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New frontiers in technological literacy = breaking with the past /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	New frontiers in technological literacy/ Edited by John R. Dakers.
Reminder of title:	breaking with the past /
Author:	Dakers, John R,
Published:	Basingstoke :Palgrave Macmillan : : 2014.,
Description:	208 p. :2 ill. :
Notes:	Electronic book text.
Subject:	Education. -
Online resource:	Online journal 'available contents' page
ISBN:	1137394757 (electronic bk.) :

New frontiers in technological literacy = breaking with the past /
Dakers, John R,

New frontiers in technological literacybreaking with the past /[electronic resource] :Edited by John R. Dakers. - 1st ed. - Basingstoke :Palgrave Macmillan :2014. - 208 p. :2 ill.

Electronic book text.

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.

Document

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.New Frontiers in Technological Literacy examines new aspects of how students, citizens, and teachers become technologically literate and the aspects of their lives that are mediated by technological literacy. Scholars from four continents consider how technological literacy is shaped by everything from gender to age to country of origin and shapes our relationships to democracy, sustainability, medicine, education, philosophy, and our workplaces. With incisive and forward-looking chapters on topics ranging from scientific and genetic literacy to digital democracy, New Frontiers in Technological Literacy joins Defining Technological Literacy in uncovering how technological literacy affects education, work, and life in the modern world.

PDF.

John R. Dakers teaches at the Technology University of Delft, the Netherlands. His recent book Defining Technological Literacy (2006) is now in its second edition.

ISBN: 1137394757 (electronic bk.) :£20.00Subjects--Topical Terms:

555912
Education.

LC Class. No.: T65.3 / .N448 2014

Dewey Class. No.: 607.1

New frontiers in technological literacy = breaking with the past /
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505 0 $a 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.
516 $a Document
520 $a 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. $b New Frontiers in Technological Literacy examines new aspects of how students, citizens, and teachers become technologically literate and the aspects of their lives that are mediated by technological literacy. Scholars from four continents consider how technological literacy is shaped by everything from gender to age to country of origin and shapes our relationships to democracy, sustainability, medicine, education, philosophy, and our workplaces. With incisive and forward-looking chapters on topics ranging from scientific and genetic literacy to digital democracy, New Frontiers in Technological Literacy joins Defining Technological Literacy in uncovering how technological literacy affects education, work, and life in the modern world.
520 1 $a 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 Universite, 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.
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