Technological literacy and reflection in the classroom
Conference Paper
2014-09-23
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European Association for Research on Learning and Instruction (Earli)
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University of Cape Town
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15th Biennial Conference EARLI 2013
Abstract
In this article we take a theoretical model that describes technological literacy as being enacted by individuals in the course of shaping their lives and the world around them and explore how it is possible to develop meaningful and effective educational classroom activities that intertwine capabilities with technological processes in authentic situations. Technological literacy involves the enactment and shaping of the technological process in such a way that enactment successively recognises the original need as well as a shared purpose and potential consequences – an action that we argue to be reflective, or mindful, in nature. We suggest that two elements of knowledge can be identified as goals for technology education. Firstly, a basic understanding of technological processes, a capability to orient in the landscape of relevant knowledge, and the knowledge contexts of what the process is about. Secondly, reflection on process development, (shared) purpose, underlying needs, necessary competence, consequences, and personal engagement intertwined with enactment. Here the notion of reflection-in-action as the manifestation of a mindful relationship between experience and enactment can be seen as driving the technological process. We argue that the ultimate and proximate purposes of teaching are useful constructs for discussing the constitution of continuity between objectives in classroom activities. An analysis of data from a Swedish technology education classroom is used to illustrate the argument developed. The article concludes by suggesting that focus must be centred on what activities are meaningful – and as far as possible authentic – for pupils as aims for learning.
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Reference:
Ingerman, Å., & Collier-Reed, B. I. (2013). Technological literacy and reflection in the classroom. Paper presented at the 15th Biennal EARLI Conference for Research on Learning and Instruction, Munich, Germany.