Technically speaking : why all Americans need to know more about technology

By G. Pearson, A. Young. 2002

344 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/80e1506679dc934402483d9952c3e171032dd269

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Citations in the corpus

Digital Fabrication and Making' in Education: The Democratization of Invention (2013, background): “It called for a move from 'computer skills' towards 'computational fluency' or 'literacy' (diSessa, 2000) and broadening technological literacy to include basic engineering knowledge, and the nature and limitations of the engineering design process (National Research Council, 2002).”
Establishing Measurement Criteria for an Energy Literacy Questionnaire (2013, background): “Following along the lines of the ITEA criteria, the National Academy of Engineering and the National Research Council have defined technological literacy broadly as encompassing three interdependent dimensions: knowledge; capabilities; and ways of thinking and acting (Pearson & Young, 2002).”
Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior (2011, background): “Similar to technological literacy (Pearson and Young, 2002) and environmental literacy (e.”
A Retrospective on Twenty Years of Education Technology Policy (2005, background): “For example, the National Academy of Engineering’s report, Technically Speaking (Pearson & Young, 2002), advocates investment in research into “how people learn about technology,” as welt as the development of assessment tools that would allow longitudinal tracking of the growth of technological lit”
Bringing Engineering to Elementary School (2004, background): “[ 21 ] Making engineering a part of the K-12 experience helps give students experience with building and designing.”