Defining technological literacy : towards an epistemological framework
Defining technological literacy : towards an epistemological framework
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定义技术素养：走向认识论框架
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发表时间：
2006
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通讯作者：
J. Dakers
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作者：
J. Dakers
第一部分前言定义技术素养什么是技术哲学？如何理解世俗技术：思考人与技术关系的新方法理解技术冲动：技术对技术教育哲学的模糊遗产第二部分：技术教育中的设计设计的设计设计师谬误和技术想象第三部分：技术活动的本质技术和知识：学习理论的贡献技术知识和人工制品分析观点技术技能创新技术表现第四部分：技术、设计与社会：对教学的影响性别与技术学校知识教学法中的性别调解促进学校技术课程“技术、设计与社会”与“科学、技术与社会（STS）”的反思和理解：吸取一些教训对技术教育教师的启示作为技术人工制品的人类技术与伦理第五部分：计算机与万维网：技术与教育的后果新技术/新素养：当代教育的重新设计全球化与技术素养的更新技术化教学：电子学习的现象学
PART I Preface Defining Technological Literacy What Is the Philosophy of Technology? How to Understand Mundane Technology: New Ways of Thinking about Human-Technology Relations Understanding the Technological Urge: The Ambiguous Legacy of Techne Towards a Philosophy for Technology Education PART II: DESIGN IN TECHNOLOGY EDUCATION The Design of Design The Designer Fallacy and Technological Imagination PART III: THE NATURE OF TECHNOLOGICAL ACTIVITY Technology and Knowledge: Contributions from Learning Theories Technological Knowledge and Artefacts: An Analytical View Skill in Technology Creative Technological Performance PART IV: TECHNOLOGY, DESIGN AND SOCIETY: IMPLICATIONS FOR TEACHING Gender and Technology: Gender Mediation in School Knowledge Pedagogy to Promote Reflection and Understanding in School Technology Courses "Technology, Design and Society" versus "Science, Technology and Society (STS)": Learning Some Lessons Implicit Theories of Learning: Implications for Technology Education Teachers Human Beings as Technological Artefacts Technology and Ethics PART V: COMPUTERS AND THE WORLD WIDE WEB: CONSEQUENCES FOR TECHNOLOGY AND EDUCATION New Technologies/New Literacies: Redesigning Education in the Contemporary Era Globalization and the Renewal of Technological Literacy Technologizing Pedagogy: The Phenomenology of E-Learning