This book attempts to rethink the concept of technological literacy in a modern context, not only in terms of a subject area taught in schools, but also as an important general concept that all citizens should engage with. As this book will illustrate, the concept of technological literacy has no universally agreed definition.
Rezensionen / Stimmen
"The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems." Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Université, France
"Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education." - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands
"Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover, the speed withwhich technologies change calls for a running frontier, well exemplified here." - Don Ihde, Distinguished Professor of Philosophy, Stony BrookUniversity, USA
