Exploring the transformational potential of Technological literacy

Abstract

In this paper we provide an overview of the Technological Literacy: Implications for teaching and learning (TL: Imps) research project which began in July 2010. The overall aim of the TL: Imps research is to explore student technological literacy and determine how the three strands of the NZ technology curriculum work together to develop this literacy. In order to address this aim the research seeks to identify, explore and explain any shifts in the nature of the technological literacy developed by students over a period of two years as they participate in technology programmes. The programmes are based on the New Zealand Curriculum (NZC) (Ministry of Education, 2007). We discuss the theoretical framework of the research and provide an initial description of three ‘phases’ of technological literacy. These phases have been developed to reflect the potential nature of the transformational shifts expected as a result of the learning in technology. We then outline the methodology of the research and describe the set up stage of this project, including an outline of the set of learning progression diagrams developed for each component of the technology curriculum. These diagrams, along with the corresponding Indicators of Progression documents are being used to support school technology programme development and implementation as a key part of the research. We conclude this paper with an outline of the next stage of the research.