Propositions of Technology Literacy Competency Development regarding Standards of the International Technology Education Association (ITEA)

Sawai Siritongthaworn

Abstract


          

This study has two main objectives: 1) to study the technology literacy competency level (TLCL) according to Standards for Technology Literacy (STL) issued by International Technology Education Association (ITEA), and 2) to make proposals for competency development in technology literacy. Samples include 139 students studying during their 1 st – 3 rd Year in the industrial management program. Research tools are questionnaire and meeting report. Data analysis tools comprise percentage, standard deviation, content analysis, and meeting resolution.

Results are: 1. Students in the industrial management program have technology literacy competency at a moderate level in both category and total perspectives. The categories ranked by students’ TLCL include design, the designed world, the nature of technology, abilities for a technological world, and technology and society respectively.

Proposals for competency development in technology literacy should be prepared for all students as a policy according to the levels of content, skill, and competency in forms of core and supporting courses as well as training. In addition, they should also be enhanced during field experience under cooperation with networking enterprises.


Keywords


สมรรถนะ, ความรอบรู้ทางเทคโนโลยี, สมาคมเทคโนโลยีศึกษานานาชาติ (ITEA), มาตรฐานความรอบรู้ทางเทคโนโลยี (STL)Competency, Technology Literacy, International Technology Education (ITEA) Association, Standards for Technology Literacy (STL)

Full Text:

PDF 55-65

References


Baker, J. M. (2008). Exploring Technologi-cal Literacy: Middle School Teachers Perspectives. (Doctoral Dissertation). Walden University, College of Education.

Best, J. W. and Kahn, J.V. (1986). Research in Education (5th ed.). New Delhi: Prentice Hall.

Bloom, B., Englehart, M., Furst, E., Hill, W., and Krathwohl, D. (1956). Taxonomy of Educational Objectives: The Classifi-cation of Educational Goals. Handbook I: Cognitive Domain. New York, Toronto: Longmans, Green.

CDE. (2009). Professional Development Module: What Is the Technology Literacy?. retrieved on 23 October 2016from http://www.Coloradotechlit- eracy.org/org/documentation/module1/definition.htm.

Cronbach, L. J. (1974). Essentials of Psychological Testing. NY: Harper and Row.

ITEA. (2007). Standards for Technological Literacy: Content for the Study of Technology. (3rd ed). Reston, VI: International Technology Education Association.

Krejcie, R. V. and Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psycho-logical Measurement, (30), 607-610.

Likert, R. (1967). The Method of Constructing and Attitude Scale. in Fishbeic, M (Eds.), Attitude Theory and Measurement. (90-95). NY: Wiley & Son.

Montgomery County Public Schools. (2014). Definition of Technology Literacy. retrieved on 26 July 2016 from https://www.montgomeryschoolsmd. org/departments/techlit/docs/Defini-tion%20of%20Technology%20Literacy.pdf.

Sakworawich, A. (2004). Competency: The Old Subject Matter We Still Lost. Chulalongkon Review. (16, July – September), 57–72.

SETDA. (2007). 2007 Technology Literacy Assessment and Educational Technology Standards Report. retrieved on 26 October 2016 from http://www.setda.org /wp-content/uploads/2015/03/ TEchnologyLiteracy2007Final.pdf.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 The Journal of Industrial Technology Suan Sunandha Rajabhat University

Faculty of Industrial Technology Suan Sunandha Rajabhat University 1 U-tongnok Dusit Bangkok 10300  Tel. 66 2160 1438#22  E-mail. fit@ssru.ac.th