DOCUMENT RESUME ED 291 956 CE 049 845 AUTHOR Blankenbaker, E. Keith, Ed.; Miller, Aaron J., Ed. TITLE Technological Literacy: The Roles of Practical Arts and Vocational Education. Proceedings from an International Symposium on Technological Literacy (Columbus, Ohio, May 13-15, 1987). INSTITUT-3N Ohio State Univ., Columbus. Coll. of Education. PUB DATE 87 NOTE 240p.; Co-sponsored by the American Vocational Association, the International Technology Education Association, the International Vocational Education and Training Association, and the National Center ior Research in Vocational Education. PUB TYPE Collected Works Conference Proceedings (021) -- Viewpoints (120) -- Reports = Research/Technical (143) EDRS PRICE MF01/PC10 Pits Postage. DESCRIPTORS Curriculum Development; Educational Needs; Foreign ' Countries; Needs Assessment; Postsecondary Educatioh; *Practical Arts; School Role; Secondary Education; Statewide Planning; *Teacher Education; *Technological Advancement; *Technological Literacy; *Vocational Education IDENTIFIERS China; New York ABSTRACT The following papers are included: "Technological Literacy: What? Why? For Whom?" (K:anzberg); "Techniliterate vs. Technilliterate (There's an L of a Difference)" (Stone); "International Perspectives on Technological Literacy" (Dyrenfurth); ''Technology and the Liberal Arts: Are We Producing Technopeasants?" (Brockway); "Study on the Justification of Technology Education as General Education" (Chang); "A Case for Technological Literacy" (Martin); "Technology: The Newest Liberal Arts" (Kowal); "The Underside of Technological Literacy" (Pilotta); "Impacts of Technology" (Balistreri); "Christian Relational Theology as a Framework for Assessing for Moral and Social Implications of Technology" (Arnett, Ramer); "Social Consequences of Technological Innovation" (Pucciano); "Socioteehnical Literacy: An Alternative tc the Technological Perspective" (Pratzner); "A Global Model of Technological Literacy" (Hameed); "Defining, Determining, and Contributing to Technological Literacy: Getting There from Here Using the Technology of a Research Paradigm" (White); "What Price Progress? The Social Impact of Technology on Society" (Meyers); "An International Study of Curricular Organizers for the Study of Technology" (Barnes); "An Instructional Model for Electronics Technology in the Republic of China" (Shih); "'Jackson's Mill' and 'Industry and Technology Education' Project Reports as a Guide for Organizing Content for Technology Education" (Wright); "The Future of Work in America: Workers, the Workplace, and Technological Literacy" (Charner); "New Technology, New Lifestyls, and the Implications of Preservice and Inservice Vocational Teacher Education" (Worms, Worms); "Technology and Education: The Appropriate Threads for a Computer Tapestry" (Thomas); "Computer Literacy: An Essential Element of Technological Literacy" (Welty); "Computer Anxiety Levels Related to Computer Use and Teacher Inservice Educational Needs" (Malpiedi); "Energy Literacy: The Changing of Cocksure Ignorance to Thoughtful Uncertainty" (Singletary); "Florida's Assessment of Vocational Teachers' Training Needs: The First Step in a Five-Year Statewide Inservice Plan" (Patterson); "The Impact of Computer Technologyon Graphic Communication" (Boyer, Bertoline); "Dichotomies, Relationships and the Development of Technological Literacy" (DeVore); "Technology's Impact on Education: Don't Leave It to Chance" (Harris); "Implications: Technological Literacy and Vocational Education Service Areas" (Ressler); "Machine Vision Literacy" (Andrews); "Technology Education in New York State" (Hacker); "Technological Literacy: Roles for Practical Arts and Vocational Education" (Maley); and "Technological Literacy: The Role of Vocational Education" (Moss). (MN) Technological Literacy: The Roles of Practical Arts and Vocational Education Proceedingsfrom an International Symposium onTechnological Literacy Columbus, Ohio U.S DEPARTMENT OF EDUCATION "PERMISSIONTO REPRODUCE ThIS of Educational Research and Improvement Off May 13-15, 1987 MATERIAL HAS BEEN GRANTED BY El) CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has Caen reproduced as received from the person or organization originating it BEST COPe AVAILABLE O Minor changes have been made to improve 6,44-xi, reproduction Quality Points of view Or Opinions slated in thiS dour merit do not necessarily representofficial TO THE EDUCATIONAL RESOURCES OERI positron or policy INFORMATION CENTER (ERIC)." h.9 7111MINI! ..." Technological Literacy: The Roles of Practical Arts and Vocational Education Edited by: E. Keith Blankenbaker Aaron J. Miller 1987 Copyright © 1987 The Ohio State University College of Education Columbus, Ohio All Rights Reserved 4 Preface Work, leisure, education