Discussion of impending technological and societal changes considers their impact on the teaching profession, particularly as these changes portend greater multimedia literacy at the expense of traditional literacy (i.e., reading and writing). (CNP)

Teacher decisions to begin using telecommunications in professional practice are influenced by technical literacy, time to learn, hardware-software compatibility, ease of use, cost, and perception of benefits. Issues for experienced users include funding, administrator attitudes, interpersonal relationships on the network, classroom impact,…

Technology education is not an attractive option for developing countries with overwhelming short-term priorities. Rather than building a technologically literate population or preparing people for postsecondary technical education, these countries need curricula that solve basic economic development and unemployment problems. (SK)

Discusses specific technological competencies needed by preschool teachers who work with young children with developmental disabilities. Notes that the competencies were selected based on their applicability to preservice preschool teachers and the duties they perform in the classroom. (RS)

Explores which faculty in the Virginia Community College System faculty are using technology for instruction, and how and why this technology is being used, and discusses the faculty work issues that are related to the use of technology, including teaching, training, time, technical support, and terms (and conditions of employment). (VWC)

Explores what is meant by an understanding of technical material. Proposes five levels of understanding and focuses on descriptions of brain function and structure at the third level. (DDR)

A study of 261 New Zealand students (ages 6-15) investigating technological capability in undertaking technological problem-solving tasks determined that focus on end-product precluded students from fully considering processes to solve problems, that technological approaches were influenced by classroom culture, and that existing concepts of…

Discusses the need for technological literacy and describes its benefits. Offers applications for information technology in secondary agricultural education and preservice teacher education. (JOW)

Explains the development of a research perspective in pedagogy and information and communication technologies (ICT) in the context of visual education and the digital arts. Highlights include the Brighton Media Arts Project; media arts and ICT literacy; influences of culture, subject knowledge, and pedagogy; and teachers' perspectives and…

Calls for an end to information literacy skills being treated as a poor relation in the middle school. Suggests ways that information literacy skills can be incorporated into interdisciplinary instruction, emphasizing that when subject matter and information-seeking skills are integrated and when teachers and library media specialists plan…

Reports on a study that describes in detail the design processes used by small groups of preservice teacher education students engaged in ill-defined, open-ended, self-selected design technology projects. Provides insight to assist teacher educators in designing courses. (Contains 30 references.) (DDR)

Explains the history of technology education as it relates to science education and discusses how new conceptions of scientific and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. Examines how research can provide guidelines for potential interactions…

What does it mean to be literate in the 21st century? Fifty years ago a high school graduate with some basic reading and writing ability could get a well-paying blue-collar job. Today a person at the same level might have trouble finding good work and may be considered illiterate in some circles. The past half-century has brought us not only…

For most of the past century, literacy has been associated with being able to read the printed word. The meaning of literacy, however, is changing (Lankshear & Knobel, 2003). Not only are reading experts expanding their notion of literacy to include technology use (Leu, 2003), but it is included in literacy in other disciplines, as well (Burkhardt…

A technologically literate individual should be able to use, manage, and understand technological concepts and systems. A technologically literate individual should also have the capacity to design, develop, control, use, and assess technological systems and processes. These abilities are essential elements of the universals of technology, as…