Making the Case for Technological Literacy

国家工程院和国家研究委员会的科学、数学和工程教育中心建议提高公众对技术素养需求的认识。这是通过三个讲习班和一个研讨会来实现的，以定义技术素养，它对国家的重要性以及如何最好地实现它。关于教学、工具和资源以及实施技术素养的讲习班和委托文件促进了主要利益攸关方（K-16的教师和教育工作者、教材开发商、企业和基金会）之间的建设性对话和信息交流。实现技术素养的四个相互关联的挑战是a.)增加公众对技术的理解，b.)在K-12教学中注入与技术相关的课程、材料、评估和教师资源，c.)在教育者、决策者、行业领导者和基金会之间建立更强大、更有意义的联系，d.)有效地将教育技术融入课堂。其结果是一份广泛传播的、可见的、得到充分支持的文件，“证明”了技术素养的重要性，并制定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.