and lifestyles have changed radically since the turn of the century. Central to these changes ha.e been the development of various new systems of technology and the consequences of their impacton our daily lives. Basic literacy skills have long been recognized as essential for all citizens to understand and live fulfilling lives in this cutture. However, with the current and growing interrelationship of society and technology it now becomes essential that our citizenry become technologically literate. We must understand the basic principles and relationships of technology to theway we learn, live and work. The International Symposium on Technological Literacy: The Roles of the Practical Arts and Vocational Education provided a national forum for examining some of the most critical issues related to the teachirg of content necessary for technological literacy in our nation's schools. Further, it provided for the examination of these issues and their implications for appropriate curriculum development and program planning for students who chose either a vocational education curriculum or a college preparatory program at the high school level. On May 13-16, 1987, The Ohio State University sponsored a symposium where papers on these significant issues were presented and discussed bya broad spectrum of both national and international experts in fields related to symposium topics. The proceedings contained in this document provided the essence of these major presentations and discussions. E. Keith Blankenbaket Aaron J. Miller Acknowledgements We, the symposium co-directors, wish to expressour sincere appreciation to the College of Education at The Ohio Stela University for the financialsupport of this enterprise; also, our special gratitude and recognition is given tothe four symposium sponsors for their special assistance and endorsement. These sponsors were The American Vocational Association, The International Technology Education Association, The International Vocational Educationand Training Association, and The National Center for Research in Vocational Education. We would also like to acknowledge the following individuals for their assistance and hard work in preparing this document: Ms. Eilene M. Reece for word processing; Dr. Paul E. Post for the layout design and being the "problem solver"; and Ms. Donna K. Trautman for editing, layout, and production coordination. E. Keith Blankenbaker Aaron J. Miller Table of Contents Preface iii Acknowledgements v Technological Literacy: What? Why? For Whom? Melvin Kranzberg 1 Characteristics of Technologically Literate Citizens Techniliterate vs Technilliterate (There's an L ofit Difference) Robert D. Stone 13 International Perspectives on Technological Literacy Michael J. Dyrenfurth 19 Technology and the Liberal Arts: Are We Producing Technopeasants? John P. Brockway 39 Technological Literacy - One of the New Basics Study on the Justification of Technology Education as General Education Suk-Min Chang 49 A Case for Technological Literacy Loren Martin 53 Technology: The Newest Liberal Arts Jerome J. Kowal 59 Social Values/Consequences of Technological Innovation The Underside of Technological Literacy Joseph J. Pilotta 67 Impacts of Technology Jerry P. Balistreri 77 Christian Relational Theology as a Framework for Assessing for Moral and Social Implications of Technology Harold Arnett & Hebor Ramer 79 Social Consequences of Technological lnrovation John G. Pucciano 87 Sociotechnical Literacy: An Alternative to the Technological Perspective Frank C. Pratzner 93 identifying and Organizing the Content of Technology A Global Model of Technological Literacy Abdul Flamed 109 Defining, Determining, and Contributing to Technological Literacy: Getting There From Here Using the Technology of a Research Paradigm Michael R. White 113 What Price Progress?: The Social Impact of Technology on Society Albert Meyers 121 An International Study of Curricular Organizers for the Study of Technology James L. Barnes 127 An Instructional Model for Electronics Technology in the Republic of China Chun-Hsieh Shih 137 "Jackson's Mill" and "Industry and Technology Education" Project Reports as a Guide for Organizing Content for Technology Education R. Thomas Wright 151 The Future of Work in America: Workers, The Workplace, and Technological Literacy Ivan Charner 159 Technological Literacy Needs in Preservice and Inservice Teacher Education New Technology, New Lifestyles, and thA Implications of Preservice and Inservice Vocational Teacher Education Carolyn Litchfield Worms & Allan J. Worms 171 Technology and Education: The Appropriate Threads for a Computer Tapestry John C. Thomas 175 Computer Literacy: An Essential Element of Technology Literacy Kenneth Welty 179 Computer Anxiet:' Levels Related