| Abstract: | The purpose of this investigation was to compile the recommendations of subject matter experts into a prioritized thematic framework for the development of technological literacy in college and university core courses. Fifteen recurring themes were identified through an extensive review of literature. Themes and clarifying descriptions were presented to technological literacy experts from diverse fields. Respondents were affiliated with either the New Liberal Arts (NLA) group or the Science, Technology & Society (STS) movement. The respondents' opinions were obtained from two telephone interviews. In Phase I, the recommendations of the respondents were combined to produce an updated list of 18 themes. The updated list included four additional themes, one consolidation of two themes, revisions for all of the descriptions, but no deletions. In Phase II, the respondents rated the themes on a 10-point scale. A one-way analysis of variance and a Scheffe comparison were used to test for significant differences among the mean ratings of themes. Only the top-ranked and the lowest-ranked themes were significantly different at the .05 level. Comments from the respondents added a dimension that was not conveyed by the quantitative ratings. The ratings and comments of respondents suggested that a variety of themes are important in the development of technological literacy in postsecondary core courses. Seventeen themes are offered to educators as a framework to guide the development of technological literacy. The prioritized list includes the following themes: change/diffusion; quantitative analysis; economic; political; environmental/ecological; technological; risk assessment; ethical/moral; social/cultural; historical; scientific; humanistic; international and global; military; behavioral; contemporary and futuristic; and human rights and freedom. Clarifying descriptions of each theme are included in the report. The prioritized list is not a recommendation that themes be taught in order; however attention should be devoted to the range of themes and to their prioritization. Although the themes are prioritized in the report, increments between adjacent ratings are far too small to approach statistical significance. It is recommended that a thematic approach be used to develop technological literacy in postsecondary core courses. The systemic change that is envisioned would provide organized and holistic curricular reform. |
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