Abstract:
Technological literacy is the aim of the New Zealand technology education curriculum. It is proposed that the components (technological knowledge, technological capability and an awareness of societal relationships) equally contribute to the development of this technology education goal. Is the full realisation of technological literacy possible in classroom programmes or is this an unrealistic fantasy which, for some teachers, can become a chimera?
Technological literacy has a range of interpretations. Is the view of technological literacy proposed in 'Technology in the New Zealand Curriculum' (Ministry of Education, 1995) achievable in New Zealand classrooms? This paper describes and analyses a range of teachers’ classroom interpretations of this goal and debates whether such a goal is feasible.
