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Artículos de revistas sobre el tema "Technological literacy"

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Publicado: 4 de junio de 2021
Última modificación: 1 de agosto de 2024

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1

SAITO, Norifumi. "Technological Literacy". Journal of the Society of Mechanical Engineers 109, n.º 1048 (2006): 140–41. http://dx.doi.org/10.1299/jsmemag.109.1048_140.

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2

Roy, Rustum. "Technological Literacy". Bulletin of Science, Technology & Society 7, n.º 3-4 (agosto de 1987): 569–70. http://dx.doi.org/10.1177/027046768700700324.

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3

Barnett, Michael. "Literacy, technology and ?technological literacy?" International Journal of Technology and Design Education 5, n.º 2 (1994): 119–37. http://dx.doi.org/10.1007/bf00766812.

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4

Wylie, Caitlin, Kathryn Neeley y Sean Ferguson. "Beyond Technological Literacy". Digital Culture & Society 4, n.º 2 (1 de diciembre de 2018): 157–82. http://dx.doi.org/10.14361/dcs-2018-0209.

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Abstract We consider scholarly conversations about digital citizenship as a continuation of centuries of discourse about citizenship, democracy, and technoscience. Conceptually, we critique portrayals of citizenship from Jeffersonian polities to technical literacy to critical health and environmental justice movements. This analysis forms the basis for proposing an alternative, normative theoretical perspective on citizens’ engagement in governance: the ethics of care. This framework enables a move from citizens’ civic engagement as motivated by duty and risk perception to motivated by an affective desire to care for oneself and others. Using the ethics of care, we explore a digital citizenship project about civic open data in Charlottesville, Virginia, as an example of stakeholders caring about and for the construction of digital technologies as well as relationships of mutual interdependence between government and citizens. Despite pervasive assumptions and institutional gaps that limit this project’s success, this case illustrates the potential power of reframing the motivations for democratic engagement as relational and affective rather than based on fear or duty alone.
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5

Dugger, William E. "Standards for Technological Literacy". Phi Delta Kappan 82, n.º 7 (marzo de 2001): 513–17. http://dx.doi.org/10.1177/003172170108200707.

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6

Hasse, Cathrine. "Technological literacy for teachers". Oxford Review of Education 43, n.º 3 (4 de mayo de 2017): 365–78. http://dx.doi.org/10.1080/03054985.2017.1305057.

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7

Hayden, Michael A. "What Is Technological Literacy?" Bulletin of Science, Technology & Society 9, n.º 3 (junio de 1989): 228–33. http://dx.doi.org/10.1177/027046768900900304.

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8

Hayden, Michael A. "What Is Technological Literacy?" Bulletin of Science, Technology & Society 9, n.º 4 (agosto de 1989): 228–33. http://dx.doi.org/10.1177/027046768900900404.

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9

Bugliarello, George. "Reflections on Technological Literacy". Bulletin of Science, Technology & Society 20, n.º 2 (abril de 2000): 83–89. http://dx.doi.org/10.1177/027046760002000201.

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10

Waks, Leonard J. "Reflections on Technological Literacy". Bulletin of Science, Technology & Society 6, n.º 2 (junio de 1986): 331–36. http://dx.doi.org/10.1177/027046768600600239.

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11

Waks, Leonard J. "Reflections On Technological Literacy". Bulletin of Science, Technology & Society 6, n.º 3 (junio de 1986): 331–36. http://dx.doi.org/10.1177/027046768600600339.

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12

Fullinwider, Robert K. "Technological Literacy and Citizenship". Bulletin of Science, Technology & Society 7, n.º 1-2 (febrero de 1987): 320–24. http://dx.doi.org/10.1177/027046768700700153.

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13

Waks, Leonard J. "A Technological Literacy Credo". Bulletin of Science, Technology & Society 7, n.º 1-2 (febrero de 1987): 357–66. http://dx.doi.org/10.1177/027046768700700159.

