© 2014

New Frontiers in Technological Literacy

Breaking with the Past

  • Editors
  • John R. Dakers

Table of contents

  1. Front Matter
    Pages i-xi
  2. Introduction: Breaking with the Past

    1. John R. Dakers
      Pages 1-6
  3. Conceptualizing Technological Literacy

    1. Front Matter
      Pages 7-7
    2. Stephen Petrina
      Pages 29-43
  4. The Hidden Voice of Youth

    1. Front Matter
      Pages 45-45
    2. Molly Watson
      Pages 47-55
  5. Issues Relating to Democracy

    1. Front Matter
      Pages 57-57
    2. P. John Williams
      Pages 59-73
  6. Gender and Technology

    1. Front Matter
      Pages 75-75
  7. Sustainability

    1. Front Matter
      Pages 89-89
  8. Technological Literacy in China

    1. Front Matter
      Pages 103-103
  9. Education and the Concept of Technological Literacy

    1. Front Matter
      Pages 121-121
    2. David Barlex
      Pages 123-139
    3. Andoni Alonso
      Pages 141-150
  10. Technological Literacy in the Workplace

    1. Front Matter
      Pages 151-151
    2. Jamie Wallace, Cathrine Hasse
      Pages 153-164

About this book


This book attempts to rethink the concept of technological literacy in a modern context, not only in terms of a subject area taught in schools, but also as an important general concept that all citizens should engage with. As this book will illustrate, the concept of technological literacy has no universally agreed definition.


Technology Philosophy technological literacy education philosophy of technology philosophy of education democracy gender machine research technology

About the authors

Andoni Alonso, The Complutense University of Madrid, Spain David Barlex, The Design and Technology Association, UK Leo Elshof, Acadia University, Canada Cathrine Hasse, Aarhus University, Denmark Mary Kirk, Metropolitan State University, USA Carl Mitcham, Colorado School of Mines, USA Stephen Petrina, University of British Columbia, Canada Silja Samerski, University of Oldenburg, Germany Jamie Wallace, Aarhus University, Denmark Nan Wang, University of Chinese Academy of Sciences, China Molly Watson, Student, UK John Williams, University of Waikato, New Zealand

Bibliographic information


"The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically change our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems." Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Université, France

"Dakers has brought together a collection of essays that are thought-provoking and invite educators to rethink the idea of technological literacy. This concept has been read in a positivist manner for too long, and Dakers makes a plea for looking at it more critically. This voice should be heard by all who are involved in the (further) development of technology-related education." - Marc de Vries, Professor of Reformational Philosophy, Delft University of Technology, The Netherlands

"Ours is a fully textured technological world and Dakers does an inspiring job helping us become technologically literate. Moreover, the speed withwhich technologies change calls for a running frontier, well exemplified here." - Don Ihde, Distinguished Professor of Philosophy, Stony Brook University, USA