Abstract
This study sampled the current state of technological literacy in Rhode Island high schools using a new instrument, the Technological Literacy Assessment, which was developed for this study. Gender inequalities in technological literacy were discovered, and possible causes and solutions are presented. This study suggests possible next steps for technology teachers, teacher educators, curriculum developers, and policy makers to move technology education forward and lays the groundwork for further studies of technological literacy. The Standards for Technological Literacy (International Technology Education Association [ITEA], 2007) were used as the benchmarks measured in this study.
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