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14

Romanchuk, A. "CONDITIONS FOR FORMING TECHNOLOGICAL LITERACY OF SCHOOLBOYS". East European Scientific Journal 1, n.º 8(72) (14 de septiembre de 2021): 24–27. http://dx.doi.org/10.31618/essa.2782-1994.2021.1.72.103.

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The article highlights the problem of the formation of technological literacy in the context of modern education. The interest on the part of society and the state in the formation of technologically competent personnel has been substantiated. The theoretical aspects of technological literacy are considered, as well as the concepts of technological literacy, technological culture and technological competence are differentiated. Technological literacy itself was viewed in three contexts: - as a property of the student's personality; -as an educational goal; - as a response of the education system to social demand. The request from the state is represented by a set of regulatory documents that determine the requirements for the quality and content of the educational process. The paper lists the main forms of thinking necessary for the formation of technological literacy, defines the pedagogical goals of technological education. The conditions for the formation of technological literacy in the form of a system of factors are described. Special attention is paid to the technological literacy of the teacher and the mechanism of the successive transfer of personal technological experience from teacher to student is described.
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15

Ameen, Assist Teacher Linda Talib. "Standards Technological Literacy Included in the Content of the Computer Textbooks for the Preparatory Stage". ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, n.º 2 (28 de octubre de 2018): 401–44. http://dx.doi.org/10.36473/ujhss.v223i2.351.

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The research aim to know the percentage of the Standards Technological Literacy contained in the content of the computer textbooks for the preparatory stage in Iraq by answering the following question: What is the percentage of availability for the standards Technological literacy in the content of the computer textbooks that has been decided for the preparatory stage in Iraq in its two branches ( scientific and literary ) which is adopted by the Ministry of Education/ General Directorate of curriculum in the year ( 2016- 2017 )? The researcher adopted the descriptive and analytical approach. The researcher used as a population and a sample of her research two of the textbooks content that has been decided for the preparatory fourth and fifth grade students, year (2014),for both branches scientific and literary. The research tool is the content analysis which has been designed from the list of the adopted standards Technological literacy namely. Besides, confirmed the outward validity and the content validity of the analysis tool, and veracity & reliability of the analysis, Regarding the unit idea (explicit &implicit) as a unit of analysis, The research found that the percentage of availability for the Standards Technological Literacy in the content of the computer textbooks that has been decided for the preparatory stage in Iraq in its two branches (scientific and literary), estimated separately according to the axes of the main criteria for the Standards Technological Literacy is (58.394%), and (41.606%) in order, and it was found that the percentage of the Standards that has been included in the content of computer textbooks for the preparatory stage combined according to the achieved indicators of the Standards Technological Literacy and its percentage to the indicators of the content analysis list is (78.26%).
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16

Hassan, Mehboob Ul y Rafaqat Ali Akbar. "TECHNOLOGICAL LITERACY: TEACHERS’ PROGRESSIVE APPROACH USED FOR 21ST CENTURY STUDENTS’ ACADEMIC SUCCESS IN VIBRANT ENVIRONMENT". Problems of Education in the 21st Century 78, n.º 5 (5 de octubre de 2020): 734–53. http://dx.doi.org/10.33225/pec/20.78.734.

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Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers’ technological literacy on students’ academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach’s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk’s test, ¬ n < 2000, p > .05. Students’ academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers’ gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers’ technological literacy affect 43% on students’ academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students’ success. Keywords: digital citizenship, students’ achievement scores, technological literacy, technological concepts, vibrant environment
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17

Beaver, Donald Deb. "Technological Literacy, Old and New". Bulletin of Science, Technology & Society 6, n.º 2 (junio de 1986): 229–34. http://dx.doi.org/10.1177/027046768600600214.

