology, Education Pages: 9 (1675 words) Published: May 18, 2014

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). Even though students may be exposed to all of these technologies, doesn’t mean that they will be completely literate in the use of all of those listed above. So, it is safe to say that our definition includes that exposure to many forms of technology can increase the technological literacy at the secondary educational level. Then there is the idea that students who are technologically literate should be able to access a wide variety of tools available to them and use them to their advantage. As we know, the Board of Education created a plan to make schools technologically literate in 1996. According to the plan, devised by President Clinton, the board hoped that by the 21st century all schools would be equipped with the tools and teaching staff that would make this possible. According to the Department of Education, “Children with access to computers and trained teachers can learn faster and learn better,” and then furthering the explanation with an example, “instead of reading about the human circulatory system in a book and seeing textbook pictures, students can use technology to see blood moving through veins and arteries, watch the process of oxygen entering the bloodstream.” (Department of Education, “Technological Literacy,”1997). With this idea in mind, it is safe to say that technological literacy at the secondary educational level includes the notion that sources and accessibility can also contribute to the technological literacy at this academic level and further emphasizes the importance of technology in schools. Next we can examine how these students can use the tools available to them currently if they are technologically literate and what advantages they have because of this. Students have a greater access to computers these days, but those who do not are perhaps at a disadvantage. They may have to use a computer elsewhere which may decrease the amount of access that they actually have to use the device. Most may agree that computers are one of the...

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