All Americans need to better understand the wide variety of technology used everyday. The need for technological understanding has never been greater at both an individual and national level. Creating a population with a more empowered relationship with technology will require a significant and widespread initiative in undergraduate education. Standard course models and materials that are easily adoptable in diverse and varied institutional environments will facilitate this effort. A framework to evaluate technology literacy courses was proposed as part of a recent NSF/NAE Workshop. This work attempts to forge links between recently established definitions of technological literacy, course structures and student learning at the undergraduate level, and the needs of faculty in proposing and developing new technology literacy courses. The framework also provides a benchmark to institutions for evaluating and establishing new technology courses. This was accomplished through a review and survey of the 22 existing successful courses on technology recently developed and being taught. The proposed framework intends to from the facilitating infrastructure for an online repository of course materials to help expand and enrich the growing community devoted to a broader understanding of technology by all Americans.
|Original language||English (US)|
|Journal||Proceedings - Frontiers in Education Conference, FIE|
|Publication status||Published - Dec 1 2008|
|Event||38th ASEE/IEEE Frontiers in Education Conference, FIE 2008 - Saratoga Springs, NY, United States|
Duration: Oct 22 2008 → Oct 25 2008
All Science Journal Classification (ASJC) codes
- Computer Science Applications