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As one of the Sloan Foundation's original New Liberal Arts grantees, Williams College has developed a variety of approaches to improve quantitative reasoning and technological literacy, including creating interdisciplinary courses, computer and mathematical workshops, and an STS program. Further development, however, depends critically on what technological literacy may mean in a liberal arts context. Attempts to promote technological literacy, whether in liberal arts settings or not, are likely to founder unless they take account of the complexity and context dependent nature of technological literacy, as well as its history, and its relationship to scientific literacy.
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18

Dugger, William E., Shelli D. Meade, Lisa Delany y Crystal Nichols. "Advancing Excellence in Technological Literacy". Phi Delta Kappan 85, n.º 4 (diciembre de 2003): 316–20. http://dx.doi.org/10.1177/003172170308500414.

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19

Swarts, Jason. "Technological Literacy as Network Building". Technical Communication Quarterly 20, n.º 3 (julio de 2011): 274–302. http://dx.doi.org/10.1080/10572252.2011.578239.

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20

Lewis, Theodore y Charles Gagel. "Technological literacy: a critical analysis". Journal of Curriculum Studies 24, n.º 2 (marzo de 1992): 117–38. http://dx.doi.org/10.1080/0022027920240202.

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21

Grosshans, Raymond R. "Technological Literacy and Teacher Education". Bulletin of Science, Technology & Society 9, n.º 2-3 (abril de 1989): 111–16. http://dx.doi.org/10.1177/027046768900900206.

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22

Wulf, W. A. "A Call for Technological Literacy". IEEE Computer Applications in Power 12, n.º 2 (abril de 1999): 10–12. http://dx.doi.org/10.1109/mcap.1999.755637.

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23

Petrina, Stephen. "The Politics of Technological Literacy". International Journal of Technology and Design Education 10, n.º 2 (octubre de 2000): 181–206. http://dx.doi.org/10.1023/a:1008919120846.

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24

Harrison, Michael y Robert McCormick. "Technological literacy and the curriculum". Computers & Education 19, n.º 4 (noviembre de 1992): 397–400. http://dx.doi.org/10.1016/0360-1315(92)90091-i.

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25

De Vore, Paul W. "Technological literacy and social purpose". Theory Into Practice 31, n.º 1 (enero de 1992): 59–63. http://dx.doi.org/10.1080/00405849209543525.

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26

Beaver, Donald deB. "Technological Literacy, Old and New". Bulletin of Science, Technology & Society 6, n.º 3 (junio de 1986): 229–34. http://dx.doi.org/10.1177/027046768600600314.

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27

DeVore, Paul W. "Cultural Paradigms and Technological Literacy". Bulletin of Science, Technology & Society 7, n.º 3-4 (agosto de 1987): 711–19. http://dx.doi.org/10.1177/027046768700700345.

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28

Roy, Rustum. "Technological Literacy–Phase II Begins". Bulletin of Science, Technology & Society 7, n.º 5-6 (diciembre de 1987): 569–70. http://dx.doi.org/10.1177/0270467687007005-601.

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29

DeVore, Paul W. "Cultural Paradigms and Technological Literacy". Bulletin of Science, Technology & Society 7, n.º 5-6 (diciembre de 1987): 711–19. http://dx.doi.org/10.1177/0270467687007005-622.

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30

Fleming, Reg. "Literacy for a technological age". Science Education 73, n.º 4 (julio de 1989): 391–404. http://dx.doi.org/10.1002/sce.3730730402.

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31

Abdullah, Adigzel. "New pedagogical literacy requirement resulting from technological literacy in education". Educational Research and Reviews 9, n.º 14 (23 de julio de 2014): 478–86. http://dx.doi.org/10.5897/err2014.1825.

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32

Lee, Choon-Sig. "Exploring Technological and Engineering Literacy Standards". Institute for Education and Research Gyeongin National University of Education 3, n.º 2 (2020): 1–17. http://dx.doi.org/10.25020/joe.2020.3.2.1.

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33

Khotuntsev, Yuri Leontievich y Maxim Nikolaevich Rusin. "Standards of technological and engineering literacy". School and Industry, n.º 5 (2021): 37–43. http://dx.doi.org/10.47639/0037-4024_2021_5_37.

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34

Stupina, E. E. y I. A. Stupin. "Russian Society's Attitude Toward Technological Literacy". Problems of Economic Transition 55, n.º 10 (1 de febrero de 2013): 71–77. http://dx.doi.org/10.2753/pet1061-1991551007.

