Development Of Technological Literacy Research Articles

Analyzing Position, Velocity and Acceleration Graphs using Arduino

Motion graphics and their relationships within the scope of the kinematics unit are difficult topics for students to learn. In this study, an Arduino-based in-class physics activity was developed, in which students can analyze position-time, velocity-time and acceleration-time graphs practically. Within the scope of the study, Arduino UNO and HC-SR04 distance sensors, which are very low cost and easily obtainable, were used in the material development process. Data analyzes were also carried out using the Excel program. The position values and time values of a simple car moving with constant acceleration were collected with the help of Arduino and then these data were transferred to the Excel program. Instant velocity and acceleration values were determined on the Excel platform. Then, graph types and relationships between graphs were analyzed by drawing time-dependent graphs of position, velocity and acceleration with the help of Excel program. The motion acceleration was determined as 2.388 m/s2 both by taking the second derivative of the position-time equation with respect to time and by using the slope of the time-dependent graph of the instantaneous velocity values found. Furthermore, the displacement was calculated as 0.363 m using first and last position values that were directly read from the distance sensor and 0.348 m using the area under the velocity-time graph. The two values are very close to each other, with a difference of +4.1. The change in velocity was calculated as 0.845 m/s by taking the difference of the initial and final velocity and calculating the area under the acceleration-time graph. In addition to providing students with important educational gains in graphic subjects, it is expected that such a study carried out with students in the classroom will also be effective in the development of technological literacy and data analysis skills.

The role of formal and non-formal education in the development of technological literacy

ducation for technological literacy is a necessity of the 21st century if we want to educate individuals capable of planning, problem-solving, making informed decisions that will contribute to the proper use and advance of technology. Participation in free-time activities as a form of lifelong non-formal learning makes an important contribution to the child's overall development and serves to support formal education. The aim of the case study carried out among 20 participants was to explore their attitudes towards technical education; the challenges and tasks that it imposes on children, teachers and free-time technology–oriented activity instructors; and to evaluate the knowledge and skills it brings to children's lives.

Exploring the Efficacy of Multimedia Online-based Learning (techno-education) for Intermediate EFL Learners with Difficulties in Listening and Speaking

The development of technology literacy in Indonesia can be seen from the increasingly widespread use of online multi-media which has an impact on many aspects, including education. In terms of practicality of this technological development, this research was conducted to provide English language learning technology for EFL (English as Foreign Language) learners who experience difficulty in speaking and listening with online multimedia based technology in the form of lingorank.com media content. This research is a concurrent-mixed method research whose qualitative study with case study approach is more dominant than its quantitative analysis. The research was conducted at STKIP Muhammadiyah Bogor. Data triangulation method is carried out as a data collection technique. The sampling technique used is selective sampling or also called purposive sampling which involve 32 students as the sample. The triangulation including field observations and interviews. Interviews were conducted to determine the obstacles found by respondents in the process of learning to listen and to speak. After analyzing the strengths, weaknesses, and experienced constraints, lingorank.com multimedia content education was given to the respondents. At the end of the research, it will be described how this multi-media online based learning technology learning process can function in developing listening skills, and how it can help EFL learners in developing speaking.

Delivering technological literacy to a class for elementary school pre-service teachers in South Korea

This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers’ attitudinal transition toward elementary school technology education (ESTE) and its implementation. An introductory ESTE program within Practical Arts Education was developed through a procedure consisting of preparation, development, and improvement. The program was implemented among 127 elementary school pre-service teachers for 7 weeks in South Korea. The learning contents based on the ESTE research and national curriculum included (1) technology learning units in the Practical Arts textbooks, (2) technology and invention, (3) drawing and design, (4) wood products, (5) basic electricity and electronics, and (6) integrative science, technology, engineering, and mathematics/science, technology, engineering, arts, and mathematics education. These contents were delivered via an instructor’s lecture, hands-on activities on technological design, and cooperative learning. A pre- and post-test on the study participants’ attitudes toward ESTE and on their knowledge, competency, and anxiety in relation to the six learning contents were conducted. The research results indicated a stable improvement in the study participants’ attitudes toward ESTE, their level of knowledge about ESTE, and their competency to teach ESTE. The developed program also decreased their anxiety in relation to teaching ESTE. The study findings may provide useful insights into the professional development of elementary school teachers in connection with ESTE, and into the implementation of technology education in the elementary school setting.

