Hi David,

 

I've been thinking about your question: 

"Do we have tools for adult learners, for example media literacy
curricula, to enable thinking for onself in a world where increasingly
information comes from the (e)mergingmultimedia of
mobilephone/TV/Web/blog/wiki/podcast/social networking Web
spaces/Electronic Newspaper/Twitter/Jott?"

 

I encourage our fellow tech list members to forward their thoughts and
resources.

I have a couple of specific instructional/curricular resources I'll send
in a second post. 

 

But, for now your question made me consider the world we are preparing
our students to flourish in. One of the exciting new initiatives
nationally is post-secondary transition for adult ed. students. I
believe the movement in this area will amount to a true paradigm shift
in adult ed because it responds to a fundamental question about the
requirements of living in contemporary society. I believe another such
area may be technological literacy as a content basis for curricula. I'm
going to re-post some out takes from a message I sent about a year ago
on the topic with regard to National Academies publication called "Tech
Tally":

 

Definition: Technological literacy is an individual's, "understanding of
technology at a level that enables effective functioning in a modern
technological society." It is comprised of three dimensions: knowledge
(both factual and conceptual), capabilities (fluency in the use of
technologies for problem solving) and critical thinking decision making
(the approach we take when considering new technologies for their
benefit and consequences individually and to society). 

Characteristics of a Technologically Literate Person 

Knowledge 

* Recognizes the pervasiveness of technology in everyday life. 

* Understands basic engineering concepts and terms, such as 
systems, constraints, and trade-offs. 

* Is familiar with the nature and limitations of the engineering 
design process. 

* Knows some of the ways technology has shaped human history and 
how people have shaped technology. 

* Knows that all technologies entail risk, only some of which 
can be anticipated. 

* Appreciates that the development and use of technology involve 
trade-offs and a balance of costs and benefits. 

* Understands that technology reflects the values and culture of 
society. 

Critical Thinking and Decision Making 

* Asks pertinent questions, of self and others, regarding the 
benefits and risks of technologies. 

* Weighs available information about the benefits, risks, costs, 
and trade-offs of technology in a systematic way. 

* Participates, when appropriate, in decisions about the 
development and uses of technology. 

Capabilities 

* Has a range of hands-on skills, such as operating a variety of 
home and office appliances and using a computer for word processing and 
surfing the Internet. 

* Can identify and fix simple mechanical or technological 
problems at home or at work. 

* Can apply basic mathematical concepts related to probability, 
scale, and estimation to make informed judgments about technological 
risks and benefits. 

* Can use a design-thinking process to solve a problem 
encountered in daily life. 

* Can obtain information about technological issues of concern 
from a variety of sources.

 


What do others think?

Best,

Mariann

 

Mariann Fedele

Director,

NYC Regional Adult Education Network

Literacy Assistance Center

Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org


----- Original Message ---- 
From: David J. Rosen <djrosen at comcast.net
<http://www.nifl.gov/mailman/listinfo/technology> > 
To: The Technology and Literacy Discussion List <technology at nifl.gov
<http://www.nifl.gov/mailman/listinfo/technology> > 
Sent: Saturday, May 17, 2008 8:48:12 AM 
Subject: [Technology 1644] "From literacy to digiracy" 

Colleagues, 

I am intrigued by the last sentence of a May 16, 2008 article in the
Economist entitled "From literacy to digiracy" 

Teachers must recognise that our pedagogical tools are inconsistent with
the skills needed 
to survive in a world where people are always connected to everyone and
everything. In such a world, 
learning to think for oneself could well be more important than simply
learning to read and write. 


http://www.economist.com/science/displaystory.cfm?story_id=11392128 

Do we have tools for adult learners, for example media literacy
curricula, to enable thinking for onself in a world where increasingly
information comes from the (e)mergingmultimedia of
mobilephone/TV/Web/blog/wiki/podcast/social networking Web
spaces/Electronic Newspaper/Twitter/Jott? 

How do we help adult learners and ourselves sort the wheat from the
chaff? 

David J. Rosen 
djrosen at comcast.net <http://www.nifl.gov/mailman/listinfo/technology>


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