Each of these questions involves a form of critical thinking, and none of the questions is
easy to answer, even though the technology itself may seem simple.
For example, the tape that seals the computer box is intended to keep the box from open-
ing in transit. It may also be designed to prevent the labels from coming off, or to keep the
ink from smearing. However, the tape may make it hard to open the box, and the tape that
remains stuck to the cardboard may make the box useless afterward. The tape could come
undone if it gets wet, or even if it is too hot or too humid. Maybe the tape should be replaced
by string, which would be waterproof and might make the box easier to reuse. Also, string
could serve as the base for a handle, which would make the box easier to carry. But there
are problems with using string as well. It could get caught on something and create a safety
hazard. Technological literacy means the ability to critically evaluate the purposes and ef-
fects of a form of technology. It also includes a willingness to make suggestions for how the
technology can be changed to make it work better. The first of these activities is called anal-
ysis; the second is design or redesign.
Analysis and design are generally not included in discussions about learning technology.
When students “learn computers,” they nearly always do so as users, rather than as analyzers
or designers. There are few adults who really know how computers work, let alone how to de-
sign them. Learning to use a computer does not mean learning computer technology any more
than learning to drive a car implies an understanding of automotive technology. On the other
hand, there are many simple technologies, such as tape and string, that nearly everyone can
think about and evaluate, and even test for themselves to see which one works better.
Technological literacy is not only about figuring things out for yourself. As in any other
subject, there are a host of big ideas, which are best learned for and through activities, in
this case analysis and design. Some of the organizing concepts of technology are inputs, out-
puts, systems, materials, information, energy, environments, controls, constraints, trade-
offs, side effects, and failure. The most important processes in technology include brain-
storming, scavenger hunts, classifying, sorting, data collection, data analysis, modeling,
identifying needs, setting design goals, establishing design criteria, evaluation, troubleshoot-
ing, maintenance, repair, reuse, redesign, and communication.
Technology education is a broad undertaking that can provide a context for all of the
other disciplines. To compare competing technologies, one has to set up a “fair test,” which
is one of the basic processes of science. Collecting data, organizing it, and finding a pattern
all require mathematical thinking. Negotiating solutions and presenting them are exercises
in written, oral, and graphic communication. The problems students solve can and should
be their own problems, such as how to reduce the interruptions in a classroom or improve
the traffic flow in the cafeteria. As students analyze and design solutions to these sorts of
problems, they engage in democratic decision making, which is a basic goal of social studies
education. When viewed this way, technology can support critical thinking throughout the
curriculum.
***JOIN THE CONVERSATION—TECHNOLOGICAL LITERACY
Questions to Consider:- Gary Benenson defines technology and technological literacy in a very different way
from people who identify them with the ability to use a computer. Do you agree or dis-
agree with his position? Why or why not? - How do Gary’s ideas influence the way you think about promoting technological liter-
acy in your content area?
LITERACY 197