The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa

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dc.contributor.authorLuckay, Melanie B
dc.contributor.authorCollier-Reed, Brandon I
dc.date2011-11
dc.date.accessioned2014-09-23T14:09:11Z
dc.date.available2014-09-23T14:09:11Z
dc.date.issued2014-09-23
dc.description.abstractIn this article we describe the development and validation of an instrument – the technological profile inventory (TPI). The instrument can be used to determine students’ level of technological literacy. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from four groups of students, three groups of first year students at university Engineering (167), Commerce (65), Arts (218), and one group of high school students (179). The students’ responses to the TPI were subjected to exploratory factor analysis and Cronbach alpha testing, as well as a one-way multivariate analysis of variance (MANOVA). The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an Artefact or related to a Process, while those constituting ‘interaction with technological artefacts’ were Direction/Instruction and Tinkering. A cohort analysis suggests Engineering students are statistically more likely to view technology as a process and interact with technological artefacts with less fear and more likely through self-initiation (Tinkering) – a more advanced technologically literate position. On the other hand the Arts students are more likely to expect direction or instruction from an authority figure (Direction/Instruction) when interacting with a technological artefact - a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy.en_ZA
dc.identifier.apacitationLuckay, M. B., & Collier-Reed, B. I. (2014). <i>The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa</i>. Madrid, Spain, International Association of Technology, Education and Development. http://hdl.handle.net/11427/7666en_ZA
dc.identifier.chicagocitationLuckay, Melanie B, and Brandon I Collier-Reed. "The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa." 2011-11, Madrid, Spain. International Association of Technology, Education and Development. http://hdl.handle.net/11427/7666.en_ZA
dc.identifier.citationLuckay, M. B., & Collier-Reed, B. I. (2011). The development and validation of an instrument – the Technological Profile Inventory – to determine students’ levels of technological literacy in South Africa. Paper presented at the 4th International Conference of Education, Research and Innovation, Madrid, Spain, 764-772.en_ZA
dc.identifier.ris TY - Conference Paper AU - Luckay, Melanie B AU - Collier-Reed, Brandon I AB - In this article we describe the development and validation of an instrument – the technological profile inventory (TPI). The instrument can be used to determine students’ level of technological literacy. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from four groups of students, three groups of first year students at university Engineering (167), Commerce (65), Arts (218), and one group of high school students (179). The students’ responses to the TPI were subjected to exploratory factor analysis and Cronbach alpha testing, as well as a one-way multivariate analysis of variance (MANOVA). The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an Artefact or related to a Process, while those constituting ‘interaction with technological artefacts’ were Direction/Instruction and Tinkering. A cohort analysis suggests Engineering students are statistically more likely to view technology as a process and interact with technological artefacts with less fear and more likely through self-initiation (Tinkering) – a more advanced technologically literate position. On the other hand the Arts students are more likely to expect direction or instruction from an authority figure (Direction/Instruction) when interacting with a technological artefact - a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy. CY - Madrid, Spain DA - 2014-09-23 DB - OpenUCT DP - University of Cape Town KW - technology KW - technology literacy KW - engineering education LK - https://open.uct.ac.za PB - University of Cape Town PP - Madrid, Spain PY - 2014 T1 - The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa TI - The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa UR - http://hdl.handle.net/11427/7666 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7666
dc.identifier.vancouvercitationLuckay MB, Collier-Reed BI, The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa. ; 2011-11; Madrid, Spain. International Association of Technology, Education and Development; 2014. http://hdl.handle.net/11427/7666 .en_ZA
dc.languageengen_ZA
dc.publisherInternational Association of Technology, Education and Developmenten_ZA
dc.publisher.departmentDepartment of Mechanical Engineeringen_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.publisher.locationMadrid, Spainen_ZA
dc.relation.ispartofseries4th International Conference of Education, Research and Innovationen_ZA
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjecttechnologyen_ZA
dc.subjecttechnology literacyen_ZA
dc.subjectengineering educationen_ZA
dc.titleThe development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africaen_ZA
dc.typeConference Paperen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceConference paperen_ZA
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