Digital Media Performance and Reading Comprehension

The information and communication technologies (ICTs) present in the Brazilian education system determine the development of technology literacy among teachers and students, which can be measured by ICT performance. The Technology Performance Scale (EDETEC) is a self-reporting psychometric instrument to verify what the students’ conceptions are about ICT and their performance in using technology tools. Considering the necessity of the acquisition of both technology literacy and reading comprehension skills to use ICT resources, this study aimed to know the ICT performance, reading comprehension achievement, and the possible relations among them. The participants were 63 Brazilian students from K10 and K11. The EDETEC and Cloze Test with options were applied by school and grade. The best ICT performance referred to the concept and productivity tools factor (F2), and the ANCOVA (analysis of covariance) statistic test identified the influence of the grade and genre in it. There was positive correlation between reading comprehension and EDETEC.

Teaching Media Literacy in Grade Five: The Development of Technological Literacy Among Teachers and Students - A Case Study

This is the second of two articles about a study of the implementation of a media literacy curriculum project in three inner city schools Grade 5's in Montreal. The authors describe the development of technological literacy among the teachers and students as they learned about two Media Literacy concepts. The teaching featured the use of a SMARTboard interface, a list-serv and Web resources. The findings affirm the positive contribution of the devices to the development of technological literacy among teachers and pupils. But they also raise other issues: technological determinism and the role of interpretive teaching in educational technology.

Mentors versus masters: Women’s and girls’ narratives of (re)negotiation in web-based writing spaces

Although technology can be a source of anxiety for both students and teachers new to electronic writing environments, much research shows that for women and girls, this anxiety is compounded by traditional gender–power dynamics that often position technology as male, and by the development of technological literacy as a product to be mastered rather than a process to be nurtured. Drawing on research in feminist critical pedagogies, the politics of online communication, and recent calls for gender-fair curricula and the recruitment and retention of women and girls in technology-related fields, this article questions the extent to which we can teach web-based literacy technologies and also foster technological mentoring. Part of our proposed mentoring process involves the role of narrative as both a methodology and a pedagogy that allows women and girls to voice their technological literacy histories and literacy acquisition. We include our own literacy, technology, and teaching narratives, profiling both a graduate seminar in computer-mediated writing pedagogies and a Cybergrrl pilot study in which eight junior high girls learned to create web sites for family and friends. Ultimately, we suggest curricular guidelines for moving from mastering to mentoring.

Towards Flexible Skill Formation and Technological Literacy: Challenges Facing the Education System

This paper looks at the changes occurring in Australia's economy and industry, and the challenges these pose for the education system. The paper outlines a response to these challenges that focuses on flexible skill formation and the development of technological literacy, which are taken to constitute the preconditions required of any citizen to be active in the democratic system. The paper draws on the literature that characterizes the current upheavals in industry as the transition from one technological paradigm to another - from a paradigm based on mass production, mass consumption and fragmentation of skills, termed Fordism, to a paradigm based on flexible production patterns, geared to quality rather than quantity, and based on skill enhancement as the foundation of productive work. In sketching an educational response to this change in the techno-economic paradigm, the paper focuses on five issues: coherent career paths; links with industry; linkage; cross-accreditation and work-study arrangements; breaking down curriculum barriers; and flexible learning strategies.

The Role of the Secondary Social Studies Curriculum in Developing Technological Literacy

Literacy is a hot buzzword for schools today. This is evident from the number of literacies that are making claims on the traditional subject-matter territory of the pre-college curriculum. Typically, each subject area of the school is asked to play a role in the achievement of these literacies. Such is the case with and the social studies curriculum. Focusing on the secondary curriculum only, this paper examines whether social studies should play a role in the development of technological literacy, and whether social studies is equipped to play a role in the development of technological literacy, specifically at the secondary level. The former task requires the formulation of a defensible rationale for social studies becoming involved in such a literacy effort, given the fundamental purposes of social studies education. The latter requires the design of a curricular framework within which the social studies' role may be most effectively performed, consistent with the content and methods of social studies education at the secondary level. After describing this framework, the paper concludes that the development of technological literacy is consistent with the purposes of social studies education and that the framework proposed should sharpen students' awareness not only of current social impacts of science and technology but also of issues arising from now unforseen scientific achievements and new technologies. (AA)