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35

Freeman, Julie, Sora Park y Catherine Middleton. "Technological literacy and interrupted internet access". Information, Communication & Society 23, n.º 13 (5 de junio de 2019): 1947–64. http://dx.doi.org/10.1080/1369118x.2019.1623901.

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36

Krøjer, Jo y Katia Dupret. "Moral Literacy in Technological Care Work". Ethics and Social Welfare 9, n.º 1 (4 de septiembre de 2014): 50–63. http://dx.doi.org/10.1080/17496535.2014.938672.

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37

Segal, Howard P. "The Several Ironies of Technological Literacy". Bulletin of Science, Technology & Society 9, n.º 1 (febrero de 1989): 61–65. http://dx.doi.org/10.1177/027046768900900108.

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38

Jones, Russel C. "Technological Literacy for Liberal Arts Majors:". Bulletin of Science, Technology & Society 12, n.º 3 (junio de 1992): 138–48. http://dx.doi.org/10.1177/027046769201200304.

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39

Hayden, Michael A. "Diversity Factors Related To Technological Literacy". Bulletin of Science, Technology & Society 17, n.º 4 (agosto de 1997): 218–26. http://dx.doi.org/10.1177/027046769701700452.

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40

Feola, Elvia Ilaria. "Digital Literacy and New Technological Perspectives". Universal Journal of Educational Research 4, n.º 9 (septiembre de 2016): 2174–80. http://dx.doi.org/10.13189/ujer.2016.040929.

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41

Miller, Jon D. "Technological Literacy: Some Concepts and Measures". Bulletin of Science, Technology & Society 6, n.º 2 (junio de 1986): 195–201. http://dx.doi.org/10.1177/027046768600600209.

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42

Devore, Paul W. "Measuring Technological Literacy: Problems and Issues". Bulletin of Science, Technology & Society 6, n.º 2 (junio de 1986): 202–9. http://dx.doi.org/10.1177/027046768600600210.

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43

Miller, Jon D. "Technological Literacy: Some Concepts and Measures". Bulletin of Science, Technology & Society 6, n.º 3 (junio de 1986): 195–201. http://dx.doi.org/10.1177/027046768600600309.

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44

DeVore, Paul W. "Measuring Technological Literacy: Problems and Issues". Bulletin of Science, Technology & Society 6, n.º 3 (junio de 1986): 202–9. http://dx.doi.org/10.1177/027046768600600310.

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45

Mitcham, Carl. "Sts and Technological Literacy: Higher Education". Bulletin of Science, Technology & Society 7, n.º 1-2 (febrero de 1987): 39–41. http://dx.doi.org/10.1177/027046768700700108.

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46

Williams, William H. A. "Symbiotechnosis: the Challenge to Technological Literacy". Bulletin of Science, Technology & Society 7, n.º 1-2 (febrero de 1987): 325–29. http://dx.doi.org/10.1177/027046768700700154.

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47

Herkert, Joseph R. "High-Risk Technology and Technological Literacy". Bulletin of Science, Technology & Society 7, n.º 3-4 (agosto de 1987): 730–37. http://dx.doi.org/10.1177/027046768700700347.

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48

Herkert, Joseph R. "High-Risk Technology and Technological Literacy". Bulletin of Science, Technology & Society 7, n.º 5-6 (diciembre de 1987): 730–37. http://dx.doi.org/10.1177/0270467687007005-624.

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49

Gorham, Douglas, Pam B. Newberry y Theodore A. Bickart. "Engineering Accreditation andStandards for Technological Literacy". Journal of Engineering Education 92, n.º 1 (enero de 2003): 95–99. http://dx.doi.org/10.1002/j.2168-9830.2003.tb00744.x.

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50

Liddament, Terry. "Technological literacy: the construction of meaning". Design Studies 15, n.º 2 (abril de 1994): 198–213. http://dx.doi.org/10.1016/0142-694x(94)90025-6.

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