Abstract
Various instruments measuring either technological literacy or pupils’ attitudes towards technology are available. Recent research has emphasised that these instruments have not been validated for the South African context, yielded invalid and unreliable data for this specific context, and should therefore be adapted (Ankiewicz, Myburgh & Van Rensburg, 1996; Van Rensburg, Ankiewicz & Myburgh, 1996a, 1996b, 1999).
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