Technological literacy is perceived by Dyrenfurth and Kozack’s (1991 as cited in Jenkins, 1997, p.9) as “a multi-dimensional term that necessarily includes the ability to use technology (practical dimension), the ability to understand the issues raised by the use of technology (civic dimension) and the appreciation of the significance of technology (cultural dimension)”. A more refined definition of technological literacy is given by Rennie (2003, as cited in Goodrum and Reenie, 2007, p.6) as an understanding of the: “designed world, its artefacts, systems and the infrastructure to maintain them; have practical skills in using artefacts and fixing simple technical problems; are able to identify practical problems, design and test solutions; recognise risks and weigh costs and benefits associated with new technologies; can evaluate, select and safely use products appropriate to their needs; and contribute to decision-making about the development and use of technology in environmental and social contexts”. A similar definition is shared by Dawson and Venville (2007, p.205-205) that “technology involves the application of information, materials and systems to solve problems of a practical and applied nature”.
In the NSW Syllabus being technologically literate means to be engaged and able to solve “real problems and creating ideas and solutions in response to needs and opportunities in a range of technological context” (Board of Studies, 2013, p.12). The area of technology in the syllabus is primarily focused on the design process to “enable people to manage, interpret, shape and alter their environment to improve their quality of life at home, school, in workplaces and the broader community” (Board of Studies, 2013, p.12) in response to these real problems. The syllabus does not limit the context of technology to digital but includes a wide scope of contexts such as “agriculture, engineering, food, and graphics, industrial” and product design using a range of materials (Board of Studies, 2013).
The application of technology literacy in these contexts is referred to as Working Technologically in the syllabus and this process of learning engages students to “use technology skills, knowledge and understanding to create solutions” in meaningful and realistic situations that are reflective of the local and global communities. A key word that is used in syllabus when discussing technology is creativity which is described as the “production of novel though solutions, or products based on experience and knowledge” (Dawson and Venville, 2007, p.205) that engages risk-taking and critical thinking (Board of Studies, 2013).
In the NSW Syllabus being technologically literate means to be engaged and able to solve “real problems and creating ideas and solutions in response to needs and opportunities in a range of technological context” (Board of Studies, 2013, p.12). The area of technology in the syllabus is primarily focused on the design process to “enable people to manage, interpret, shape and alter their environment to improve their quality of life at home, school, in workplaces and the broader community” (Board of Studies, 2013, p.12) in response to these real problems. The syllabus does not limit the context of technology to digital but includes a wide scope of contexts such as “agriculture, engineering, food, and graphics, industrial” and product design using a range of materials (Board of Studies, 2013).
The application of technology literacy in these contexts is referred to as Working Technologically in the syllabus and this process of learning engages students to “use technology skills, knowledge and understanding to create solutions” in meaningful and realistic situations that are reflective of the local and global communities. A key word that is used in syllabus when discussing technology is creativity which is described as the “production of novel though solutions, or products based on experience and knowledge” (Dawson and Venville, 2007, p.205) that engages risk-taking and critical thinking (Board of Studies, 2013).