Making the Case for Technological Literacy

沃尔夫9814135 国家工程院和国家研究理事会的科学、数学和工程教育中心建议提高公众对技术素养的认识。 这是通过三个讲习班和一个专题讨论会来实现的，以确定技术扫盲、其对国家的重要性以及如何最好地实现技术扫盲。关于教学、工具和资源以及实施技术扫盲的讲习班和委托撰写的论文促进了主要利益攸关方-从幼儿园到16年级的教师和教育工作者、教材开发者、企业和基金会-之间的建设性对话和信息交流。 实现技术扫盲的四个相互关联的挑战是a。增加公众对技术的理解，B.）为K-12教学注入与技术相关的课程、材料、评估和教师资源，c.）在教育工作者、政策制定者、行业领导者和基金会之间建立更强有力和更有意义的联系，以及d.）有效地将教育技术融入课堂。 其成果是一份广为传播、引人注目、得到充分支持的文件，其中“说明”了技术扫盲的理由，并提出了实现这一目标的计划。

Wulf 9814135 The National Academy of Engineering and the National Research Council's Center for Science, Mathematics, and Engineering Education propose to increase public awareness for the need for technological literacy. This is achieved through three workshops and a symposium to define technological literacy, its importance to the nation and how it is best achieved. The workshops and commissioned papers on Teaching, Tools and Resources, and Implementing Technological Literacy facilitate constructive dialogue and information exchange among the principal stakeholders -teachers and educators in K-16, instructional materials developers, businesses and foundations. The four interconnected challenges to achieving technological literacy are a.) increasing the public understanding of technology, b.) infusing K-12 teaching with technology-relevant curricula, materials, assessments and teacher resources, c.) creating stronger and more meaningful links among educators, policy-makers, industry leaders and foundations, and d.) effectively integrating educational technology into the classroom. The outcome is a widely disseminated, visible, well supported document that "makes the case" for technological literacy and a plan for achieving it.